Religion & Education最新文献_第8页

Relational and Developmental Trauma and Schools 关系与发展创伤与学校

IF 0.6

Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0270

Fiona Peacock, Carol Holliday

{"title":"Relational and Developmental Trauma and Schools","authors":"Fiona Peacock, Carol Holliday","doi":"10.1093/obo/9780199756810-0270","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0270","url":null,"abstract":"The use of the term trauma has become widespread in the discourse on mental well-being, mental health, and mental illness. Authors employ a proliferation of terms, such as complex trauma, emotional trauma, historical trauma, and community trauma, including racism and other institutionalized discrimination, interpersonal trauma, and relational and developmental trauma. Other bodies of knowledge, such as the literature about adverse childhood experiences (ACEs), neurobiological understanding of human development, and attachment theory, all interrelate. Exposure to ACEs may increase the risk of trauma responses occurring in individuals, but individual resilience factors can mitigate the long-term mental health impact of such exposure. A felt sense of safety/security developed through early caring relationships underpins personal resilience. Equally disharmonious and neglectful early relationships set an early foundation for vulnerability to the traumatizing impact of ACEs. Thus, in considering the needs of children and young people in the school context, the terms relational trauma and developmental trauma seem the most appropriate to foreground within this review of the literature, as without addressing this form of trauma children will find it difficult to access both general well-being support and/or academic learning opportunities. However, having a broad understanding of the interrelated terms supports the critical evaluation of the appropriateness of various interventions for particular populations within the education system. While some approaches aimed at addressing the roots and impacts of developmental and interpersonal trauma may be suitable for the school setting delivered by skilled educationalists, others are more suited to a clinical setting delivered by counselors, psychotherapists, or other mental health practitioners or by counselors/psychotherapists in the school setting.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"9 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77203439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial Intelligence and Learning 人工智能与学习

IF 0.6

Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0269

Jaekyung Lee, Richard Lamb, Sunha Kim

{"title":"Artificial Intelligence and Learning","authors":"Jaekyung Lee, Richard Lamb, Sunha Kim","doi":"10.1093/obo/9780199756810-0269","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0269","url":null,"abstract":"Rapid technological advances, particularly recent artificial intelligence (AI) revolutions such as digital assistants (e.g., Alexa, Siri), self-driving cars, and cobots and robots, have changed human lives and will continue to have even bigger impact on our future society. Some of those AI inventions already shocked people across the world by wielding their power of surpassing human intelligence and cognitive abilities; see, for example, the examples of Watson (IBM’s supercomputer) and AlphaGo (Google DeepMind’s AI program) beating the human champions of Jeopardy and Go games, respectively. Then many questions arise. How does AI affect human beings and the larger society? How should we educate our children in the AI age? What changes are necessary to help humans better adapt and flourish in the AI age? What are the key enablers of the AI revolution, such as big data and machine learning? What are the applications of AI in education and how do they work? Answering these critical questions requires interdisciplinary research. There is no shortage of research on AI per se, since it is a highly important and impactful research topic that cuts across many fields of science and technology. Nevertheless, there are no effective guidelines for educational researchers and practitioners that give quick summaries and references on this topic. Because the intersection of AI and education/learning is an emerging field of research, the literature is in flux and the jury is still out. Thus, our goal here is to give readers a quick introduction to this broad topic by drawing upon a limited selection of books, reports, and articles. This entry is organized into three major sections, where we present commentaries along with a list of annotated references on each of the following areas: (1) AI Impacts on the Society and Education; (2) AI Enablers: Big Data in Education and Machine Learning; and (3) Applications of AI in Education: Examples and Evidence.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"12 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74322428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Dialogic Pedagogy 对话的教育学

IF 0.6

Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0261

E. White

{"title":"Dialogic Pedagogy","authors":"E. White","doi":"10.1093/obo/9780199756810-0261","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0261","url":null,"abstract":"Dialogic pedagogy is broadly concerned with dialogues in, around, and about teaching and learning. It differs radically from dialectic pedagogy in that the emphasis lies in the dialogue spaces in between learners (and teachers) rather than in hierarchical arrangements imposed by well-meaning authorities. Dialogic pedagogy takes its roots from a philosophical legacy originating in Socratic dialogues (and some would say even earlier in Menippeaic dialogues of ancient Greece). Various aspects of dialogic thought can be traced in the writings of Arendt, Bibler, Buber, Derrida, Gadamer, Habermas, Heidegger, Lévinas, Rorty, Spinoza, and Wittgenstein—to name a few. While dialogic pedagogy has a long history in philosophical thought and practice, and latterly in linguistics, it has only recently been granted legitimacy in formal education across the globe through the works of Dewey, Freire, Ranciere, Yakubinsky, and Bakhtin who have each, in their own ways, sought to bring dialogic philosophy to bear on pedagogical thought and practice. This annotated bibliography focuses primarily on writings that are mainly concerned with the interanimated ideas of Mikhail Bakhtin and members of his Russian network (in particular Malovich, Medvedev, and Voloshinov). Contemporary manifestations of dialogic pedagogy based on these origins are widely viewed as an antidote to authoritative regimes of control and accountability that now orient practice in many parts of the world. By its very premise dialogic pedagogy does not prescribe specific pedagogical approaches but, instead, provides a series of principles to orient practice that is attentive to the shaping nature of dialogues, the interanimating voices at play, and the implications of these for learning. Emphasis is placed on the event of dialogue as the form-shaping, orienting basis of pedagogy. It is not merely an exchange from one speaker to another, or a form of transmission of ideas, but rather a moral imperative to engage in joint meaning making on dialogic terms. In dialogic pedagogy, therefore, dialogue is learning and thus becomes a focus for investigation and practice.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"6 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87858292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Religious Literacy in Law: Anti-Muslim Initiatives in Quebec, the United States, and India 法律中的宗教素养:魁北克、美国和印度的反穆斯林倡议

IF 0.6

Religion & Education Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1881028

Amarnath Amarasingam, Hicham Tiflati, N. Walker

{"title":"Religious Literacy in Law: Anti-Muslim Initiatives in Quebec, the United States, and India","authors":"Amarnath Amarasingam, Hicham Tiflati, N. Walker","doi":"10.1080/15507394.2021.1881028","DOIUrl":"https://doi.org/10.1080/15507394.2021.1881028","url":null,"abstract":"Abstract This inquiry examines how religious illiteracy amongst politicians, legislators, lawyers, and judges could lead to discriminatory legislations and increased persecution against religious minorities. We look at laws and legislations in three contexts, Quebec, the USA, and India, where anti-religious sentiments and violence are predominantly directed against Muslims. More specifically, we examine Quebec’s legal attempts, in the form of exclusive laïcité, to regulate religion and religious signs within the province; the recent ruling about converting the Babri mosque in India into a Hindu Temple; and anti-Shariah laws in the United States. Taken together, these justifications for anti-Muslim bills perpetuated illiteracy about both religion and the legal systems, leading the conditions for discrimination against religious minorities. We conclude that religious illiteracy, more specifically on the level of judiciaries and legislative bodies, presents a pressing threat to the safety and wellbeing of religious minorities, Muslims in particular, around the world.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"121 - 140"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1881028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Religious Literacy in News 新闻中的宗教素养

IF 0.6

Religion & Education Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1877522

Debra L. Mason

引用次数: 1

Religious Literacy in Social Media: A Need for Strategic Amplification 社会媒体中的宗教素养:战略放大的需要

IF 0.6

Religion & Education Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1876507

A. M. Henry

引用次数: 3

Origins and Developments of Religious Literacy Education 宗教文化教育的起源与发展