Teaching philosophy chemistry pdf

In order to accomplish this, I have always found it helpful to include an element of praxis in my theology courses, whether it is practicing 60 seconds of intentional quiet meditation to begin class, or taking students to the various sacred spaces around campus and introducing them to various spiritual practices associated with them. I have found that students — practicing Christian or not — have come to appreciate this, and have shown evidence in their written assignments of integrating these hands- on experiences with the theological content covered in class.

In this way they not only learn theological content, they also mature in their faith and thereby serve one of the goals of cura personalis. Witherington, Teaching Philosophy Finally, I believe that any theological education must pay particular attention to the margins, to those often excluded from dominant ecclesial and theological paradigms.

Oftentimes this is a challenging process, both for those feeling excluded and those in the normative camps, but I have found that a directed classroom dialogue on such issues can lead to the opening of new horizons for everyone. For example, teaching at a predominately white and upper middle class institution, I find it necessary to try to incorporate some black theological perspectives in my course on Christianity and justice. In addition to these values, I have found it important to include the following three pedagogical strategies in the classroom.

First, I find it important to teach students how to critically engage an argument and then engage in open debate. In order to do this, I have found it helpful to first model this practice through my teaching style which tries to look at presented material from several angles before offering some questions for reflection. Secondly, my courses all include an element of working in small groups or pairs, presenting material, and then receiving feedback and questions from their peers.

This practice has proved especially useful in discussing contentious ethical or moral issues. Secondly, I aim at helping my students become better writers. While this has been at the forefront of my writing-intensive courses, I also require short weekly reading and classroom reports from students in all my courses.

Through regular feedback, I help students to better articulate the covered material as well as their own opinions and positions. I have found that a posture of receptivity, openness, and willingness to dialogue has enabled me to connect with students in meaningful ways, both inside and outside the classroom. Being open and hospitable creates an environment where students can make themselves open to transformation and growth as persons — another key element of cura peronalis.

My identity as a theologian has been furthermore formed by my extensive ministerial work in parish, archdiocesan, and university settings. Through my ministry, I have come to appreciate how theological learning and formation extend beyond the classroom and have an innate connection to the wider believing and celebrating community. This is another insight I emphasize in my classes which connects to the importance I place on praxis in coming to understand theological content.

Finally, I place great importance on continually improving my teaching pedagogy. In order to do this, I take my course evaluations very seriously and also regularly confer with colleagues in the department, sharing and assessing our strategies and experiences.

Evans By Dale Coulter. Download PDF. Kornblith, H. Leisten, J. Luder, W. McIntyre, L. Nagel, E. Nye, M. Oppe, G.

Partington, J. Primas, H. Pumfrey, S. Russell, C. Sammis, J. Scerri, E. Hull, M. Burian eds , Philosophy of Science Association , Vol. Schauble, L. Scott, P. Shortland, M. Smith, C. Stewart, J. Suckling, C. Tomasi, J. Trindle, C. Wasserman, E. Weck, M. Wiser, M. Strauss ed.

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Search SpringerLink Search. Abstract Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of history of chemistry. References Abraham, M. Google Scholar Akeroyd, F. Google Scholar Atkins, P.

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