Theme-Centered Interaction (TCI) in Higher Education
Theme-Centered Interaction (TCI) in Higher Education

Author: Sylke Meyerhuber

Publisher: Springer

Published: 2019-04-26

Total Pages: 339

ISBN-13: 3030010481

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This book presents thoughts on and experiences with the introduction of Theme-centered Interaction (TCI) into academia. TCI is a systematic didactic, ‘living learning’ approach originally developed by social psychologist and pedagogue Ruth C. Cohn. The book explains and introduces the method, attitude and theory of TCI to a broader, higher education audience and relates it to such questions as: How does a teacher in academia achieve a lively and engaging atmosphere in their seminars? How do young academics as leaders-to-be learn how to act socially sustainably in groups? Using practical examples, the book shows how TCI can work in higher education to achieve participation and integration, reflectivity and humane connectedness of academic teachers and students, and professional development of senior and junior academics.

Religiöse Bildung in Europa
Religiöse Bildung in Europa

Author: Patrik Dzambo

Publisher: LIT Verlag Münster

Published: 2019

Total Pages: 120

ISBN-13: 3643142455

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Religionspädagogik in Europa, geht das? Als Dokumentation eines internationalen Forschungsseminars im September 2018 in Split angelegt, widmet sich dieser Band dem komplexen Feld einer komparativen Religionspädagogik. Der Reiz besteht darin, diese Frage im Dialog zwischen einer kroatischen und deutschen Religionspädagogik zu erörtern. Nach einer kurzen Skizzierung des jeweiligen Profils einer Religionspädagogik in Kroatien sowie in Deutschland, reflektieren Nachwuchswissenschaftlerinnen und -wissenschaftler beider Länder in diesem Horizont und in einem breiten Zugriff religiöses Lernen unter spätmodernen Bedingungen. Geleitet durch die jeweiligen landesspezifischen Herausforderungen, zeigt sich vor allem in den Querverbindungen der einzelnen Beiträge die Brisanz einer komparativen Religionspädagogik in europäischer Perspektive, deren Potential als Weg einer kritisch-reflexiven Begegnung noch lange nicht ausgeschöpft ist.

Storytelling for Sustainability in Higher Education
Storytelling for Sustainability in Higher Education

Author: Petra Molthan-Hill

Publisher: Routledge

Published: 2020-03-25

Total Pages: 385

ISBN-13: 1000763218

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To be a storyteller is an incredible position from which to influence hearts and minds, and each one of us has the capacity to utilise storytelling for a sustainable future. This book offers unique and powerful insights into how stories and storytelling can be utilised within higher education to support sustainability literacy. Stories can shape our perspective of the world around us and how we interact with it, and this is where storytelling becomes a useful tool for facilitating understanding of sustainability concepts which tend to be complex and multifaceted. The craft of storytelling is as old as time and has influenced human experience throughout the ages. The conscious use of storytelling in higher education is likewise not new, although less prevalent in certain academic disciplines; what this book offers is the opportunity to delve into the concept of storytelling as an educational tool regardless of and beyond the boundaries of subject area. Written by academics and storytellers, the book is based on the authors’ own experiences of using stories within teaching, from a story of “the Ecology of Law” to the exploration of sustainability in accounting and finance via contemporary cinema. Practical advice in each chapter ensures that ideas may be put into practice with ease. In addition to examples from the classroom, the book also explores wider uses of storytelling for communication and sense-making and ways of assessing student storytelling work. It also offers fascinating research insights, for example in addressing the question of whether positive utopian stories relating to climate change will have a stronger impact on changing the behaviour of readers than will dystopian stories. Everyone working as an educator should fi nd some inspiration here for their own practice; on using storytelling and stories to co-design positive futures together with our students.

The concept of theme-centered interaction by Ruth Cohn. Enhancing classroom situations
The concept of theme-centered interaction by Ruth Cohn. Enhancing classroom situations

Author: Helene Weitzel

Publisher: GRIN Verlag

Published: 2020-01-03

Total Pages: 22

ISBN-13: 3346090868

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Akademische Arbeit aus dem Jahr 2015 im Fachbereich Didaktik - Allgemeine Didaktik, Erziehungsziele, Methoden, Note: 1,5, Pädagogische Hochschule Heidelberg (Englisch), Veranstaltung: Expository and Research Writing, Sprache: Deutsch, Abstract: How does Theme-Centered Interaction enhance classroom situations? How does it prevent disturbances and rivalry, and can it effectively cope with diversity? Moreover, how far does it provide honest feedback and learner autonomy? Theme-Centered Interaction (TCI) is a concept by Ruth C. Cohn to enhance teamwork and interactions that take place within groups. Furthermore, TCI is a stance that encourages an appreciative cooperation among people and supports "living learning". Thus, TCI is considered to be an ideal model to lead and accompany groups in order to improve the process of learning. Consequently, TCI is used especially when working with groups and teams and when teaching in schools, institutions of higher education and adult education, but also in counselling and coaching. Theme-Centered Interaction has a holistic view on mankind and focuses on the individual person. Different opinions and lifestyles are respected and thus create an esteeming atmosphere, in which each individual is considered to be important and is supported in his development according to his abilities and wishes. Four factors might influence the interaction within groups: the individual, the group interaction, the theme and the globe. To have a group work successfully on one task, a dynamic balance of these four factors must be achieved. Disturbances, however, must be regarded to ensure this equilibrium and thus enhance "living learning". Because of its notions, the TCI-concept is an ideal model to be used in education.

Islam, Religions, and Pluralism in Europe
Islam, Religions, and Pluralism in Europe

Author: Ednan Aslan

Publisher: Springer

Published: 2016-04-13

Total Pages: 303

ISBN-13: 365812962X

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Religious and ethnic diversity have become crucial and pressing concerns in Europe: in particular, the presence of Muslims, their integration, citizenship, and how to deal with the influx of refugees. Can we draw on the resources of religions and their leaders for models of peaceful coexistence or do religious identities constitute obstacles to cooperation and unity? This volume treats “Islam, Religions, and Pluralism in Europe” based on a 2014 conference in Montenegro. Experts analyze Islam and Muslim issues as well as Christian perspectives and state social policies. Case studies drawn from Western and Eastern Europe including the Balkans, constructively review and interrogate diverse theological, philosophical, pedagogical, legal, and political models and strategies that deal with pluralism.

Democratizing Biblical Studies
Democratizing Biblical Studies

Author: Elisabeth Schüssler Fiorenza

Publisher: Westminster John Knox Press

Published: 2009-01-01

Total Pages: 226

ISBN-13: 0664235093

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"Schüssler Fiorenza addresses such questions as, What are the educational practices and procedures that are advocated by traditional educational models, and how can they be changed? What kinds of educational and communicative practices do biblical studies need to develop in order to fashion an emancipatory democratizing rhetorical space and a forum of many voices? To envision, articulate, debate, and practice a radical democratic ethos of biblical studies, she identifies emerging didactic models that can foster such a radical democratic style of learning"--Pbk. cover.

Current Policies and Practices in European Social Anthropology Education
Current Policies and Practices in European Social Anthropology Education

Author: Dorle Dracklé

Publisher: Berghahn Books

Published: 2004-02-01

Total Pages: 256

ISBN-13: 1789203910

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As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.

Empirical Research and Normative Theory
Empirical Research and Normative Theory

Author: Alexander Max Bauer

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2020-04-20

Total Pages: 356

ISBN-13: 3110612143

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Two questions often shape our view of the world. On the one hand, we ask what there is, on the other hand, we ask what there ought to be. Empirical research and normative theory, the methodological traditions concerned with these questions, entered a difficult relationship, from at least as early as around the time of the advent of modern sciences. To this day, there remains a strong separation between the two domains, with both tending to neglect discourses and results from the other. Contrary to a verdict of strict segregation between "is" and "ought," there are, nowadays, various attempts to integrate both theoretical approaches. This calls for a discourse on the relation between empirical research and normative theory. In this volume, scholars from different disciplines – including psychology, sociology, economics, and philosophy – discuss the possible desired or undesired influences on, and limits of, the integration of these two approaches.

Re-Spect
Re-Spect

Author: Eve Linn

Publisher: BalboaPress

Published: 2012-02-28

Total Pages: 201

ISBN-13: 1452503982

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Something is just not right these days. Its like were out of alignment with our core values and have lost respect for respect. Through a detailed exploration of what respect means, how we experience it (and how we process its absence), author Eve Linn invites readers to consider the holistic impact of this societal paradigm shift. Has respect for family members, friends, and strangersnot to mention the selfbecome an endangered quality in humanity? In addition, is the lack of respect for the property and dignity of others a symptom of a deeper, more insidious disease afflicting humanity? Linn suggests that the recent worldwide protests against corporate greed may in fact be a conscious or subconscious contemporary response to this apparent loss of respect. She investigates this theory as she reviews the development of postWorld War II pluralistic economic societies and other significant developments of the area of industrialization. By exploring these ideas, Linn, a psychotherapist, has come to the conclusion that we have lost respect in general during our past journey from preindustrial times to pluralistic economic societies. She also questions the fact of more aggressive behaviors in our societies in light of the recent, increasingly disastrous behaviors of Mother Nature, considering this coincidence from a metaphysical level of understanding us as a human species in the world in which we live.