Learning From Each Other, Serving Together

At Trinity Christian College we believe that incorporating service and scholarship into teaching is congruent with the transformational nature of Trinity’s mission. An Illinois Campus Compact funded service-learning project broadened Trinity students’ understanding of service-learning pedagogy as they planned, participated in and assisted students with disabilities in service-learning experiences. College students, high school teachers and high school students with disabilities had the opportunity to work, learn, and serve together

What We Epistemically Owe To Each Other

This paper is about an overlooked aspect—the cognitive or epistemic aspect—of the moral demand we place on one another to be treated well. We care not only how people act towards us and what they say of us, but also what they believe of us. That we can feel hurt by what others believe of us suggests both that beliefs can wrong and that there is something we epistemically owe to each other. This proposal, however, surprises many theorists who claim it lacks both intuitive and theoretical support. This paper argues that the proposal has intuitive support and is not at odds with much contemporary theorizing about what we owe to each other

The Importance of Understanding Each Other in Philosophy

What is philosophy? How is it possible? This essay constitutes an attempt to contribute to a better understanding of what might be a good answer to either of these questions by reflecting on one particular characteristic of philosophy, specifically as it presents itself in the philosophical practice of Socrates, Plato and Wittgenstein. Throughout this essay, I conduct the systematic discussion of my topic in parallel lines with the historico-methodological comparison of my three main authors. First, I describe a certain neglected aspect of the Socratic method. Then, exploring the flipside of this aspect, I show that despite the fact that both Socrates and Wittgenstein understand their philosophical approaches as being essentially directed at the particular problems and modes of understanding that are unique to single individuals, they nevertheless aspire to philosophical understanding of the more ‘mundane’ kind that is directed at the world. Finally, interpreting parts of Plato’s dialogues Phaedrus and Laches, I further develop my case for seeing the role of mutual understanding in philosophy as fundamentally twofold, being directed both at the individual and what they say (the word), and at things that are ‘external’ to this human relation at any particular moment of philosophical understanding (the world)

CCJU Perspective, Fall 1999

Highlights: Fourth Annual Nostra Aetate Awards: The Unfinished Agenda -- CCJU Sets Conferences -- News and Notes: Cardinal O\u27Connor\u27s Letter; Holocaust Remembrance Day; B\u27Nai B\u27rith Makes Donation; Lecture at Seymour Hollander House; CCJU Book Release; Looking Towards the Future -- The Papal Forest -- Academics -- Catholics and Jews Confront the Holocaust and Each Other / by Eugene J. Fisher -- 1974 Guidelines and Suggestions for Implementing the Conciliar Declaration Nostra Aetate -- Crosscurrents.https://digitalcommons.sacredheart.edu/ccju_perspective/1002/thumbnail.jp

How molecular knots can pass through each other

We propose a mechanism in which two molecular knots pass through each other and swap positions along a polymer strand. Associated free energy barriers in our simulations only amount to a few $k_{B}T$, which may enable the interchange of knots on a single DNA strand.Comment: 6 pages, 7 figure

Understanding Each Other - Developing Positive Relationships with Challenging Students

Everyone has encountered someone who is hard to like and may not fit well with our own personality. As parents, we do not choose the temperament of our children, and as educators we often do not choose the students in our classroom. Studies have suggested that for every 10 students, 2-3 will be a perfect match for the teacher, 6-7 may be a “good fit” and often at least one student will present significant challenges for her or his teacher. Many of the challenges faced by parents and educators in working with students are exacerbated by lack of understanding and differences in personality or temperament. This presentation will emphasize the power of positive relationships in facilitating behavioral, academic and emotional development. Participants will be provided with tools for understanding themselves, their students, and why some relationships are more challenging than others. Strategies for creating and sustaining positive relationships will be discussed. While this presentation emphasizes the student-teacher relationship, it is hoped that the strategies presented will be useful for parents and all those who work with children and adolescents at home, school and throughout the community

Seeing how we see each other : learning from quantitative research among young people in the UK

The quantitative strand of the Young People’s Attitudes towards Religious Diversity Project, conducted by the Warwick Religions and Education Research Unit, set out to capture data from over 2,000 students living in each of the four nations of the United Kingdom (England, Northern Ireland, Scotland, and Wales) and from London as a special case. Anonymity and confidentiality were assured. In total, nearly 12,000 students submitted thoroughly completed questionnaires. The project concentrated on schools within the state-maintained sector, but sought to obtain roughly equal numbers of students within each of the five areas attending schools with a religious character and without a religious foundation. The aim of the present paper is to collate, present and assess the findings from this survey that are relevant to the theme of this Special Issue, concerned with examining how a religion shapes the way of seeing the world and seeing other religious traditions. Highlights from the research include: students who are themselves religiously motivated hold more positive attitudes towards religious diversity; there is no evidence that schools with a religious character produce students who are less accepting of people from other religious faiths; religious education does work in the sense of leading to attitudes that promote community cohesion, lessen religious conflict, and promote the common good

Understanding Each Other In The Medical Encounter: Exploring therapists' and patients' understanding of each other's experiential knowledge through the Imitation Game

The ability of healthcare professionals to understand the lived experiences of their patients has become increasingly important, but has been a difficult topic to investigate empirically because it involves two distinctive research strands: interpretive phenomenological analysis (IPA) and patient-provider communication (PPC). While IPA focuses on experiences and illness narratives of patients, but not on therapist’s understanding of those, PPC surveys focus primarily on effective forms of communication without addressing the actual illness experiences of patients. There is a need for empirical research that combines both strands to investigate not only the experiences of patients, but also whether professionals are able to understand these. This study combined both strands by means of a novel research method called the Imitation Game (combined with other qualitative methods). This sociological method was developed to investigate what different social groups know of each other’s lifeworld. This article focused on the important domain of eating disorder treatment to investigate whether therapists were able to understand the experiences of their patients and vice versa. The study provide insights into the domains in which therapists and patients were able to develop insights into each other’s experiential knowledge (and where they had difficulties in doing so). The findings also implicate the high potential of the Imitation Game as an interdisciplinary research method. We propose that the Imitation Game may be particularly valuable as a ‘can opener’ that enables the development of in-depth, qualitative insights into the substantive themes that matter in the lifeworlds of patients and therapists

Male Teachers of Color Take a Lesson From Each Other

The author tells of the experience of cofounding a group of male teachers of color within the Boston Teacher Residency program. The group's theory of action was that professional development focused on addressing the unique challenges of male teachers of color would help these teachers develop tools and strategies to navigate their school environment. More importantly, these male teachers of color would be better able to focus on creating conditions that facilitated learning for students -- the majority of whom were of color and from working class families