Bethel College Convocations
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Conspirologia E O Link Oculto Da Contracultura Com As Estrelas TROPAS DE CHOQUE DO VATICANO: a GUERRA SANTA DE JOÃO PAULO Ricardo Rosas II PÁGINA – 157 Cletus Nelson
2 Índice APOCALIPSE HIGH TECH Por Vladimir Cunha PÁGINA – 21 A AMÉRICA É UMA RELIGIÃO EUA MANTÉM EM SEGREDO ARMAS NÃO-LETAIS George Monbiot Debora MacKenzie, da New Scientist PÁGINA – 6 PÁGINA – 23 A DEPURAÇÃO DA TERRA BOATO FORTE Ricardo Concha Traverso Peter Burke PÁGINA – 25 PÁGINA – 9 A GUERRA DOS CÓDIGOS E SUAS ARMAS AS CINCO DIFICULDADES PARA ESCREVER A VERDADE Giselle Beiguelman Bertold Brecht PÁGINA - 28 PÁGINA - 12 A SOLUÇÃO FINAL CAPITALISTA A FAMÍLIA BUSH E O PREÇO DO SANGUE DERRAMADO PELOS NAZISTAS Laymert Garcia dos Santos Victor Thorn - Babel Magazine PÁGINA – 15 PÁGINA - 35 AFINAL, ONDE ESTÁ A VERDADE? Cláudio Malagrino CONHECIMENTO TOTAL DA DESINFORMAÇÃO (1) – Conflito e Controle na Infosfera PÁGINA – 18 Konrad Becker PÁGINA - 41 3 AS OITO CARACTERÍSTICAS DOS CULTOS QUE ATUAM NO CONTROLE INFORMAÇÃO E CONTRA-INFORMAÇÃO MENTAL Roberto Della Santa Barros Randall Watters PÁGINA – 63 PÁGINA – 43 DETECTANDO A DESINFORMAÇÃO, SEM RADAR CHEGA DE ROCK N´ROLL Gregory Sinaisky Stewart Home PÁGINA – 45 PÁGINA – 67 BIG BROTHER WANTS YOU – Echelon, um megassistema eletrônico dos EUA, patrulha o mundo MANIPULAÇÕES PÚBLICAS – Duplientrevista com Sheldon Ramptom José Arbex Jr. Daniel Campos PÁGINA – 47 PÁGINA – 68 UM OUTRO LADO DA HISTÓRIA – Uma entrevista com André Mauro (showdalua.com) COMO PODE UM HOMEM DE MARKETING LANÇAR UM PRODUTO QUE PÁGINA – 50 NÃO PRECISA EXISTIR? Por Ricardo Vespucci MONSTERS, INC. Chris Floyd PÁGINA – 72 PÁGINA – 60 4 MENTIRAS DE ESTADO O STATUS ONTOLÓGICO DA TEORIA DA CONSPIRAÇÃO Ignacio Ramonet Hakim Bey PÁGINA -
Politics and Identity in the Emerging Church Movement", Critical Research on Religion, 2:1 (2014A)
Archived version from NCDOCKS Institutional Repository http://libres.uncg.edu/ir/asu/ Reed, Randall W. (2012) “Emerging Treason? Politics and Identity in the Emerging Church Movement", Critical Research on Religion, 2:1 (2014a). The version of record can be accessed from Sage Publications. [ISSN: 2050-3032], [doi:10.1177/2050303214520777] Emerging treason? Politics and identity in the Emerging Church Movement Randall W. Reed Appalachian State University, Boone, USA Abstract The Emerging Church is one of the more interesting new movements in the religious landscape of the United States today. The Emerging Church has come out of US Evangelicalism, which has found itself in crisis, with a diminishing number of young people remaining in the church and a general popular impression of being intolerant, judgmental, and right-wing. Many in the Emerging Church are attempting to construct a vision of Christianity that addresses these problems. However, the Emerging Church is not a monolith; it includes a variety of perspectives and positions. What I will argue in this article is that there is, among several different perspectives within the movement, a critique of the US political and economic system that provides an interesting and new way of thinking about the relationship between Christianity, politics, economics, and identity that may serve to create a challenge to the hegemonic system of the United States. For the purposes of this article I use three examples to illustrate my point: Shane Claibourne’s ‘‘New Monasticism’’/’’Red Letter Christians’’ movement; Brian McLaren’s recent work, Why did Jesus, Moses, the Buddha and Mohammed Cross The Road; and Peter Rollins as a self-proclaimed inheritor of the radical tradition. -
Lawrence Kohlberg
F. CLARK POWER LAWRENCE KOHLBERG The Vocation of a Moral Educator INTRODUCTION Shortly after Lawrence Kohlberg’s death, I (Power, 1991) noted that perhaps the most revealing statement about Kohlberg’s life was the epilogue to his first book, “Education for Justice: The Vocation of Janusz Korczak” (Kohlberg, 1984). In that Epilogue, which I helped him to compose, he re-told the story of Janusz Korczak, who gave up a lucrative medical practice to work as a moral educator in orphanages for Jewish and Christian children in Warsaw. That work led him to the Warsaw ghetto and finally to Treblinka, where he died with the orphans whom he refused to abandon. Throughout his life, Korczak had a remarkable sense of being called to care for poor and neglected children. In his early career as an author and a medical doctor, he dedicated himself to serving the poor. A champion of children’s rights, he left medicine for education in orphanages because he wanted to treat children’s souls. In establishing “Little Republics” in which children engaged in democratic governance, his orphanage schools resembled the just community programs that Kohlberg himself established. To claim that Kohlberg had a vocation to be a moral educator may strike many as puzzling or even preposterous. Kohlberg is best known for his pioneering contributions to developmental psychology, especially for his stages of moral development. Yet, as one who worked closely with Kohlberg during the latter part of his career, I believe that we cannot understand his life as a whole without considering his vision of moral education and the significance his work in the just community programs had for him. -
Lawrence Kohlberg's Stages of Moral Development from Wikipedia
ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality. -
Fr.John Dear Sj and Fr.Roy Bourgeois Mm Education for Discipleship
The Canadian Forum on Theology and Education The University of Waterloo, Waterloo, Ontario. Thursday May 27th (7-30pm) to Saturday May 29th (12 noon) Fr.John Dear sj and Fr.Roy Bourgeois mm Education for Discipleship www.cfotae.ca Basic Registration includes: Two lunches, coffee breaks and wine and cheese reception. $190 Accommodation & Meals includes: Two nights single accommodation, two breakfasts and two suppers. $170 Registration & Accommodation (all of the above) $360 You can register for the 2010 session of The Canadian Forum on Theology and Education in 3 ways: on-line, fax, or Canada Post. John Quinn Coordinator 905-934-9115 [email protected] John Dear's work for justice and peace has taken him to El Salvador, where he lived and worked in a refugee camp in 1985; to Guatemala, Nicaragua, Haiti, the Middle East, and the Philippines; to Northern Ireland where he lived and worked at a human rights center for a year; and to Iraq, where he led a delegation of Nobel Peace Prize winners to witness the effects of the deadly sanctions on Iraqi children. He has run a shelter for the homeless in Washington, DC; and served as Executive Director of the Sacred Heart Center, a community center for disenfranchised women and children in Richmond, Virginia. In 2008 he was nominated for the Nobel Peace Prize. After college Fr. Roy served as a Naval Officer for four years--two years at sea, one year at a NATO station in Europe, and one year of shore duty in Vietnam. He received the Purple Heart. After military service, Fr. -
Kohlberg's Stages of Moral Development Working As A
Kohlberg’s Stages of Moral Development Working as a developmental psychologist then turning his interest to the field of moral education, Lawrence Kohlberg became to be well known for his theory of moral development. His theory spurred the interest of the psychological community on moral development (Nucci, 2002). His ideas were influenced by Jean Piaget, John Dewey, and James Mark Baldwin. He argued that experiences shape children’s understandings of moral concepts such as justice, rights, equality, and human welfare. Kohlberg developed his theory from the research that he conducted at Harvard’s Center for Moral Education (Barger, 2000). To evaluate the moral stages, Kohlberg made a series of moral dilemmas that pit one moral value against another (Kalat, 2002). He observed the explanations, not the choices, that the subject made. The explanations were used to match the subject to one of Kohlberg’s stages. Kohlberg’s theory of levels and stages of moral reasoning is supported by findings from longitudinal and cross-cultural research. Kohlberg divided moral development into six distinguished stages which can be identified into three major levels. The first level is the level of pre-conventional morality. The first stage is defined by punishment and obedience. This stage is characterized by the elementary school level (Barger, 2000). People follow the rules of authority because they are afraid of punishment, which is related to Piaget’s identification of the stage of ego-centrism (Nucci, 2002). In this stage, people consider something to be bad if it is related with punishment. In contrast, if something brings rewards, it is considered as good. -
News from National Priest of Integrity—Nominees
In the Vineyard, December 12, 2009 News from National Roman Missal Controversy Voice of the Faithful received a letter last week from Father Michael Ryan, pastor of St James Cathedral in Seattle, Washington. Father Ryan is concerned about the controversial new translations of the Roman Missal. He has published an article in the December 14 issue of America Magazine entitled “What if we just said wait? The case for a grassroots review of the new Roman Missal.” (http://www.americamagazine.org/content/article.cfm?article_id=12045) Father Ryan has also set up a website www.whatifwejustsaidwait.org for people to make comments that he hopes to bring to U.S. Bishops to encourage further thought on this issue. The National Catholic Reporter also ran an article on this issue in October. http://ncronline.org/news/faith-parish/slavishly-literal-translation-missal-criticized Priest of Integrity—Nominees Two priests, Reverend Joseph Fowler and Reverend Donald Cozzens, were honored as Priests of Integrity at VOTF’s National Conference, “Making our Voices Heard,” held on Long Island NY on October 30-31, 2009. Along with these two, four other priests were nominated for recognition. In this and following issues of In the Vineyard we will honor these priests (in alphabetical order) with articles about the work that they are doing for others and for the good of our church. Reverend Roy Bourgeois was enthusiastically nominated by the New York City affiliate of VOTF. His is a name not unknown to many of us, and he has a broad base of support from the people he serves. -
Roy Bourgeois Founder of School of the Americas Watch (SOAW) and Supporter of Women’S Ordination and LGBT Equality
Nationally Recognized Activist Roy Bourgeois Founder of School of the Americas Watch (SOAW) and supporter of women’s ordination and LGBT equality “Peace, Justice, Equality and Conscience in Latin America Sponsored by ROCLA (Rochester Committee on Latin America) Roy Bourgeois is an impassioned, eloquent and tireless activist for human Wednesday, May 6, 2015 rights throughout the Western Hemisphere. He served as a Catholic priest in Bolivia for 5 years until he was expelled for standing with the poor in 7:00 pm their struggle for human rights. In 1990, he founded the School of the America’s (SOA) Watch to shut down the school where the military perpetrators of genocide, repression and torture in Latin America were Downtown United trained to conduct low-intensity warfare campaigns against democratic Presbyterian Church movements in the 1980s. 121 N. Fitzhugh Street He has spent 4 years in Federal prison for his nonviolent protests Rochester, NY against the SOA and produced a documentary about the SOA, (handicap accessible) called “School of Assassins,” which was nominated for an Academy. He was nominated for a Nobel Grania Marcus, Prize in 2010. More recently, he [email protected], has advocated for LGBT equality (917) 579-0199 and the ordination of women and Marilu Aguilar, has been expelled from the priesthood after 40 years. [email protected], (585) 880-2847 In March, Roy and an SOA Watch delegation of 20 met with El Salvadoran President Ceren and other human rights leaders. Roy and others met with 5 of 17 ("Las 17") women who were imprisoned for 30 years for having miscarriages. -
One Survivor Remembers Teacher’S Guide 0 Grades 8 Through 12 Contents a Summary of Gerda’S Story 3 How to Use This Kit 4 a Note About the Primary Documents 5
ONE SURVIVOR REMEMBERS Teacher’s Guide 0 Grades 8 ThrouGh 12 Contents A Summary of Gerda’s Story 3 How to Use This Kit 4 A Note About the Primary Documents 5 LESSON PLANS Providing Context for the Film Tapping Students’ Prior Knowledge 7 Holocaust Timeline Activity 10 Viewing the Film Discussing the Film 11 Connecting with Gerda 34 Empathizing with Loss 37 Humanizing the Dehumanized 39 Building on the Film’s Themes Antisemitism 42 Bullies & Bystanders 49 Holding Onto Hope 54 Applying the Film’s Themes A Call to Action: Service Learning 58 Intolerance Today 61 EXTRAS Recommended Resources 69 Content Standards 70 Acknowledgements 71 A Note from Gerda 73 one survivor remembers PREFACE A Summary of Gerda’s Story by Michael Berenbaum This is a story about the strength of the human spirit, the story of a woman who survived the Holocaust and emerged with her humanity intact. Stripped of family, friends, pos- sessions and freedom, she lived to tell her story, a story she tells eloquently and power- fully in One Survivor Remembers. A Polish Jew, Gerda Weissmann lived six years under German rule. It was a time when Jews were stigmatized, discriminated against, harassed and beaten. Their houses of worship were burned; their places of business, looted. They were driven from their homes, imprisoned in ghettos and forced to work in slave-labor camps. And they were murdered — some where they lived, town by town, person by person; others in death camps, where millions were gassed in an assembly-line process that mimicked the great factories of industrialized Europe. -
December 2009
DECEMBER, 2009 1 A MODESTO PEACE/LIFE CENTER PUBLICATION DECEMBER, 2009 VOLUME XXII, NO. 4 INSIDE CONNECTIONS “Let there be Peace Annual Modesto Peace/Life Center LOCAL EVENTS . 2 on Earth and Let it Holiday Party Potluck DEFICIT HAWKS . 3 begin with me” & Song Circle LIVING LIGHTLY . 4 By JANA and MICHAEL CHIAVETTA RIVERS OF BIRDS . .5 This is the inspiration and belief behind the formation Friday, December 11, 2009 of the Modesto Peace/Life Center Social Justice Youth 6 p.m. to 9 p.m. CHARTER FOR COMPASSION . 6 Gathering. This title is a bit cumbersome but this is what we are calling the meeting that is occurring on the first Tuesday At the home of Dan & Alice Onorato THE OTHER WAR . .7 of each month at the Modesto Peace/Life Center from 6-7 1532 Vernon, Modesto AFGHANISTAN . 8 P.M. The “gathering” is open to high school students who are interested in social justice issues such as peace, the en- GATHERING OF VOICES . 9 vironment, civil rights and community involvement. At the Bring your festive spirit Social Justice Youth Leadership Conference, held at the end DIALOGUE . 10 of September, high school participants attended a workshop and food to share! GAZA FREEDOM MARCH . 11 that introduced them to the concept of becoming a “Peace Maker.” The hope was that enough students would be inter- Information: 526-5436 ested enough to continue the training at a monthly meeting. The first gathering was held in October and a grand total of one student attended. We were not discouraged and held the The next phase of second meeting on November 3rd and six students attended. -
A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction
DOCUMENT RESUME ED 407 125 PS 025 355 AUTHOR 011hoff, Jim TITLE Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. PUB DATE Jun 96 NOTE 20p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Child Development; *Friendship; *Individual Development; *Interaction; *Interpersonal Relationship; Models; *Theories IDENTIFIERS *Developmental Theory; Erikson (Erik); Fowler (James); Freud (Sigmund); Kohlberg (Lawrence); Piaget (Jean); Selman (Robert) ABSTRACT This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in social interaction development. In Stage 1 of friendships, birth to 2 years, children play in each other's presence rather than with each other. Stage 2, ages 2 to 5, involves quickly changing friendships, characterized by creativity, joint fantasy, and shared imagination. -
Documentary Movies
Libraries DOCUMENTARY MOVIES The Media and Reserve Library, located in the lower level of the west wing, has over 9,000 videotapes, DVDs and audiobooks covering a multitude of subjects. For more information on these titles, consult the Libraries' online catalog. 10 Days that Unexpectedly Changed America DVD-2043 56 Up DVD-8322 180 DVD-3999 60's DVD-0410 1-800-India: Importing a White-Collar Economy DVD-3263 7 Up/7 Plus Seven DVD-1056 1930s (Discs 1-3) DVD-5348 Discs 1 70 Acres in Chicago: Cabrini Green DVD-8778 1930s (Discs 4-5) DVD-5348 Discs 4 70 Acres in Chicago: Cabrini Green c.2 DVD-8778 c.2 1964 DVD-7724 9/11 c.2 DVD-0056 c.2 1968 with Tom Brokaw DVD-5235 9500 Liberty DVD-8572 1983 Riegelman's Closing/2008 Update DVD-7715 Abandoned: The Betrayal of America's Immigrants DVD-5835 20 Years Old in the Middle East DVD-6111 Abolitionists DVD-7362 DVD-4941 Aboriginal Architecture: Living Architecture DVD-3261 21 Up DVD-1061 Abraham and Mary Lincoln: A House Divided DVD-0001 21 Up South Africa DVD-3691 Absent from the Academy DVD-8351 24 City DVD-9072 Absolutely Positive DVD-8796 24 Hours 24 Million Meals: Feeding New York DVD-8157 Absolutely Positive c.2 DVD-8796 c.2 28 Up DVD-1066 Accidental Hero: Room 408 DVD-5980 3 Times Divorced DVD-5100 Act of Killing DVD-4434 30 Days Season 3 DVD-3708 Addicted to Plastic DVD-8168 35 Up DVD-1072 Addiction DVD-2884 4 Little Girls DVD-0051 Address DVD-8002 42 Up DVD-1079 Adonis Factor DVD-2607 49 Up DVD-1913 Adventure of English DVD-5957 500 Nations DVD-0778 Advertising and the End of the World DVD-1460