scholarly journals A Search for Clues in the Perennial Tension Between Challenge and Response: Insights from Robert Wuthnow, Mary E. Moore, & Parker Palmer

2010 ◽  
Vol null (25) ◽  
pp. 39-59
Author(s):  
Kim, Doil
Keyword(s):  
Parker Palmer

Exiles from Eden

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Higher Education ◽  
Max Weber ◽  
Moral Character ◽  
Richard Rorty ◽  
Christian Spirituality ◽  
Henry Adams ◽  
Spiritual Community ◽  
The Enlightenment ◽  
Parker Palmer ◽  
Allan Bloom

In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientation and calls for a "spiritually grounded education in and for thoughtfulness." The reforms he endorses would replace individualistic behavior, the "doing my own work" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian spirituality. Schwehn critiques philosophies of higher education he considers misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry Jr. He draws out valid insights, always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Schwehn's study will interest all those concerned with higher education in America today: faculty, students, parents, alumni, administrators, trustees, and foundation officers.

scholarly journals Tratamento das fraturas femorais subtrocantéricas com placas de bloqueio lateral da parte proximal do fêmur

2012 ◽  
Vol 20 (6) ◽  
pp. 329-333 ◽  
Author(s):  
Sun-Jun Hu ◽  
Shi-Min Zhang ◽  
Guang-Rong Yu
Keyword(s):  
Parker Palmer

OBJETIVO: Estudar o desfecho de fraturas subtrocantéricas de quadril tratadas com placa de bloqueio lateral da parte proximal do fêmur. MÉTODO: Revisamos retrospectivamente os resultados clínicos de 48 casos de fraturas subtrocantéricas tratadas com placas de bloqueio lateral da parte proximal do fêmur de janeiro de 2008 a maio de 2010. Registrou-se o progresso da consolidação da fratura, assim como a ocorrência de complicações. A função da articulação do quadril foi avaliada pelo índice social de Harris e o escore de mobilidade de Parker-Palmer, um ano após a cirurgia. RESULTADO: Quarenta e cinco pacientes foram acompanhados até a união da fratura ou a revisão da cirurgia. Entre os 45 pacientes, 43 atingiram a união da fratura sem outra intervenção. Trinta e oito fraturas consolidaram sem perda da posição no acompanhamento de um ano. Não houve casos de perfuração da cabeça do fêmur pelo parafuso. O escore médio do índice social de Harris foi 86,5 ± 9,8 (73 ~95). A média do escore de mobilidade de Parker e Palmer foi 7,4 ± 2,1 (3~ 9). CONCLUSÃO: A placa de bloqueio lateral da parte proximal do fêmur é o tipo de fixação interna estável e efetiva para tratar as fraturas subtrocantéricas de quadril e tem a vantagem de fixação estável, em especial em fratura da parede lateral do fêmur. Nível de evidência IV, Série de Casos.

Adams’s Education

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Higher Learning ◽  
Western History ◽  
Ethical Implications ◽  
Technical Mastery ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
The University ◽  
Parker Palmer

The argument of this book has been based upon one major assumption, namely that epistemologies have ethical implications, that ways of knowing are not morally neutral but morally directive. Accordingly, the major contrast developed thus far has been between the Weberian epistemology that connects knowledge fundamentally to power, to the prospect of technical mastery of the world, and communitarian epistemologies that connect knowledge fundamentally to understanding, to the pursuit of the truth of matters. This broadly articulated contrast has in turn informed two distinct conceptions of academic life and of the nature and purpose of the academic vocation. On one account, the soul of the university is Wissenschaft, on the other, edification. My discussion, in this epistemological and ethical context, of religious matters, especially the suggestion that certain spiritual virtues are indispensable to learning, has thus far been justified primarily on historical grounds. I have tried to show, first, that the Weberian conception of the academic calling derived in part from a transmutation of religious terms, and second, that for most of Western history religion and higher learning were interdependent in ways that have largely escaped the notice of many present-day analysts of the university. Then, in Chapter 3, I tried to demonstrate that, in spite of the triumph of Weberianism, practices that are central to the academy, such as teaching, learning, and scholarship, still depend for their success upon the exercise of spiritual virtues like charity. If these observations are correct, my analysis and criticism of the current understanding of the academic vocation are not yet complete. For the following questions arise: Why do so many contemporary academics believe that their sense of vocation ought to conform to the ideal type developed by Weber even as they at the same time resonate to the more spiritualized conception of teaching and learning articulated by Parker Palmer? Is there a peculiarly modern and secular spirituality that gives a deep measure of meaning to the academic vocation as Weber described it and at the same time blinds its practitioners to their own necessary reliance upon virtues that are distinctively religious?

On Creating a Space: An Interview with Parker Palmer

2001 ◽  
Vol 82 (1) ◽  
pp. 13-22 ◽  
Author(s):  
William E. Powell
Keyword(s):  
Social Work ◽  
Academic Preparation ◽  
Late Winter ◽  
Teaching Methodology ◽  
Society Of Friends ◽  
Course Content ◽  
Social Work Educators ◽  
Courage To Teach ◽  
Teaching Learning ◽  
Parker Palmer

Increasingly, social work educators introduce the thoughts of Parker Palmer into their discussions of teaching methodology, course content, and the occupation of teaching. While not himself a social worker, Palmer's thoughts about teaching, on creating a “space” or conditions within which people can learn and change, and on the spiritual and relational aspects of human learning resonate with many social work educators. Parker Palmer is a writer, consultant, and lecturer who addresses issues in education, spirituality, community, and social change. He is a senior associate of the American Association for Higher Education, senior advisor to the Fetzer Institute, and the author of such books as To Know as We Are Known, Let Your life Speak, The Courage to Teach, The Active Life, and The Company of Strangers. Palmer has received five honorary doctorates for his writing and numerous other awards. He resides in Madison, Wisconsin where he is also a member of the Religious Society of Friends (Quakers). This interview was conducted to elicit Palmer's thoughts on teaching, learning, relating, and the academic preparation of social workers and took place on a cold and dreary late winter afternoon at his home in Madison. A range of subjects was discussed and he was quite gracious and generous with his time.

Teacher Evaluation Within a Community of Truth: Testing the Ideas of Parker Palmer

2003 ◽  
Vol 28 (3) ◽  
pp. 163-186 ◽  
Author(s):  
Susan A. Schiller ◽  
Marcy M. Taylor ◽  
Pamela S. Gates
Keyword(s):  
Teacher Evaluation ◽  
Parker Palmer

scholarly journals Creating An “Invitational Classroom” In The Online Educational Milieu

2011 ◽  
Vol 3 (1) ◽  
pp. 7-16
Author(s):  
Beth Perry ◽  
Margaret Edwards
Keyword(s):  
Teaching Strategies ◽  
Classroom Environment ◽  
Course Design ◽  
Online Courses ◽  
Online Classroom ◽  
Innovative Teaching ◽  
Face To Face ◽  
The Arts ◽  
Class Environment ◽  
Parker Palmer

Parker Palmer, a scholar who studied effective face-to-face teaching, introduced the term the “invitational classroom” (1993, p. 71). In particular Palmer emphasized that “an air of hospitality” facilitated an inviting educational environment (p. 71). Hospitality in Palmer’s words means “receiving each other, our struggles, our newborn ideas, with openness and care” (p. 74). Palmer concludes that both teachers and learners experience positive consequence when the class environment is invitational. This paper explores a category of innovative teaching strategies, called artistic pedagogical technologies (APTs) that facilitate the experience of an invitational classroom in online courses (Perry & Edwards, 2010). APTs are teaching strategies founded in the arts. APTs described in this paper include photovoice, parallel poetry, and conceptual quilting. A study of the effect of these APTs on graduate students and instructors from a Canadian online university is described. The data collection and data analysis processes used in the study are detailed. Both students and instructors found the online classroom environment changed in a positive way in part because of APTs. Research participants reported that APTs initiated, sustained, and enhanced interactions among students and between students and the instructors (Perry & Edwards, 2010). These findings are analyzed using Palmer’s concepts of hospitality and the invitational classroom and Wenger’s Social Theory of Learning (1990). Practical ideas for educators regarding the use of APTS in teaching and course design are reviewed. 

scholarly journals Osteosynthesis of intertrochanteric fractures by PFN and DHS – A prospective randomized comparative study

2020 ◽  
pp. 221049172097183
Author(s):  
Pulin Bihari Das ◽  
Anurag Singh ◽  
Bhabani Shankar Lenka ◽  
Sunit Pani
Keyword(s):  
Elderly Patients ◽  
Comparative Study ◽  
Statistical Analyses ◽  
Harris Hip Score ◽  
Intertrochanteric Fractures ◽  
Fixation Device ◽  
Geriatric Population ◽  
Hip Screw ◽  
Parker Palmer ◽  
Mobility Score

Introduction: As the geriatric population increases, the incidence of intertrochanteric fractures (ITF) has also increased significantly. There are various modalities to treat these fractures. In this study our aim is to analyse outcomes of Proximal Femoral Nail (PFN) in comparison to those of Dynamic Hip Screw (DHS) for the treatment of ITF. Materials and Methods: This study was carried out during 2017–20. 150 patients of unstable ITF (AO type 31-A2, 31-A3) in elderly were randomly divided into two groups of 75 each and were treated either by DHS or PFN and were followed up regularly. Results: The results were compared between the groups and statistical analyses were performed. The results were assessed with Harris Hip Score(HHS) & Parker Palmer mobility score (PPMS) which were better in PFN group. Conclusion: PFN is a better fixation device for unstable ITF (31 A2 and 31 A3) in elderly patients.

Yoga Therapy: Building a Holding Environment for Somatic and Psyche Change

2015 ◽  
Vol 25 (1) ◽  
pp. 21-26
Author(s):  
Bud McClure
Keyword(s):  
Structural Change ◽  
Holding Environment ◽  
True Self ◽  
Yoga Therapy ◽  
Parker Palmer

Drawing on ideas from D.W. Winnicott and the work of Quaker theologian Parker Palmer, this article discusses the concept of a holding environment, its refined understanding in the literature over the years, and how it can be optimally used in yoga therapy. The evidence shows that effectively establishing a holding environment can facilitate both somatic and deep structural change in a client, facilitating healing from primal wounding as well as the potential reconnection to the true self.

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