These three uses of “uncircumcised” imply that the foreskin is an impediment or obstacle to hearing, speaking, and producing good fruit. That is, the state of being uncircumcised impedes something, which, if it did not have the foreskin, would otherwise be prepared for true function and vitality. But since it has the foreskin, it is impeded
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Circumcision of the Heart in Leviticus and Deuteronomy: Divine Means for Resolving Curs... - 0 views
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Excellent assessment up to this point. The conclusion "and will die," however, has no clear basis in the evidence for uncircumcised ears, lips, or fruit.
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There is a progression in Leviticus from “outward” holiness to “inward” holiness or better, from the holiness symbolized in sacrifice, cult, and purity laws to holiness exhibited in the obedience of a prepared and consecrated people which Leviticus 17-27 envisions.
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The foreskin of their heart was the cause of their stubbornness in 24:10-23, which led to God’s curse coming upon them in exile. They became as the “foreskined fruit trees” in Leviticus 19:23 that were unable to yield fruit. Their hearts still had the foreskin, the impediment or obstacle which prevented them from vital covenant faithfulness and ensuing blessing
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Within this scheme, Leviticus presents the humbling of the foreskin of the heart as the resolution to the stubborn heart which brought the people into exile. Heart circumcision will bring the blessing of restoration.
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It is in the context of the covenant curses that our reference to heart circumcision occurs in Leviticus 26:41, revealing that Israel had an internal heart problem which led them to curse God and therefore undergo his covenant curses.
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Leviticus 26 describes the outworking of the blessing, curse-exile, and return from exile
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Deuteronomy presents circumcision of the heart as important means for attaining the Deuteronomic vision of loyalty from a devoted heart.4
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e root לוּמ ּto circumcise
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shared by Nigel Coutts on 23 Apr 17
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Shifting from awareness to action - The Learner's Way - 16 views
thelearnersway.net/...fting-from-awareness-to-action
learner technology education collaboration teaching learning
shared by Nigel Coutts on 23 Apr 17
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The evidence is mounting and the narrative around education is shifting towards a story centred on long-life skills, creativity, collaboration, critical thinking and communication. Success in the future seems to be connected closely to one's capacity to innovate, to problem find and to make strategic decisions when confronted by unique situations for which we have not been specifically prepared.
Preparing Our Kids for Jobs That Don't Exist Yet - JAM - 61 views
blog.jam.com/...s-for-jobs-that-dont-exist-yet
21stcenturyskills jobs school libraries game-based learning
shared by Tim Knowles on 05 May 17
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BEN - BiosciEdNet - 22 views
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From site: "Welcome to the BEN portal, the National Science Digital Library (NSDL) Pathway for biological sciences education. The BEN Portal provides access to education resources from BEN Collaborators and is managed by the American Association for the Advancement of Science (AAAS). Over 15,319 reviewed resources covering 77 biological sciences topics are available. BEN resources can help you engage student interest, shorten lesson preparation time, provide concept updates, and develop curricula that are in line with national standards for content, use of animals and humans, and student safety."
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Teaching Creative Thinking - 21 views
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Too often, our students don't get the chance to think beyond the narrow constraints of a curriculum. The focus can be purely on developing the pupils to pass their exams, and not to creatively think how they can overcome challenges that they may soon be faced with. Teaching creative thinking is now, more than ever, crucial to prepare young people for future jobs, societal changes, and life situations which we cannot predict accurately. One thing is for sure, being able to creatively think is a life skill that will support them through the uncertain future ahead, and allowing space and time to develop this capability is essential, with schools well-placed to encourage growth.
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Destinationitis - Preparing for tomorrow while missing today - The Learner's Way - 14 views
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Destinationitis is the tendency to focus more on where you are going than where you are. You will frequently see groups of trekkers suffering from destinationitis. So focused are they on making it to the end of the trek or the next rest stop that they storm through the wilderness oblivious to the beauty that surrounds them. Destinationitis similarly afflicts educators but here the consequences are borne by the students.
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Strategy Seven: Using Experts by @MeophamSchool - 5 views
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"This week our music teacher added to The Black Book. Now every teacher has occasionally used their own experiences to contextualize learning for students, but our music teacher has been working on ways to incorporate his own music contacts into his lessons without it making it too anecdotal. For artistic subjects especially, it may seem that students don't always take it seriously when they are told how difficult it is to get into particular career fields. As part of the music students' preparations for various units and exams, students need to think about and learn what it means to be a 'real musician' and what they would do in given situations."
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shared by Nigel Coutts on 19 Nov 17
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Finding a new paradise for education in times of chaos - The Learner's Way - 12 views
thelearnersway.net/...or-education-in-times-of-chaos
education chaos learner technology teaching creativity
shared by Nigel Coutts on 19 Nov 17
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Through any lens schools are complex places. A melting pot of human, social, political, economic, technological, physical and philosophical tensions. At once the stronghold of our cultural traditions and facilitators of our future wellbeing, schools serve as pillars of stability constructed at the event horizon between our now and our tomorrow. Perhaps at this point in time more than ever is this tension between the role that schools play in indoctrinating our youth into the ways of society at odds with the imperative to prepare them for their futures.
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iCivics | Free Lesson Plans and Games for Learning Civics - 56 views
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iCivics is a web-based education project designed to teach students civics and inspire them to be active participants in our democracy. iCivics is the vision of Justice Sandra Day O'Connor, who is concerned that students are not getting the information and tools they need for civic participation, and that civics teachers need better materials and support. -
iCivics prepares young Americans to become knowledgeable, engaged 21st century citizens by creating free and innovative educational materials.
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shared by Roland Gesthuizen on 23 Jun 12
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How Can Teachers Create a Learner-Centered Environment? - Leading From the Classroom - ... - 119 views
blogs.edweek.org/...rner_centered_environment.html
blog classroom teaching learningspaces learningstyles
shared by Roland Gesthuizen on 23 Jun 12
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publishers will need to collaborate more with teachers to be able to create more relevant and meaningful products to support teachers
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Paper doesn't cut it. A learner centered environment requires technology.
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Will the public demand this cultural shift in teaching and learning?
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"The Alliance for Excellent Education recently released Culture Shift: Teaching in a Learner-Centered Environment Powered By Digital Learning. The report advocates that a culture shift to a learner centered classroom environment is needed to prepare students to meet the challenges and demands of a global economy"
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Differentiating Instruction with Technology - 111 views
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instructionalstrategies
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1.Recognizing similarities and differences
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Graphic organizers such as the Venn diagram and Comparison matrix
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Represent similarities and differences in graphic or symbolic form
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Sorting, classifying, using metaphors and analogies
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Word processing tables (Word software)
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Web-based/downloadable graphic organizers
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Inspiration and Kidspiration software
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Beginning, middle, end
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Clarifying information
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Teacher-prepared and student-prepared comments
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Webbing
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Cornell Note-taking Forms
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Inspiration and Kidspiration software
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NoteStar
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Read•Write•Think Notetaker
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Word processing notes (Word software
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5.Nonlinguistic representations:
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Creating graphic representations
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Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
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Digital camerasGraph Club softwareInspiration and Kidspiration softwareKid Pix software
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This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
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shared by Nigel Coutts on 28 Aug 16
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Delivering on the promise of STEAM - The Learner's Way - 41 views
thelearnersway.net/...vering-on-the-promise-of-steam
STEAM learner education collaboration science technology
shared by Nigel Coutts on 28 Aug 16
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The challenge is to ensure that students within a STEAM programme are better prepared than they might be if they studied the disciplines in isolation and that in seeking to integrate diverse fields we do not weaken the efficacy of one for the inclusion of another.
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Great Reads for the Holidays - The Learner's Way - 16 views
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As schools prepare for the upcoming Christmas break here is a list of books that are bound to get you thinking.
Creating Video Guides to Prepare High School Students for Science Labs | Edutopia - 11 views
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Remote Working For Teachers & Schools - 32 views
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We will discuss what schools are doing to prepare for possible closures, how teachers can work efficiently at home, how schools and colleagues can offer support, and how technology can help to keep learning happen.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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Step away from problematising writing and toward it being normal to seek help
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mechanical errors r
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errors in the microstructure of writing
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inconsistencies in writin
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macrostructure of writing
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quality and clarity of purpose
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substantive general writing errors
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publication, authorship, training and fairness
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plagiarism
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formal writing courses and reading lists, writing activities, and peer writing groups
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Ideally, the supervisor provides a writing role mode
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fallacious to assume that supervisors are necessarily scholarly writers
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relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
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apprenticeship model can be ineffective
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a passive role in improving their writing
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tudents and supervisors need to master a range of writing task
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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implicit contractual relationship between my students and me
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supervisor
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provide feedback
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conceptu
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methodological
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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initially corrected all errors
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ttle emphasis to these errors in subsequent interactions
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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students assumed some responsibility for proofreading
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cholarly writing in a thesis involves much more than a set of discrete writing tasks
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heightened awareness of individual differences in students as writers
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dependent writer
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‘writer’s block’ that could be overcome by breaking writing down into subtasks
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copious notes
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detailed note‐taking limited her interaction
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brief summary of the key points on my written response to her drafts
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action plan
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
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confident writer
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published during his doctoral studies
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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difficulties with all aspects of the macrostructur
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epeat sections of writing from earlier chapters
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replace repeated text with concise summaries or use cross‐referencing
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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resistant writer
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acknowledged herself to be a poor write
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writing supp
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oral and written feedback
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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specialist assistance
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r lack of commitment to improving the quality of subsequent drafts
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argumentative stance towards writing feedback
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my colleague and I decided that we were no longer prepared to supervise Rita.
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imited writing progress
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, Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
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sporadic writer
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repeatedly failed to meet negotiated deadlines
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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enlisted an experienced supervisor to act as my mentor
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forewarned
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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emotional excitement of writing up a thesis and the ensuing motivation
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lacked
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This trail of documentation
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importance of
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highlighted student‐centred writing issues
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dentified broader issues that also needed to be accommodated in supervision
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confidence in writing does not necessarily equate with capability.
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uture directions
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upport students
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ncouraging them to participate in activities designed to support scholarly writing,
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community of support for each othe
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Technology
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virtual community of student writers
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Ethical writing
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cant attention in postgraduate training to ethical practices in writing
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explore the ethical standards that are in operation in our local academic community.
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underpinned by a performance‐orientation
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ssues of concern related to students’ scholarly writing were identified.
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eper understanding of the breadth of issues related to the supervision of postgraduate writing
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Reintroducing students to Research - 144 views
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First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
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we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
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research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
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learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
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the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
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Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
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In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
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she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
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For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
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What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?