320 research outputs found
What Was Lost
No full textNearly a decade ago, What Was Lost: A Christian Journey Through Miscarriage was written as a personal and pastoral response to a dearth of Christian resources for a loss that is complicated emotionally, communally, and spiritually. Awareness has increased over the past ten years, but persons continue to struggle to find faithful honoring of a common but often unspoken grief (nearly one in four pregnancies will end in miscarriage). In this workshop, author Elise Erikson Barrett will facilitate a conversation about how the church accompanies women and families who have lost pregnancies
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
Emily Erikson, Trade and Nation: How Companies and Politics Reshaped Economic Thought
No full textTrade and Nation describes important changes that occurred in the economic literature in seventeenth-century England and explains why these changes occurred in this period. As the author, Emily Erikson, claims, ‘in the 17th century people began to frame and conceptualise economic matters differently. Growth replaced fair exchange as the standard by which economic activity was judged.’ (3). Her overarching argument is that English merchants, attempting to influence state economic policy, ‘bega..
PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VIII SMP KATOLIK SANTA MARIA MEDAN
No full textThe Roles of Parents Teachers Association in School-Age Children’s Psychosocial Development According to Erik Erikson
No full textPeople these days tend to avoid their attention from child’s psychosocial development while it holds serious role for the psyhcological and social development of children to find their true identity in the future. According to Erik Erikson, there are 8 stages of phsychosocial development of human starts when a human being is born to the final stage which is at 65 years old above. In this theory, Erikson emphasizes that every stage holds its importance and that they relate each other. Which means the first stage affects the next stage and so forth. This research is aimed to analyze Erikson’s 8 stages development of psychosocial on school-age children and how parents and teachers should respond and provide suitable treatment for these children.The methodology in this research is literature research where author collects the information about 8 stages psychosocial development from journal, books, reviews, or previous research. From this research, author finds that parents must give proper and suitable parenting style for their child especially during their school periods where child needs support, motivation and stimulus either from parents or teachers or their surroundings through intensive communication. For addition, through this research too, author finds that the ability for teachers to understand these 8 stages will give them the sight to provide more chances for the children to grow well and find their true identity. From this research, we can conclude that either teachers and parents need to cooperatively work together to provides proper and suitable treatment for children’s psychosocial development according to Erikson’s 8 stages development
Penggunaan Pendekatan Pembelajaran Saintifik dalam Meningkatkan Keaktifan Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Katolik Sekolah Menengah Pertama Budi Murni 2
No full textThis article discusses the use of scientific learning models as a solution to increase student learning activeness in the subject of Catholic Religious Education at Budi Murni 2 Middle School. Education is a self-development activity through a teaching and learning process that aims to increase students' knowledge, insight, and experience. However, the facts show that many students are not active in the current learning process, including in Catholic religious subjects. This research is based on observational findings which show the low activity of students in learning Catholic religion at Budi Murni 2 Middle School. The conventional learning methods currently used by teachers have not been able to activate students optimally. Therefore, the use of a scientific learning model is proposed as a solution to increase the active learning of students. The scientific learning model is a learning approach that involves students actively and creatively in the learning process. In this model, students are invited to observe, ask questions, reason, associate, and communicate the concepts or material being studied. Through this approach, students are expected to be able to develop higher-order thinking skills and have a high enthusiasm for learning. Previous research also shows that the use of scientific learning models can increase the active learning of students. In the context of Catholic Religious Education subjects, a scientific approach can help students learn religious concepts more actively and creatively. Catholic religious teachers are required to activate students by designing interesting learning, implementing collaboration, and using appropriate learning media. In the context of Budi Murni 2 Middle School, this study aims to apply a scientific learning model in learning Catholic Religious Education. The results of the research are expected to provide concrete solutions to increase the active learning of students, so as to improve the quality and quality of learning in these schools
Peran Guru Pendidikan Agama dalam Mengembangkan Kreativitas Siswa Kelas V Sekolah Dasar Santo Thomas 4 Medan
No full textStudents' ability to understand PAK material partly depends on the teacher. Students must be able to follow the learning process in class clearly in order to understand the material in PAK. The reality that occurs in the field is that many students are not creative in addressing problems in life in relation to life in accordance with the teachings of their faith. Because students lack creativity, it causes many students to disrespect friends, disrespect teachers, parents and also people in the surrounding environment. The purpose of this research is to find out the role of teachers in developing students' creativity in PAK subjects at St. Thomas 4 Medan Elementary School. PAK teachers have an important role in guiding students in contrast to the role of teachers in general. Students at SD Santo Thomas 4 Medan experienced an increase in creativity, this can be seen from the achievement of creativity indicators, namely having a high drive, having high involvement, having great curiosity, daring to express opinions and beliefs. From the results of research or research see that PAK teachers at SD Santo Thomas 4 Medan are very instrumental in developing creativity in the learning process. 2. Student creativity in PAK learning has increased. This can be seen from the fulfillment of creativity indicators
STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA PELAJARAN AGAMA KATOLIK
No full textPentingnya penelitian ini adalah untuk menganalisis strategi yang diterapkan oleh guru Agama Katolik dalam menerapkan pembelajaran diferensisasi di Sekolah Menengah Atas dalam melaksanakan pembelajaran berdasarkan auditory, visual, dan kinestetik sehingga menghasilkan peserta didik yang memahami agama katolik. Tujuan utama penelitian ini adalah mengetahui strategi guru dalam menerapkan pembelajaran diferensisasi. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi ditambah dengan sumber-sumber relevan buku, artikel jurnal dan karya ilmiah terkait. Proses penelitian dimulai dengan observasi yaitu turun ke lapangan pelaksanaan penelitian untuk memperoleh gambaran terkait dengan pembelajaran diferensiasi. Wawancara dilakukan untuk menguatkan temuan observasi untuk mendukung kelengkapan data. Dokumentasi yakni mengumpulkan dokumen pendukung terkait dengan pelaksanaan pembelajaran diferensiasi mulai dari modul ajar dan materi pembelajaran. Tempat penelitian ini adalah Sekolah Menengah Atas Katolik Santo Yoseph Medan. Informan dalam penelitian ini adalah guru mata pelajaran, rekan guru, dan peserta didik. Temuan penelitian ini adalah guru pendidikan agama katolik telah menerapkan pembelajaran diferensiasi melalui diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Dalam diferensiasi konten guru menyiapkan materi sesuai dengan gaya belajar peserta didik. Dalam diferensiasi proses guru melaksanakan pembelajaran seesuai dengan gaya belajar yang telah diperoleh. Dalam diferensiasi produk guru menemukan hasil belajar melalui evaluasi
STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA PELAJARAN AGAMA KATOLIK
No full textPentingnya penelitian ini adalah untuk menganalisis strategi yang diterapkan oleh guru Agama Katolik dalam menerapkan pembelajaran diferensisasi di Sekolah Menengah Atas dalam melaksanakan pembelajaran berdasarkan auditory, visual, dan kinestetik sehingga menghasilkan peserta didik yang memahami agama katolik. Tujuan utama penelitian ini adalah mengetahui strategi guru dalam menerapkan pembelajaran diferensisasi. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi ditambah dengan sumber-sumber relevan buku, artikel jurnal dan karya ilmiah terkait. Proses penelitian dimulai dengan observasi yaitu turun ke lapangan pelaksanaan penelitian untuk memperoleh gambaran terkait dengan pembelajaran diferensiasi. Wawancara dilakukan untuk menguatkan temuan observasi untuk mendukung kelengkapan data. Dokumentasi yakni mengumpulkan dokumen pendukung terkait dengan pelaksanaan pembelajaran diferensiasi mulai dari modul ajar dan materi pembelajaran. Tempat penelitian ini adalah Sekolah Menengah Atas Katolik Santo Yoseph Medan. Informan dalam penelitian ini adalah guru mata pelajaran, rekan guru, dan peserta didik. Temuan penelitian ini adalah guru pendidikan agama katolik telah menerapkan pembelajaran diferensiasi melalui diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Dalam diferensiasi konten guru menyiapkan materi sesuai dengan gaya belajar peserta didik. Dalam diferensiasi proses guru melaksanakan pembelajaran seesuai dengan gaya belajar yang telah diperoleh. Dalam diferensiasi produk guru menemukan hasil belajar melalui evaluasi
The identity issue in D.P. McAdams’ and E.H. Erikson approaches
No full textArtykuł porusza zagadnienie relacji między tożsamością narracyjną a tożsamością psychospołeczną. Dan McAdams, przyjmując jako
punkt wyjścia dla swojej koncepcji tożsamości narracyjnej model rozwoju Erika Eriksona, twierdzi, że tożsamość narracyjna rozumiana przez niego jako globalnie spójna historia życia, podobnie jak stabilne zaangażowania,
zaczyna wyłaniać się w okresie adolescencji i późnej dorosłości. Wymienia te same czynniki rozwoju tożsamości co Erikson oraz przypisuje jej analogiczną funkcję integrowania różnych elementów życia. Narracyjne rozumienie siebie umożliwia lepsze ujmowanie zmienności w czasie niż stabilne zaangażowania. W artykule zaprezentowano eksploracyjne
badania nad związkiem między wyłanianiem się tożsamości w obu ujęciach. U badanych adolescentów powierzchowne uporządkowanie
tekstu autonarracji występowało bez związku z podejmowaniem zaangażowań, natomiast wiązało się z wyższą spójnością głównie pod
względem spójności tematycznej opartej na refleksji nad własną osobą. Ponadto opowiadania w niewielkim stopniu zawierały przyczynowe
rozumienie zmiany (nawet u osób z silnymi zaangażowaniami). Na podstawie przedstawionych przesłanek wysunięto tezę, że w toku rozwoju w pierwszej kolejności kształtuje się powierzchowna i konwencjonalna
organizacja autonarracji, a dopiero później jej struktura zaczyna się opierać na refleksji nad własnym życiem. Przypuszcza się, że jakkolwiek funkcja integrująca życie jednostki jest wspólna dla obu ujęć tożsamości,
to zawieranie zmiany osobowej w autonarracjach jest związane z osiągnięciami rozwojowymi bardziej zaawansowanymi niż nabycie
stabilnych zaangażowań.The article investigates the relationship between narrative and psychosocial identity. Dan McAdams’ point of departure for his concept of narrative identity is Erik Erikson’s developmental model, based on whih he states that narrative identity as a globally coherent life story begins to emerge in adolescence and early adulthood. He refers to the same developmental factors as Erikson and stresses an analogical function: the integration of different elements of life. On the other hand, narrative self-understanding allows to include a personal change in time better than stable commitments. The aforementioned premises inspired exploratory research on the relation of emerging life commitments and global coherence of self narratives. Examined adolescents constructed superficial coherent autonarratives without any relation to commitments, although commitments were positively related to thematic coherence based on self-reflection. Causal understanding of personal change was rarely included in the stories (even by people with strong commitments). The author argues that it is likely that at first there develops the conventional and superficial organization of an autonarrative whih is then structured on the reflection of someone’s life. Although the integration of one’s life is common for both approaches to identity, understanding a personal change is probably more related to further developmental achievements than stable commitments
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