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3 results

  • Conclusion

  • Claire Kramsch, University of California, Berkeley
  • Book:
    Language as Symbolic Power
    Published online:
    15 October 2020
    Print publication:
    29 October 2020, pp 195-211

  • Summary

    The chapter summarizes the argument made throughout the book: Symbols mediate our relationship to physical facts and material culture; The use of symbols enables us to construct and thus manipulate social reality; Symbolic forms have symbolic functions that are multiple, changing and conflictual; Symbolic power can turn into symbolic violence; and Language as symbolic power has been transformed by the use of symbolic systems like the Internet. It then discusses the implications of viewing language as symbolic power both for applied linguistic research and for communicative language teaching. It reflects on the role symbolic power plays in educational practice and it examines the challenging issue of how to deal with politics in the language classroom and the ethical questions this raises. The chapter ends with an analysis of Toni Morrison’s Nobel lecture and her memorable statement: “We die. That may be the meaning of life. But we do language. That may be the measure of our lives.”

  • Coping skills training: Implications for educational practice

  • Linda Huxley, Elizabeth Freeman, Erica Frydenberg
  • Journal:
    The Australian Educational and Developmental Psychologist / Volume 24 / Issue 2 / 2007
    Published online by Cambridge University Press:
    29 October 2015, pp. 44-68
    Print publication:
    2007

  • During the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

  • 39 - Christian teaching

  • from B - CONTEXT AND INTERPRETATION
  • Edited by Frances Young, University of Birmingham, Lewis Ayres, Emory University, Atlanta, Andrew Louth, University of Durham
  • Assisted by Augustine Casiday, University of Durham
  • Book:
    The Cambridge History of Early Christian Literature
    Published online:
    28 March 2008
    Print publication:
    01 April 2004, pp 464-484

  • Summary

    The fourth century sees a great cultural shift which both retains something of the school-like character of early Christianity and yet leaves no room for the semi-independent Christian philosopher or exegete. The character of the catechetical lectures that are extant demonstrates that the old anti-heretical thrust of the rule of faith remains crucial in the exposition of the creeds. Education in grammar and rhetoric would continue to be based on the traditional literature, now regarded as 'pagan' in an increasingly Christianized society, treated as useful but not true. The Christian way remained an education, a paideia, a training and discipline, moral, intellectual and spiritual. Christian teaching characterized human life and history as a journey, as progress under the guidance of the Spirit, even justifying some doctrinal developments in these terms as well as spiritual insights. The Christian tradition is clearly rooted in educational practice, and in this period retained something of its legacy as a teaching institution.