Poverty and closing the gap: Adastra research consultancy projects

A fundamental principle which underpins all our teaching and research is the integration of theory and practice, and this principle is vividly exemplified within all the research consultancy projects. The longstanding successes in teacher training of Bishop Grosseteste University are founded upon the strength of our partnership with schools and educational settings. A key strand, that links our research ambitions with our commitment to teacher education, is the engagement in research consultancy and action research with partnership schools. The following reports all embed this approach of teachers working alongside researchers, integrating theory with practice, and focusing upon school-specific issues. They also represent excellent examples of how research can genuinely impact the prospects and life chances of young people. At the heart of our partnership is a focus on learners and learning, which the projects here also clearly share, alongside their key contribution in helping to close the educational attainment gap. Specifically, the research projects will enable the individual schools to develop further good practice, for the benefit of their own pupils, but also with potential applicability to other schools and settings. Furthermore, it is hoped they may motivate and inspire other teachers or schools to embark upon action research projects, driving further improvements in teaching and learning. Finally, for the individual teachers involved, the experience will hopefully stimulate an on-going theory-practice dialogue and provide impetus for further CPD and/or action research

A Politico-Communal Reading of the Rose

Lettura del Fiore in rapporto alle fonti retoriche e politiche di ambiente comunal

The re-discovery of contemplation through science : with Tom McLeish, “The Re-Discovery of Contemplation through Science: Boyle Lecture 2021”; Rowan Williams, “The Re-Discovery of Contemplation through Science: A Response to Tom McLeish”; Fraser Watts, “Discussion of the Boyle Lecture 2021”; and Tom McLeish, “Response to Boyle Lecture 2021 Panel and Participant Discussion.”

Some of the early-modern changes in the social framing of science, while often believed to be essential, are shown to be contingent. They contribute to the flawed public narrative around science today, and especially to the misconceptions around science and religion. Four are examined in detail, each of which contributes to the demise of the contemplative stance that science both requires and offers. They are: (1) a turn from an immersed subject to the pretense of a pure objectivity, (2) a turn from imagination as a legitimate pathway to knowledge, (3) a turn from shared and participative science to a restricted professionalism, and (4) an overprosaic reading of the metaphor of the “Book of Nature.” All four, but especially the imperative to consider reading nature as poetry, and a deeper examination of the entanglements between poetry and theoretical science, draw unavoidably on theological ideas, and contribute to a developing “theology of science.”

F.m.V.TH.AA.100 (Sermo secundus ad fratres minores <de laude paupertatis in festo S. Martini>)

Sermo secundus ad fratres minores TheologySaec. xivEngland?Englan

De luce ali O svetlobi

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