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Exercises D

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Conflicts. 15 masterpieces of struggle and conflict : with exercises to make you think.

Contiene quince historias de alta calidad literaria con distintos niveles de lectura. Los ejercicios han sido especialmente diseñados para animar a: pensar, contar acerca de la historia, manejar las nuevas palabras de vocabulario, identificar los elementos narrativos, saber leer críticamente.

Unjournaling : Daily writing exercises that are.

Unjournaling incluye 200 instrucciones por escrito que son adecuadas para los escritores de todas las edades. Son flexibles y variadas, así como desafiantes e interesantes. Los profesores pueden usar Unjournaling en las clases, o las personas pueden usarlas por si solas. Simples respuestas a todas las cuestiones son incluidas en la última parte del libro, una útil herramienta para los profesores o cualquiera que quiera completar un ejercicio y quiera ver que puede ser realizado. Leer lo que otros han hecho puede tambien abrir la mente del escritor a diferentes aproximaciones e ideas.

Verbal reasoning : further practice exercises.

El libro contiene 35 ejercicios prácticos de razonamiento verbal (de diez minutos de duración cada uno) para que los alumnos de enseñanza secundaria se familiaricen con los diferentes tipos de preguntas que pueden encontrar en los exámenes y mejoren su técnica y velocidad de resolución. Los tests aumentan gradualmente de dificultad. Al final del libro hay una tabla para apuntar los resultados de cada test y controlar el progreso de los alumnos, y un apartado con las soluciones.

Exercises in reacting to sensory imagery and words carrying emotional overtones

This paper contains an outline of study for hearing impaired children to help them learn how to form and react to sensory imagery.

Religious and spiritual identity and citizenship education in the UK

If education is to be about ‘human flourishing’ (De Ruyter, 2004) as well as preparation for adulthood and work, then religious and citizenship education would seem to have a key contribution towards this goal, both offering opportunities for the exploration and development of a robust sense of identity. However, despite the opposition of most religious educators, religious education has been treated by successive UK governments simply as a form of inculcation into a homogenous notion of citizenship based on nominal church attendance. Moreover, the teaching of the relatively new subject of citizenship education, whilst recognising that the sense of identity and allegiance is complex, has not regularly included faith perspectives. I argue that the concept of ‘spiritual development’, which centres on an existential sense of identity, offers a justification for combining lessons in both religious and citizenship education. I conclude on a cautionary note, arguing that pupils need to be given a critical awareness of ways in which such identities can be provided for them by default, particularly since consumer culture increasingly makes use of ‘spiritual’ language and imagery.

Spiritual literacy and tacit knowledge

This article represents a critique of the 'spiritual literacy' approach to spiritual education developed by Andrew Wright (e.g. 2000a), with particular reference to the inclusion of Michael Polanyi's theory of 'tacit knowledge'. Wright's assessment of the current state of religious education is summarised and his proposed method is outlined. Polanyi's ideas are then described and assessed for their compatibility with the 'spiritual literacy' approach.