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Relational and Developmental Trauma and Schools 关系与发展创伤与学校
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0270
Fiona Peacock, Carol Holliday
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.
在关于心理健康、心理健康和心理疾病的论述中,创伤一词的使用已经变得很普遍。作者使用了大量的术语,如复杂创伤、情感创伤、历史创伤和社区创伤,包括种族主义和其他制度化的歧视、人际创伤、关系和发展创伤。其他的知识体系,比如关于不良童年经历(ace)的文献,对人类发展的神经生物学理解,以及依恋理论,都是相互关联的。暴露于ace可能会增加个体发生创伤反应的风险,但个体的恢复力因素可以减轻这种暴露对心理健康的长期影响。通过早期的关爱关系培养的安全感是个人恢复力的基础。同样不和谐和被忽视的早期关系也为ace的创伤性影响奠定了早期的脆弱基础。因此,在考虑学校环境中儿童和青少年的需求时,关系创伤和发展性创伤这两个术语似乎是本次文献综述中最合适的前景,因为如果不解决这种形式的创伤,儿童将很难获得一般的福利支持和/或学术学习机会。然而,对相关术语的广泛理解有助于对教育系统内特定人群的各种干预措施的适当性进行批判性评价。虽然一些旨在解决发展和人际创伤的根源和影响的方法可能适合由熟练的教育工作者在学校环境中提供,但其他方法更适合由咨询师、心理治疗师或其他心理健康从业人员或学校环境中的咨询师/心理治疗师在临床环境中提供。
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引用次数: 0
Dialogic Pedagogy 对话的教育学
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0261
E. White
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.
对话教学法广泛关注教与学中的、围绕教与学的对话。它与辩证法教学法根本不同,因为它的重点在于学习者(和教师)之间的对话空间,而不是由善意的权威强加的等级安排。对话教学法的根源是源于苏格拉底对话的哲学遗产(有些人甚至会说更早在古希腊的米尼腓对话中)。对话思想的各个方面都可以在阿伦特、比伯勒、布伯、德里达、伽达默尔、哈贝马斯、海德格尔、莱姆斯、罗蒂、斯宾诺莎和维特根斯坦等人的著作中找到。虽然对话教学法在哲学思想和实践中有着悠久的历史,后来在语言学中也有悠久的历史,但直到最近,通过杜威、弗莱雷、朗西埃、雅库宾斯基和巴赫金的作品,它才在全球范围内的正规教育中获得合法性,他们各自以自己的方式寻求将对话哲学引入教学思想和实践。这个注释的参考书目主要集中在著作,主要涉及米哈伊尔巴赫金和他的俄罗斯网络成员(特别是马洛维奇,梅德韦杰夫和沃洛什诺夫)的相互作用的想法。以这些起源为基础的对话教学法的当代表现形式,被广泛视为对权威的控制和问责制度的一种解毒剂,这些制度目前在世界许多地方指导实践。在其前提下,对话教学法并没有规定具体的教学方法,而是提供了一系列指导实践的原则,这些原则关注对话的塑造性质、相互作用的声音以及这些声音对学习的影响。重点放在对话事件作为形式的塑造,导向基础的教育学。它不仅仅是一个说话者与另一个说话者之间的交流,或者是一种思想的传递,而是一种在对话条件下参与共同意义形成的道德要求。因此,在对话教学法中,对话就是学习,因此成为研究和实践的焦点。
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引用次数: 13
Artificial Intelligence and Learning 人工智能与学习
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0269
Jaekyung Lee, Richard Lamb, Sunha Kim
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.
快速的技术进步,特别是最近的人工智能(AI)革命,如数字助理(如Alexa、Siri)、自动驾驶汽车、协作机器人和机器人,已经改变了人类的生活,并将继续对我们的未来社会产生更大的影响。其中一些人工智能发明已经让世界各地的人们感到震惊,它们展现出超越人类智力和认知能力的力量;例如,沃森(IBM的超级计算机)和AlphaGo(谷歌DeepMind的人工智能程序)分别在危险边缘和围棋比赛中击败人类冠军的例子。于是就产生了许多问题。人工智能如何影响人类和更大的社会?在人工智能时代,我们应该如何教育我们的孩子?为了帮助人类更好地适应和繁荣人工智能时代,需要做出哪些改变?大数据和机器学习等人工智能革命的关键推动因素是什么?人工智能在教育中的应用是什么?它们是如何工作的?回答这些关键问题需要跨学科的研究。关于人工智能本身的研究并不缺乏,因为它是一个非常重要和有影响力的研究课题,跨越了许多科学和技术领域。然而,对于教育研究人员和实践者来说,没有有效的指导方针可以快速总结和参考这一主题。由于人工智能与教育/学习的交叉是一个新兴的研究领域,因此相关文献不断变化,尚无定论。因此,我们在这里的目标是通过对有限的书籍、报告和文章的选择,为读者提供对这个广泛主题的快速介绍。本条目分为三个主要部分,在这些部分中,我们对以下每个领域的评论以及注释参考文献的列表:(1)人工智能对社会和教育的影响;(2)人工智能的推动者:教育大数据和机器学习;(3)人工智能在教育中的应用:例子和证据。
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引用次数: 1
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 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1881028
Amarnath Amarasingam, Hicham Tiflati, N. Walker
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.
摘要:本研究探讨了政治家、立法者、律师和法官中的宗教文盲如何导致歧视性立法和对宗教少数群体的迫害增加。我们着眼于三个背景下的法律和立法,魁北克、美国和印度,那里的反宗教情绪和暴力主要针对穆斯林。更具体地说,我们考察了魁北克省的法律尝试,以排他性laïcité的形式,规范省内的宗教和宗教标志;最近关于将印度巴布里清真寺改建为印度教寺庙的裁决;以及美国的反伊斯兰教法综上所述,这些反穆斯林法案的理由使人们对宗教和法律制度的无知永久化,导致了对宗教少数群体的歧视。我们的结论是,宗教文盲,更具体地说,在司法和立法机构的层面上,对世界各地宗教少数群体,特别是穆斯林的安全和福祉构成了紧迫的威胁。
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引用次数: 2
Religious Literacy in News 新闻中的宗教素养
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1877522
Debra L. Mason
Abstract This article seeks to bring analysis and insight into the conundrum of covering religion and spirituality for mass audiences in ways that enlighten and help build bridges among people. The article brings clarity to how we define religious literacy for professional journalists, in order to allow for the creation of measurable standards and impacts. A historical review of religious literacy and news—including the origins of distrust between people of faith and secularist news companies—gives important context to problems today. The article explains why religious literacy is important for the news media and more broadly, democracy, by relying on the professional journalistic values such as accuracy, truth-telling, and diversity. Also included is a review of religious literacy from within journalism education standards and examples of several successful religious literacy initiatives.
摘要本文试图分析和洞察为大众受众报道宗教和精神的难题,以启发和帮助建立人们之间的桥梁。这篇文章明确了我们如何定义职业记者的宗教素养,以便制定可衡量的标准和影响。对宗教素养和新闻的历史回顾——包括信仰者和世俗主义新闻公司之间不信任的起源——为当今的问题提供了重要的背景。这篇文章解释了为什么宗教素养对新闻媒体以及更广泛的民主来说很重要,因为它依赖于专业的新闻价值观,如准确性、讲真话和多样性。还包括从新闻教育标准中对宗教扫盲的审查,以及几个成功的宗教扫盲举措的例子。
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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 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1876507
A. M. Henry
Abstract Social media platforms are double-edged swords for the advancement of religious literacy. Platforms like YouTube, Twitter, and Facebook may enhance the discoverability of factual information about religion and promote the formation of online learning communities. However, these same platforms enable the formation of conspiratorial echo chambers and allow disinformation to spread widely and quickly. Without editors or gate keepers, information in the age of social media is spread through a disintermediated process. Thus, the advancement of religious literacy on social media platforms must involve scholars and teachers taking on the role of “strategic amplifiers,” agents that amplify content that promotes religious literacy while being aware of the challenges these platforms present.
社交媒体平台对于提升宗教素养是一把双刃剑。YouTube、Twitter和Facebook等平台可能会增强有关宗教事实信息的可发现性,并促进在线学习社区的形成。然而,同样是这些平台使得阴谋的回声室得以形成,并允许虚假信息广泛而迅速地传播。没有编辑或看门人,社交媒体时代的信息通过非中介过程传播。因此,在社交媒体平台上提高宗教素养必须让学者和教师扮演“战略放大器”的角色,即放大促进宗教素养的内容,同时意识到这些平台所面临的挑战。
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引用次数: 3
Origins and Developments of Religious Literacy Education 宗教文化教育的起源与发展
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1876498
B. Marcus, Allison K. Ralph
Abstract Religious literacy education in the United States emerged as a sub-field of religious studies in the 21st century. We briefly describe the origins of religious literacy as well as the historical context for the emergence of its parent field, religious studies. We then trace developments in the sub-field of religious literacy by using the cognitive and affective dimensions of Bloom’s taxonomy of learning to identify knowledges and values associated with the study of religion. We review challenges to and recommendations for implementing religious literacy theory into practice. Finally, we describe the institutionalization of religious literacy in a variety of settings.
摘要宗教素养教育是21世纪美国宗教研究的一个分支领域。我们简要介绍了宗教素养的起源,以及其母领域宗教研究出现的历史背景。然后,我们通过使用布鲁姆学习分类法的认知和情感维度来识别与宗教研究相关的知识和价值观,来追踪宗教素养子领域的发展。我们回顾了将宗教扫盲理论付诸实践的挑战和建议。最后,我们描述了在各种环境中宗教扫盲的制度化。
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引用次数: 0
Religious Literacy in Teacher Education 教师教育中的宗教素养
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1876497
Kate E. Soules, S. Jafralie
Abstract This article explores two questions: What is religious literacy in the context of teacher education? and Why does teacher education matter for the promotion of religious literacy? The current absence of attention to religious literacy in pre-service education for both generalist and specialist teachers in United States and Canada, particularly Quebec, has implications for educators’ abilities to prepare young people for citizenship in religiously diverse societies. A unique form of religious literacy for educators is described in the Pedagogical Content Knowledge about Religion framework. Equipping religiously literate educators is a first step in fostering a religiously literate public.
摘要本文探讨了两个问题:什么是教师教育背景下的宗教素养?为什么教师教育对促进宗教素养很重要?目前,美国和加拿大,特别是魁北克省,在通才和专业教师的职前教育中,对宗教素养缺乏关注,这对教育工作者为年轻人在宗教多样性社会中成为公民做好准备的能力产生了影响。《关于宗教的教育内容知识》框架描述了教育工作者的一种独特的宗教素养形式。配备有宗教素养的教育工作者是培养有宗教素养公众的第一步。
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引用次数: 3
Religious Literacy in Business 商业中的宗教素养
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1877521
B. Grim, P. Lambert
Abstract Religious literacy is important for the global economy and businesses within it. Religious populations are dramatically outgrowing nonreligious populations worldwide, especially in emerging markets. At the same time there is a global countervailing trend of rising restrictions on freedom of religion and belief. At a macro level, such restrictions threaten the health and growth potential of the global economy. At a micro level, companies tone deaf to religion will be less successful in an increasingly religious world. There are specific practices that companies can take to advance religious literacy in the workplace that will empower employees to contribute their fullest.
宗教素养对全球经济和其中的商业都很重要。世界范围内,尤其是在新兴市场,宗教人口的增长远远超过非宗教人口。与此同时,在全球范围内,对宗教和信仰自由的限制日益增多,这是一种与之相反的趋势。在宏观层面上,这种限制威胁到全球经济的健康和增长潜力。在微观层面上,在一个日益宗教化的世界里,对宗教充耳不闻的公司将不那么成功。公司可以采取一些具体的做法来提高工作场所的宗教素养,使员工能够最大限度地贡献自己的力量。
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引用次数: 1
Religious Literacy: Civic Education for a Common Good 宗教素养:公益公民教育
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1876508
N. Walker, W. Y. A. Chan, H. B. McEver
Abstract Religious literacy fosters an ecosystem that promotes the public understanding of religion in all sectors of society. Yes, it is the responsibility of public schools to offer constitutionally friendly courses about religion and to apply religious literacy principles across the curriculum. But it is also the civic duty of every profession to promote religious literacy as a civic competency. Professionals play a unique role in cultivating religious literacy in business, journalism, social media, healthcare, and law. Contributors in this special issue call upon these professionals to take shared responsibility for cultivating a religiously literate citizenry.
摘要宗教素养促进了一个生态系统,促进社会各阶层公众对宗教的理解。是的,公立学校有责任提供符合宪法的宗教课程,并在整个课程中应用宗教扫盲原则。但将宗教素养作为一种公民能力来促进也是每个职业的公民义务。专业人士在培养商业、新闻、社交媒体、医疗保健和法律领域的宗教素养方面发挥着独特的作用。本期特刊的撰稿人呼吁这些专业人士共同承担责任,培养一个懂宗教的公民。
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引用次数: 5
期刊
Religion & Education
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