NOMAD
发表于 2025-3-23 12:24:52
,Secularity and Education: The One-Dimensional Man’s Tunnel Vision and the Transcendental,o do this, a historical account on the rise of the prototypically “modern” and “ahistorical” contemporary mindset is essential. This will allow readers nowadays to see the continuity between the “ancient” Greco-Roman world and the present as well as reassess the existential problems of humans as his
Forsake
发表于 2025-3-23 14:45:22
Rethinking the Curriculum: Learning and Teaching , Then and Now, This chapter takes a slightly different angle. The discussion here, while anchors in ., will integrate critical perspectives and deliberative concerns about contemporary education. It aims to empower readers to come closer to some central beliefs and practices, especially if they are teachers or re
检查
发表于 2025-3-23 21:18:10
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Bph773
发表于 2025-3-24 00:21:11
Making Sense of a Religious Text: Methods and Socio-epistemic Divides in Reading and Teaching,the larger aim of this book, which is to demonstrate what Paul was teaching his original learners and how he sought to do so. They explain why and how the Pauline . has been a pedagogic text in terms of its original function and setting.
STERN
发表于 2025-3-24 06:08:56
Introduction: Redeeming the Pedagogic Dimensions of ,,ern of how they comprehend and orientate themselves in their interpersonal transactions with others, in the socio-and-psychic phenomenological realm(s) which they actively choose to construct and sustain.
Tremor
发表于 2025-3-24 09:00:45
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admission
发表于 2025-3-24 10:50:44
Greco-Roman Realities as Perennials: The Law, the Righteousness, and the Irrepressible Questioning,ng around this big concept in human civilisation regarding “the law” (Ho ., 2013, pp. 330 & 548). Hence, it will be an oversimplification to restrict “the law” in . to mean only Jewish commandments or Jewish religious regulations and practices.
长矛
发表于 2025-3-24 17:09:27
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PANG
发表于 2025-3-24 21:03:17
The Good Beyond the Law: Routines of Life, Values, and Spirituality,ot common sense across time and space then? What could have been the educational relevance of these chapters for Paul’s original learners? Why did Paul not consider his curriculum complete with the last verse in . 11?
remission
发表于 2025-3-25 01:44:16
,Secularity and Education: The One-Dimensional Man’s Tunnel Vision and the Transcendental,educated in the classics” (McDonald 1993, p. 19). Hence, the questions related to the Old Model of Human as expounded in the world of imperial Rome, which . has sought to explore and answer for its original learners, have remained perennial problems until today.