| 000 | 00968nam a2200145Ia 4500 | ||
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| 008 | 180524s2003 CNT 000 0 und d | ||
| 245 | 1 | 0 | _aGiving Primacy to the Sacred : Some Implications for Teachings |
| 264 | 0 |
_aToronto, ON : _bUniversity of Toronto _c2003 |
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| 500 | _a- | ||
| 500 | _a- | ||
| 520 | 3 | _aThis is an inquiry into teaching from a spiritual perspective. What are the pedagogical implications for giving primacy to the sacred? How does a spiritual worldview affect a teacher's teaching? This is a reflexive, personal, subjective study which draws on the Bahá'í Faith, Buddhism, Christianity, and Judaism, as well as philosophers Kierkegaard, Buber, Whitehead, and Levinas. The study reviews the affective domain of the teacher. Sacred pedagogy implies that the teachers plays a pivotal roles in the lives of the students as healer, mentor, and gardener. | |
| 690 | _aSACRED | ||
| 700 | 1 | _aPostlethwaite, Robert L | |
| 856 | 4 | 1 |
_3PDF _ainternal-pdf:// |
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_c29631 _d29631 |
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