scholarly journals Children of Heaven and Earth: Catholicity through Teilhardian Pedagogy

Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 637
Author(s):  
Jillian Langford
Keyword(s):  
Meaning Making ◽  
Human Person ◽  
Educational Systems ◽  
Religious Educators ◽  
The World ◽  
Heaven And Earth

Beginning with the anthropology of Teilhard de Chardin, this paper explores the need to reimagine education in light of an evolutionary cosmos. Teilhard understood the human person as deeply involved in the meaning-making processes of the cosmos, and as co-creators with God in evolution. To progress the human person must choose organization over entropy and develop a deep rooted “zest” for her own evolution. The classroom can provide an important space that allows the student to develop this zest for her own evolution by providing the student with the opportunity to envision the ways in which her own life contributes to the evolution of the world and the life of God. Religious educators and educational systems have the unique task of cultivating spaces in which students are invited to realize their own energetic centers of creativity and how this energy can be used to co-create an evolving world. Through the development of a Teilhardian pedagogy students can ultimately embrace a deeper sense of “wholeness” as God’s presence in an evolving world.

Wide-awakeness in the World

2018 ◽  
Vol 17 (1) ◽  
pp. 3-20
Author(s):  
Helen Blier ◽  
Graham Stanton
Keyword(s):  
Young People ◽  
Meaning Making ◽  
Moral Life ◽  
Christian Theology ◽  
Creative Arts ◽  
Religious Educators ◽  
Quest For Meaning ◽  
The World ◽  
Youth Ministries ◽  
People Today

Maxine Greene’s aesthetic pedagogy speaks to the sense of purposelessness felt by many young people today. Greene’s pedagogy cultivates the moral life defined as a sense of ‘wide-awakeness in the world’ through promoting the work of the imagination through engagement with the creative arts. Imagination creates community by being a precondition of empathy. Greene’s philosophy calls religious educators to create dialogic spaces of mutual concern. Theological engagement with Greene asks how the quest for meaning making is not simply a pedagogical version of sin. Charles Taylor’s analysis of authenticity identifies the ethical core in the pursuit of meaning-making. Greene’s challenge to Christian theology to give young people freedom in their spiritual choices is answered with David Bentley Hart’s notion of Christian persuasion as ‘the martyr’s gift’. Youth ministries pursue the kingdom vision of shalom in hope grounded in the resurrection of Christ.

Evolutionism and the Ontology of the Human Person: Critique of the Marxist Theory of the Emergence of Man

1976 ◽  
Vol 38 (2) ◽  
pp. 208-243 ◽  
Author(s):  
John F. Crosby
Keyword(s):  
Human Person ◽  
Doctoral Dissertation ◽  
Marxist Theory ◽  
The World ◽  
Heaven And Earth

In the preface to his doctoral dissertation Marx wrote: “Philosophy makes no secret of it. The proclamation of Prometheus, 'in a word I detest all the Gods,' is her own profession, her own slogan against all the gods of heaven and earth who do not recognize man's self-consciousness as the highest divinity. There shall be none other beside it.” Now this attitude of defying God goes hand in hand with an attitude toward the world: one who cannot endure the idea of God's sovereignty often resents even the “givenness” of things with specific natures. It is not just that he senses that they would lead him back to God, but also that they, each with its own inner logos which imposes itself on man, are themselves felt to belong to the detested gods. Such a man approaches these things to destroy their givenness, and to make new objects out of them which reflect himself and his powers, and depend on him. The Austrian art historian, Hans Sedlmayr, describes this attitude as follows:Dem Menschen, der sich ganz autonom proklamiert, muss es unertraeglich sein, Kreaturen zu begegnen, die offenbar nicht seine Geschoepfe sind. Es ist ein prometheischer und im Grund narzistischer Traum, sich durch Technik und naturfreie Kunst eine menschliche Umwelt zu bauen, in der man nichts und niemandem begegnet als den Schoepfungen des eigensten Menschengestes.

For a translational sociology: Illuminating translation in society, theory and research

2021 ◽  
pp. 136843102110021
Author(s):  
Esperança Bielsa
Keyword(s):  
Meaning Making ◽  
Social Process ◽  
Translation Studies ◽  
Point Of View ◽  
Sociological Perspective ◽  
Cultural Globalization ◽  
Methodological Nationalism ◽  
The World ◽  
Sociology Of Translation ◽  
Basic Social Process

This article argues for a non-reductive approach to translation as a basic social process that shapes both the world that sociologists study and the sociological endeavour itself. It starts by referring to accounts from the sociology of translation and translation studies, which have problematized simplistic views of processes of cultural globalization. From this point of view, translation can offer an approach to contemporary interconnectedness that escapes from both methodological nationalism and what can be designated as the monolingual vision, providing substantive perspectives on the proliferation of contact zones or borderlands in a diversity of domains. The article centrally argues for a sociological perspective that examines not just the circulation of meaning but translation as a process of linguistic transformation that is necessarily embodied in words. Only if this more material aspect of translation is attended to can the nature of translation as an ordinary social process be fully grasped and its intervention in meaning-making activities explored. This has far-ranging implications for any reflexive account of the production of sociological works and interpretations.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

Three Ways to Imitate Paul in Late Antiquity: Ekstasis, Ekphrasis, Epektasis

2021 ◽  
Vol 114 (1) ◽  
pp. 96-117
Author(s):  
Michael Motia
Keyword(s):  
Late Antiquity ◽  
Meaning Making ◽  
Gregory Of Nyssa ◽  
Dionysius The Areopagite ◽  
John Chrysostom ◽  
Heaven And Earth ◽  
Pseudo Dionysius ◽  
Scholarly Attention

AbstractRobert Orsi’s argument that religion, more than a system of “meaning making,” is a “network of relationships between heaven and earth” helps us understand what is at stake in imitation for early Christians. The question for Orsi is not, “What does it mean to imitate Paul?” as much as it is, “In what kind of relationship is one engaged when one imitates Paul?” Christians argue over both what to imitate (Who is Paul?) and how to imitate (How should Christians relate to Paul in order to be like him or to render him present?). The what has received lots of scholarly attention; this paper focuses on the how. I compare the range of possibilities of how to imitate Paul by focusing on three influential accounts of mimesis: Pseudo-Dionysius the Areopagite (ekstasis), John Chrysostom (ekphrasis), and Gregory of Nyssa (epektasis).

scholarly journals La práctica dancística como una estrategia dentro del contexto educativo para el desarrollo de un cuerpo más consciente y atento

2017 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Laura Oyuela Morales
Keyword(s):  
Body Movement ◽  
The Body ◽  
Educational Systems ◽  
Educational Context ◽  
Pedagogical Strategy ◽  
Education Movement ◽  
The World ◽  
Pedagogical Models ◽  
Optimal Medium

Resumen El presente artículo aborda la práctica dancística como un escape a los modelos de cuerpo inmóvil construidos por la sociedad, reflexionando acerca de las formas en que la danza puede ser un medio óptimo para el desarrollo del cuerpo en movimiento que hace parte de todos los ámbitos de la vida y cuya praxis puede ser introducida en los sistemas educativos como un eje transversal al aprendizaje y al reconocimiento del mundo. Se plantea entonces el siguiente problema: ¿Cómo la práctica dancística puede ser una estrategia dentro del contexto educativo para el desarrollo de un cuerpo más consciente y atento? Cuestión que es tratada desde una metodología descriptiva y reflexiva fundamentada en la revisión teórica de los conceptos de cuerpo, movimiento, modelos culturales y pedagógicos, y danza, para finalmente sugerir la práctica dancística como una estrategia pedagógica óptima para la construcción de un cuerpo consciente y atento.Palabras clavesCuerpo; danza; disciplina; educación; movimiento; reconocimiento corporal The Practice of Dance as a Strategy Within the Educational Context for the Development of a More Conscious and Attentive BodyAbstract This article approaches the practice of dance as an escape from the models of the still body built by society, reflecting on the ways in which dance can be an optimal medium for the development of the body in movement that is part of all areas of life and whose praxis can be introduced in the educational systems as a transversal axle to the learning and the recognition of the world. The following problem arises: How can dance practice be a strategy within the educational context for the development of a more conscious and attentive body? A question that is treated from a descriptive and reflexive methodology based on the theoretical revision of the concepts of body, movement, of cultural and pedagogical models, and of dance, to finally suggest the practice of dance as an optimal pedagogical strategy for the construction of a conscious and attentive body.KeywordsBody; dance; discipline; education; movement; body recognition.Practica Dancística sug estrategiasina ukuma contexto educativo desarrollopepa sug cuerpomanda mas consiente  y atento Maillallachiska:Kai articulok aborda chi practica Dancistica mitikugsina modelos  cuerpo mana kuiurri ruraska  sociedadpe, iuiarrspa imasa danzak kangapaka sug medio suma cuerpo kuiurringapa ambitope kaugsaipe y chik churrangapa iachachiikunape sug eje transversalsina iachaikuipe reconocimiento kai mundope. Churrarenme negpek kai problema: ¿imasa practica dancistikak pódenme kanga sug estrategia sug cuerpok kacho mas consiente y atento?  Cuestión ka  tratareska sug metodología y descriptiva y reflexiva fundamentada kauaska teorica concepto cuerpo, kuiuriska, modelo cultural  y pedagógico  y danza, chasa nispak mañansapa practica dancística sug  estrategia pedagógica suma iuñachinpaga sug cuerpo conciente y atento. Rimangapa Ministidukuna:Cuerpo; danza; disciplina; educación; kuiurii; reconocimiento corporalLa pratique de la dance comme une stratégie dans le contexte éducatif pour le développement d'un corps plus conscient et attenteRésumé  Cet article aborde la pratique de la danse comme une évasion des modèles du corps immobile construits par la société, en réfléchissant sur les façons dont la danse peut être un moyen optimal pour le développement du corps en mouvement qui fait partie de tous les domaines de la vie et dont la praxis peut être introduite dans les systèmes éducatifs comme un axe transversal à l'apprentissage et à la reconnaissance du monde. Le problème suivant se pose : comment la pratique de la danse peut-elle être une stratégie dans le contexte éducatif pour le développement d'un corps plus conscient et attentif ? Une question qui est traitée à partir d'une méthodologie descriptive et réflexive basée sur la révision théorique des concepts du corps, du mouvement, des modèles culturels et pédagogiques et de la danse, pour finalement suggérer la pratique de la danse en tant que stratégie pédagogique optimale pour la construction d'un corps conscient et attentif. Mots clésCorps; danse; discipline; éducation; mouvement; reconnaissance corporelle

scholarly journals Using Technology in Pedagogically Responsive Ways to Support Literacy Learners

2009 ◽  
pp. 203-215 ◽  
Author(s):  
Lisa Kervin ◽  
Jessica Mantei ◽  
Jan Herrington
Keyword(s):  
Information And Communication Technologies ◽  
Meaning Making ◽  
New Technology ◽  
Authentic Learning ◽  
Communication Technologies ◽  
Literate Practices ◽  
New Knowledge ◽  
The World ◽  
Information And Communication ◽  
Literacy Learners

In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.

scholarly journals Metaphysics and the Existential Problematic of Human Finitude

Lumen et Vita ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Taylor Nutter
Keyword(s):  
Human Life ◽  
Practical Importance ◽  
Human Person ◽  
Finite Horizon ◽  
The World ◽  
The Face ◽  
The Subject ◽  
Intentional Structure ◽  
Working Out ◽  
Human Finitude

Rather than being of little practical importance, the metaphysical underpinnings of a given horizon determine the character of its existential problematic. With the breakdown of classical metaphysics concomitant with the modern turn to the subjective, the existential problematic of finitude as ultimate horizon arose. According to this subjective turn, the human person can no longer engage the world as though it were in itself constituted by transcendently grounded meaning and value. Standing within this genealogical lineage, Martin Heidegger undertook a phenomenological investigation into the existential constitution of the human person which defines authenticity in terms of finitude. For the early Heidegger, human life is essentially ‘guilty’. This guilt, however, is not the traditional cognizance of one’s sinfulness, but the foundational Nichtigkeit (‘nullity’) of life and its attendant possibilities in the light of the ultimate finality of death. Authenticity, then, consists of a resolute working out of one’s life in the face of such inevitable finality. For the later Heidegger, the finite horizon of a particular epochal disclosure gifts Being to thought and determines it thereby. Authenticity in this case consists of giving oneself over to be appropriated by an event of Being. In contrast, Lonergan understands authenticity as being true to that primordial love which beckons us to intellectual probity and responsibility in working out life’s possibilities. This essay will illustrate how Lonergan’s analysis of the intentional structure of human conscious operations stands as a corrective to Heidegger’s early existential analysis of human being-in-the-world and later thought about Being. While Lonergan defines authenticity as loving openness to transcendent Being, Heidegger, because of his forgetfulness of the subject in her conscious operations, does not allow for a transcendence which stands beyond any finite horizon. 

scholarly journals Educating to Forgive as an Expression of Concern for Order in a Person's Natural Environment. Part. 1: Evil and Harm in the Life of a Human Person and the Source of the Need to Forgive

2017 ◽  
Vol 4 (1) ◽  
pp. 133-139
Author(s):  
Michał Wyrostkiewicz
Keyword(s):  
Natural Environment ◽  
Human Person ◽  
Human Being ◽  
The World ◽  
Natural Climate ◽  
Good And Evil

The paper defines philosophical categories of good and evil in the process of upbringing and development of the personality. People are good by nature. That is why they tend towards the good, they desire what is good, they feel bad and do not function well when they are touched by evil. Goodness is part of the natural environment of the human being; goodness is the natural climate of the human person. At the same time, however, people perform bad deeds. They create evil. They often harm others. This is the cause of disorder in a person's environment. It turns out that the only effective and reasonable means of restoring such order is forgiveness. It is the only thing that has a chance to realistically stop the potential avalanche of evil that appears to be the obvious result of wrongdoing and “nurturing” harm or planning revenge. The evil that “insidiously” enters the world creates the need for forgiveness as the only way to respond to harm; as a way that leads to real order in a person's environment

scholarly journals Directionality of Education – Balanced Education and Integration of Educational Systems in the National Economy

Equilibrium ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. 101-113
Author(s):  
Wiktor Morohin ◽  
Aleksandrs Rubanovskis
Keyword(s):  
Economic Growth ◽  
National Economy ◽  
Driving Force ◽  
Developed Countries ◽  
Educational Systems ◽  
High Quality ◽  
National Economic ◽  
The World ◽  
National Economic Development

The quality of the workforce is a precondition for economic growth of a society. One of the main indicators of these preconditions is education. The effectiveness of economies of developed countries is based on the high quality of knowledge. As a resutl the quality and balanced education determines the rating of a state in the world and serves as a driving force of national economic development. The aim of the article is to identify opportunities that will allow integrating the balanced education in the educational systems of the national economy.

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