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"The available sources on Hasidic society at the turn of the twentieth century create an impression of discontented Jewish youth and panicked parents, but not inexorable crisis and decline. Though the First World War and post-war pogroms further destabilized Hasidic society, they inadvertently created opportunities for the reinvention and revitalization of traditionalist education. The challenges of the early twentieth century would prove more galvanizing than demoralizing for certain visionary, reform-minded Hasidic leaders"--
Case studies of near-death experiences in children reveal the patients' ability to communicate with deceased relatives and friends, as well as their experiences while dead
This new selection of writings on education—many previously published under the title Soka Education—comes from some five decades of works by Buddhist philosopher and founder of the Soka schools system, Daisaku Ikeda. From educational proposals and university lectures to personal essays, the writings not only delve into the meaning of soka (value-creating) education but offer a hopeful vision of the power of education to bring happiness to the individual and peace to the world.
Daisaku Ikeda restores heart to education. Envisioning education as a value-creative, peace-promoting process strongly rooted in a profound philosophical heritage, Ikeda's practical prescription places students' needs first, empowers teachers, and serves as a framework for global citizenship. --George David Miller, Lewis University In this collection of essays, Daisaku Ikeda once again demonstrates his commitment to the type of educational practice that honors innovation, discovery, and the creation of value. He demonstrates by example how the seeds of holistic and humanistic education can be nurtured, and how the flowers of peace, culture, and global citizenship can be cultivated. --Larry A. Hickman, Director, Center for Dewey Studies A worthwhile addition to academic and public libraries. -- Library Journal American teachers need not be Buddhists to find relevance in Soka education. . . . The Soka view is that education should not be a means to economic ends but something that is valued for its own sake. While some teachers may find this excessively idealistic, others will be attracted to Soka and Ikeda's plea that educators bring heart and soul back to education. --Teach Magazine. From the Japanese word meaning to create value, this book presents a fresh perspective on the question of the ultimate purpose of education. Mixing American pragmatism and the Buddhist philosophy of respect for all life, the goal of Soka education is the lifelong happiness of the learner. Rather than offering practical classroom techniques, this book speaks to the emotional heart of both the teacher and the student. With input from philosophers and activists from several cultures, it advances the conviction that the true purpose of education is to create a peaceful world and to develop the individual character of each student in order to achieve that goal. This third edition contains 40 percent more material, including some of the authors own lectures to students of the Soka schools, designed to empower young people to make a difference in their communities and the world.
This book addresses the practice of learning and teaching within higher education. Higher education is currently a sector challenged worldwide by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance, thinning resources and the exacting demands of a global education market. This book brings together key issues of theory and practice to develop an overall professional 'language' of teaching situated within communities of academic practice. This 'language' provides teachers with a conceptual 'vocabulary' and 'grammar' for understanding and improving practice, enables them to critically reflect upon their teaching in a range of key 'genres'
Presents nine strategies for increasing the learning potential of students and encouraging participation, covering techniques such as movement, novelty, socialization, and drama, and includes sample lesson plans.
The talks collected in this volume are drawn from John S. Tanner's later years at Brigham Young University, prior to his appointment as president of BYU–Hawaii. They contain a record of how, as an administrator, he tried to keep the dream of BYU alive. More broadly, they speak to a vision of learning that has been central to Latter-day Saint doctrine and practice from the earliest days of the Church. He calls it learning in the light (see Psalm 36:9).Bruce C. Hafen observes, "Since I began teaching at BYU forty-five years ago, I have heard many talks and read many essays about BYU's spiritual and intellectual mission. I've not heard that mission described more eloquently or with more insight than in John's work. At his best, he is reminiscent of Elder Neal A. Maxwell, with whom he has much in common—intuitive confidence in gospel premises as the best foundation for sound reasoning; a high degree of awareness about cultural context; equally fluent, even native-tongued, in both the language of the scriptures and the language of liberal education; meek, bright, and empathic."