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The Intuitive Buddhist

Psychological Type as a new hermeneutic of Buddhist diversity in the West


Phra Nicholas Thanissaro

By examining teenage heritage and convert Buddhist communities in the West through the lens of Psychological Type, this book presents hard evidence from hundreds of self-identifying Buddhists in the UK, that the diversity of Buddhists, previously described in terms of ethnic dichotomy, is better explained in terms of Psychological Type preferences. By moving past biologically determined features such as ethnicity, the book represents a long overdue yardstick for the full spectrum of diversity within the Buddhist community – since Psychological Type preferences, such as the sliding scale of Intuition, give more predictive nuance and avoid orientalist prejudice. The book puts Buddhism on the map of Psychology of Religion by showing the statistical links between personality and more than twenty individual differences, including tendency to meditate or visit the temple. The hermeneutic of intra-Buddhist diversity described in this book, apart from providing a mirror of self-understanding for individual Buddhist practitioners, can be applied by anthropologists of Buddhism, Religious Education stakeholders and chaplains to ensure equality and objectivity in their work. Meanwhile, the book’s relatable ‘Type Compass’ style of graphic presentation represents a common ‘language’ for religious study that invites comparison between Buddhism and other faith traditions.

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Georg Spöttl, Gert Loose and Matthias Becker

How can it be ensured that vocational education matches the requirements of the increasingly complex world of work? In search of a suitable approach, it has become evident that Competence-Based Training cannot provide this service since it focuses on static "work" instead of encompassing dynamic "work-processes." Consequently it is necessary to rely on the analysis of work-processes when designing a detailed curriculum for a digitalized environment and Industry 4.0. The results of the work-process analyses reflect the spectrum of requirements and are applied as the core elements for the shaping of detailed curricula. This ensures a state of the art of curricula and facilitates their swift development in matching changes in the world of work.

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Edited by Ana Gonçalves Matos and Silvia Melo-Pfeifer

This book addresses the value of literature in intercultural perspective in two interrelated spheres: foreign or second language learning and language teacher education. It brings together researchers of several disciplinary fields who crisscross research and empirical evidence about the valuable role of literature in the development of intercultural competence. The authors, through their different approaches and diverse contexts, from lower to higher education, hope to encourage others to explore literature in a foreign or second language as a space for readers of all ages to generate critical thinking, empathy, and intercultural learning

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Form, Use, Consciousness

Key topics in L2 grammar instruction With a Preface by Anthony J. Liddicoat (Professor of Applied Linguistics, University of Warwick)

Thomas Szende

Every language universe is both close to and far removed from our own. In a way, learning a foreign language is like not getting off at our usual stop and staying on the bus until we arrive at the terminal. The unfamiliar neighborhoods we discover are both similar to and different from what we know. Learners tackle an L2 using a variety of experiences acquired in their L1, and this new language system works as part of a network of previously existing grammar models and social categories.

The purpose of this book is not to revisit the pros and cons of teaching grammar. Learning an L2 appears as the gradual ability to realize which language features to select and prioritize to express a particular idea. Speaking in any L2 requires specific tools, and describing reality through new linguistic means involves a mental restructuring to which learners—particularly adults and older adolescents—are sometimes resistant. Indeed, not all information produced in an L2 and disclosed to the learners will necessarily be applied to language acquisition. If, by some miracle, this were the case, there would be no need for any reflection on the teaching and learning of grammar.

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HipHopEd: The Compilation on Hip-Hop Education

Volume 3: Hip-Hop as Resistance and Social and Emotional Learning


Edited by Ian Levy and Edmund Adjapong

For the third volume of HipHopEd: The Compilation on Hip-Hop Education, the authors continue to highlight the voices, stories, and narratives of educators and scholars who approach their practice and research using a framework anchored in hip-hop culture. Much like prior iterations of this compilation, this edited volume includes chapters from senior scholars, emerging scholars, and practicing educators. The goal of the co-editors is to continue to support and share scholarship that is rooted in hip-hop culture that provides new practical and strategic insights for scholars, practitioners, students, community members, and policymakers as it relates to processing a bevy of life’s stressors. This volume highlights the use of hip-hop as resistance and social emotional learning across educational spaces. The chapters in this text are informed by hip-hop theory, practices, and the authors’ lived experiences in order to offer  individuals approaches as in the development of social and emotional resources to navigate the world at large. The authors explore how educators and scholars alike can leverage hip-hop to both disrupt education and asocial norms and support students in social and emotional learning. These two distinct sections offer a robust pathway to both advocate for hip-hop culture to exist authentically within schools, and then to use hip-hop culture to address a bevy of social and emotional outcomes.

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Noelia M. Galán-Rodríguez

Even though content and language integrated learning (CLIL) has been implemented in the Spanish educational system for some years now, it seems there is no consensus on whether this methodology is fulfilling its objectives. Although its practices in Spain have been studied in terms of assessment, language learning and content, research on students‘ and teachers‘ motivation in CLIL has been scarce. Taking into consideration that teaching and learning are social practices, it seems necessary to consider the affective factors such as motivation and perceptions which may come into play in CLIL practices. This book studies the perceptions and motivation regarding CLIL in three groups of CLIL physics and chemistry students and their CLIL teacher in a plurilingual high school located in Galicia.

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Der Fall Literaturunterricht

Sequenzanalytische Rekonstruktionen unter besonderer Berücksichtigung der Konstituierung des Gegenstandes


David Paulus

Ein Blick auf die Diskussionen innerhalb der Literaturdidaktik zeigt eine Vielfalt an Konzipierungen und Präskriptionen, die den schulischen Literaturunterricht anleiten und zu verbessern suchen. Mit dem Fokus auf Normfragen wird die empirische Erforschung des Literaturunterrichts zwar nicht ignoriert, aber zweitrangig behandelt. Die Publikation setzt an diesem Punkt an und ist als Pilotierung zu verstehen, wie das empirische Desiderat in einem qualitativ-rekonstruktiven Forschungsdesign bearbeitet werden kann. In einem interdisziplinären Zugriff werden fünf Transkripte von Deutschunterricht (objektiv-)hermeneutisch rekonstruiert. Erkenntnisleitend sind Fragen nach den Wechselwirkungen zwischen Lehrperson, Lernenden und Gegenstand im Unterrichtsprozess. Ein Fokus liegt in der Erforschung der Konstituierung der Inhaltsdimension und Fachlichkeit. Auf Basis der Fallrekonstruktionen wird diskutiert, wie der Umgang mit Literatur legitimiert werden kann, um literarisches Lernen und ästhetische Bildung in der Schule zu fördern.

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Gelehrter Eklektizismus und Schulpolitik

Ideologie und Unterrichtsorganisation im Spanien des konservativen Liberalismus (1834–1900)


Till Eble

Im 19. Jahrhundert ereigneten sich in Spanien die Errichtung eines liberalen Systems sowie die Institutionalisierung des staatlichen Massenschulwesens. Der Autor untersucht diese parallelen Systembildungsprozesse unter dem Brennglas der Unterrichtsorganisation von Primarschulen. Insbesondere anhand von Berichten der Schulinspektion der kastilischen Provinzen Cuenca und Ciudad Real analysiert Eble sowohl die pädagogischen als auch ideologischen Normen, die der Schulpolitik vorgelagert waren, und deren Durchdringungskraft in den Provinzschulen der zweiten Hälfte des 19. Jahrhunderts. Damit leistet der Autor zudem einen Beitrag zur Erforschung des konservativen Liberalismus Spaniens und setzt dem gängigen Bild von dessen Scheitern eine differenzierte Einordnung entgegen.

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Edited by Manuel Fco. Romero Oliva

Escribir en la universidad. Elaboración y defensa de trabajos académicos –TFG/ TFM– es el resultado de una serie de actuaciones e investigaciones referidas a la alfabetización académica de los estudiantes universitarios desde una visión multidisciplinar en la que han participado no solo departamentos académicos — Didáctica de la Lengua y la Literatura, Didáctica y Filología—, sino también unidades específicas de la Universidad de Cádiz —Servicio de Atención Psicológica (SAP), desde su Programa de Apoyo al aprendizaje; o el Área de Biblioteca, Archivo y Publicaciones, con sus cursos de búsquedas bibliográficas, difusión en abierto en repositorios…—. Todos ellos han posibilitado un manual basado en la experimentación y la reflexión conjunta en la que han intervenido más de 3000 estudiantes de diversas titulaciones a lo largo de casi diez cursos académicos.

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Education, Mondialisation et Citoyenneté

Enjeux démocratiques et pratiques culturelles


Edited by Régis Malet and Bruno Garnier

Cet ouvrage traite, dans une perspective comparatiste internationale, de la construction de la notion de citoyenneté et de sa circulation dans des espaces scolaires et sociaux à l’ère de la mondialisation. Cela se réalise par la complémentarité des expertises mobilisées et par la variété des contributions et des ancrages géoculturels de leurs auteurs.

Il offre ainsi une diversité de regards analytiques sur le processus de mondialisation de l’éducation, vu sous l’angle de la gestion des identités, de la diversité et de la promotion de la citoyenneté.

Il invite à une lecture croisée des dynamiques culturelles, historiques et sociales dans des sociétés à la fois fragmentées et reliées entre elles.