Emphasis In Teaching Research Articles

To Speak the Truth in Love: A Biography of Theresa Kane, RSM by Christine Schenk

Reviewed by: To Speak the Truth in Love: A Biography of Theresa Kane, RSM by Christine Schenk Florence Deacon OSF To Speak the Truth in Love: A Biography of Theresa Kane, RSM. By Christine Schenk, CSJ. Maryknoll, NY: Orbis Books, 2019. 336 pp. $25.00. Author Christine Schenk begins her insightful and inspiring biography of Sister of Mercy Theresa Kane’s with the welcome Kane, as president of the Leadership Conference of Women Religious (LCWR), gave to Pope John Paul II during his 1979 visit to the United States. She spoke of the pain many Catholic women felt about their position in the church and respectfully told him that to be faithful to its call for reverence and charity for all persons, the church “must respond by providing the possibility of women as persons being included in all the ministries of our Church” (9–10). Catholic and secular media clamored unsuccessfully for interviews as they analyzed Kane’s greeting. While some judged it to be defiant, for many sisters it was a logical outgrowth of their years of study of the documents of the Second Vatican Council and of the people of God’s share in Christ’s prophetic ministry. With this dramatic beginning Schenk skillfully parallels her biography of Kane with a brief institutional history of the New York province of the Sisters of Mercy of the Union as they responded to the Council’s call for renewal of the church and of the role of women religious within it. The daughter of Irish immigrants, Kane was raised in a hospitable, spiritual home filled with books, and as a child she wished she were a boy so she could be a priest. In 1955 she entered the Sisters of Mercy in Tarrytown, New York where her administrative skills were quickly recognized and fostered. In 1965 Kane was a delegate to the General Chapter of the Sisters of Mercy which began a long period of sisters reflecting together on how to live out the gospel, the documents of the Second Vatican Council, and their Mercy charism in church and society. Recognizing that all the people of God have a role in discerning the signs of the times and God’s purpose, the delegates of the 1977 chapter [End Page 96] affirmed their role in supporting the church in the development of new teaching or a new emphasis of traditional teaching, when to work for a change or when responsible dissent might be necessary. Even though it was directly at odds with findings of the Vatican’s own biblical scholars, the Vatican had recently affirmed that women could not be part of the ministerial priesthood. The chapter issued a Statement of Concern regarding this to be shared with the media and the National Conference of Catholic Bishops. Elected as their Administer General, it was Kane’s responsibility to implement these decisions of the chapter delegates. The Mercy sisters’ attempts to engage with the church hierarchy in the spirit of the Council resulted in years of tension over medical ethics, sisters’ involvement in political ministry, and equality of women in the church. The executive secretary of the National Conference of Catholic Bishops actually approached a provincial administrator about accepting an appointment as president if Kane were removed. The sister adamantly refused, and Kane continued to speak the truth in love to church and society, as she carried out the chapter directives and advocated for women’s equality in all her future ministries. The resulting media scrutiny, public controversy, and tense relations with some of the church hierarchy that Kane experienced was disconcertingly similar to mine decades later as I served in the LCWR presidency (2011–2014) when the Congregation for the Doctrine of the Faith (CDF) publicly released its doctrinal assessment of the LCWR and appointed an apostolic delegate “for review, guidance, and approval, where necessary of the work of the LCWR.” In the epilogue Schenk describes how the actions of the CDF and a concurrent Vatican investigation of all the congregations of active women religious in the United States by the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life were a manifestation of the continued tension over the...

Crossword Puzzles- An Interesting Teaching Tool to Facilitate Teaching Learning Process in Undergraduate Students of Biochemistry

Introduction: Traditional medical teaching emphasis more on didactic lectures where participation of students is minimum with lowest retention rate and it promotes the learning at the base of cognitive level. Teaching through crossword puzzles enhances active participation of students, evokes student’s interest, motivates them and enhance their critical thinking. Aim: To compare the effectiveness of crossword puzzle and traditional teaching method based on student’s performance and to evaluate perception of undergraduate medical students and faculties about crossword puzzle as a teaching learning method. Materials and Methods: The present study was a cross-sectional study which was conducted in the Department of Biochemistry, Gujarat Adani Institute of Medical Sciences, Bhuj, Gujarat, India, among the first year MBBS students. Total 150 participants were selected. Suitable two topics from the syllabus were chosen. Crossword puzzle prepared by online tools was circulated to the students during lecture of biochemistry. Performance of students were assessed by 10 pre-validated Multiple Choice Questions (MCQs) based test on knows (K) and knows how (KH) levels for both teaching learning methods viz traditional method and crossword puzzle method. Student’s and teacher’s perception were also recorded using pre-validated questionnaire based on 5 point likert scale. Data was compiled and analysed in MS Excel. To test the significance difference between the averages scored by students, independent t-test was used at significant level p<0.05. Results: Average percentage score of students of crossword puzzle group was 97.1% in Diabetes Mellitus (DM) topic and 96.95% in Gout topic; which were significantly more than the average percentage scored by students of traditional method group (p<0.01). More than 80% students felt that crossword puzzles help in better understanding of the topics as well as in remembering the newer terminology. All the students and 79% teachers have suggested more use of crossword puzzles in teaching. Conclusion: Crossword puzzles improve learning through recreation and it breaks the monotony of traditional lectures. Crossword puzzle based teaching improves the student’s performance as compared to the traditional teaching.

Http://habibiaislamicus.com/index.php/hirj/article/view/137

Islam gives special importance to the relation between husband and wife .In Islamic teaching emphasis has been laid to keep intact the conjugal relation to every possible extent .But if in the event of some unavoidable circumstances ,Islam allow the right of divorce to be used .But this is the last resort. In its to spirit the divorce should be given in some special situations .Because divorce has many implications not only on the kids and spouses ,but also the whole family and even on the society as well. The study of the causes of divorce shows that it mostly occurs because of non provision of mutual rights by either side and Islam lays special emphasis on human rights. There are Islamic teaching and the establishment of Islamic society is the panacea of all our ills.

Active Learning Strategies Implementation in Arabic Teaching at Senior High School

The aim of this study is to find out the implementation of active learning strategy in Arabic teaching at a senior high school in Palu city. This study used a qualitative research method. The data was collected through observation, interviews, and document analysis. The data, then, was anallysed using grounded theory approach. The results of the study illustrates that iImplementation of active learning strategies in Arabic teaching is intended as a means to deliver students to achieve Arabic learning competencies, namely: al-Istima 'competence, al-Kalaam competence, al- Qira'ah, the competence of al-Kitaabah. with the implementation of learning as follows: first, the Planning stage which contains the stages of learning planning that becomes a guide for achieving learning outcomes. Second, the Implementation stage. The teaching emphasis on the learning process which includes activities and creativity of students in gaining knowledge, skills, values, and attitudes during Arabic learning. During evaluation phase, the teacher actively measure students’ behavior changes that is used as a benchmark for planning and learning development which is aimed at assessing cognitive, affective, psychomotor aspects. The implications of the study are expected for teachers to know and apply active learning to maximize the potential and improve students’ learning outcomes.

Objective Structured Clinical Examination Tests: Comparison with Traditional Clinical Examinations in Surgery

Background: Examination methods change over time, and audits are useful for quality assurance and improvement. Objective: Comparison of traditional clinical test and objective structured clinical examination (OSCE) in a department of surgery.
 Methods: Examination records of results of the fifth year MBChB examinations for 2012–2013 (traditional) and 2014–2015 (OSCE) were analyzed. Using 50% as the pre-agreed pass mark, the pass rate for the clinical examinations in each year was calculated and these figures were subjected to t-test to determine any significant differences in each year and in type of clinical test. P value of <0.05 determined significant statistical differences in the test score.
 Results: We analyzed 1178 results; most (55.6%) did OSCE. The average clinical scores examinations were 59.7% for traditional vs 60.1% for OSCE examination; basic surgical skills were positively skewed.
 Conclusion: OSCE in the same setting of teaching and examiners may give more marks than the traditional clinical examination, but it is better at detecting areas of inadequacies for emphasis in teaching.
 Keywords: Clinical examination, Traditional, OSCE, Comparison

Attempts, Complicity, Virtue & the Limits of Law

The law and doctrines of criminal attempts and complicity illustrate the longstanding and fundamental tenet of Anglo-American criminal law that the blame and condemnation of the political community, which gives criminal punishment its distinctive character, attaches primarily to actors’ states of mind rather than to the harms they cause or results they bring about. This focus on blameworthy states of mind both reflects and has been shaped by the similar emphasis in Christian scripture, tradition, and moral teaching. And so, an examination of criminal attempts and complicity is an opportunity to explore Christianity’s influence on the theory, content, and operation of the criminal law. It also reminds us of a central Christian concern that is and has been located, for the most, outside the scope of the criminal law: Christian moral teaching not only enjoins the avoidance of wrongful acts, but also the cultivation and practice of virtue. A Christian life of discipleship, it has been said, “is not simply about performing certain types of actions. It is a vocation, a transformation of one’s very self.” However, this aretaic dimension of Christian morality and moral theology, unlike the nexus between culpability and choice, is difficult to find in the criminal law, which is inclined more toward proscribing acts than prescribing character, more toward forbidding bad conduct than facilitating good character, more toward deterring decisions than transforming selves. It is worth asking why.

The Problem of the Dynamic Auxiliary “Guo” in Teaching Chinese as a Foreign Language

In Teaching Chinese as a Second Language, the Chinese dynamic auxiliary Zhe, Le and Guo are the most distinctive ones, among which the dynamic auxiliary Guo is the teaching emphasis and also the teaching difficulty. The dynamic auxiliary Guo is not only difficult to grasp its function and usage in the process of studying for foreign students, but also various kinds of errors often appear in the process of its practical application. For this reason, we have consciously collected various kinds of language materials in our teaching. The ontological meaning, such as the basic meaning, the functional meaning and the pragmatic meaning, the characteristics of the types of errors and the subjective and objective causes are discussed and analyzed, according to the personal experience of teaching practice, some constructive suggestions are put forward for reference.

Distinguishing Extinction and Natural Selection in the Anthropocene: Preventing the Panda Paradox through Practical Education Measures: We Must Rethink Evolution Teaching to Prevent Misuse of Natural Selection to Biologically Justify Today's Human Caused Mass Extinction Crisis.

In the midst of only the 6th mass extinction in the Earth's history, we must rethink how we teach evolution to prevent natural selection from being incorrectly used as a biological justification for inaction in the face of today's human-caused mass extinction crisis. Pundits, policy makers, and the general public regularly identify the extinction of endangered species as natural selection at work, rather than attributing modern-day extinction to the sudden catastrophic bad luck of human caused environmental change, a phenomenon distinct from natural selection. In this natural selection framing, the inability of species to survive in human altered environments is the normal progression of "survival of the fittest" and conservation measures designed to protect species is human interference with natural selection. Paradoxically, this erroneous framing of extinction as the normal course of natural selection ignores humanity's exceptional role in causing today's mass extinction crisis. Our examination of this issue in U.S. college students indicates that it arises from misunderstanding the role of extinction in the history of life, leading us to recommend a greater teaching emphasis on the distinction between extinction and natural selection, and on past mass extinction events. Also see the video abstract here https://youtu.be/29VRyirMdiw.

ORAL CANCER: WHAT HAVE WE LEARNED IN 30 YEARS? A FEW REFLECTIONS CONSIDERING A CASE SERIES

After 30 years working in the field of oral pathology with strong emphasis in oral cancer diagnosis, teaching, and research, several thoughts come to mind about lessons obtained from patients and their sufferings. Undoubtedly, scientific and clinical aspects, including etiology, risk factors, genetic and epigenetic disorders, psychoneuroimmunology, and diagnostic and therapeutic methods constitute specific knowledge obtained during the process. Nevertheless, other essential lessons like the strong impact to the patient, the patient's family, health team, and the whole society; together with the necessary respect to the patient's decisions and the consequences of late diagnosis and misdiagnosis; turn out to be the fundamental knowledge that comes to lead the behavior toward the assisting activity in the field. In this paper, several cases of head and neck squamous cell carcinoma have been selected to analyze the importance of the fundamental considerations necessary to keep in mind when treating patients with this disease.

Young children's mothers' beliefs about the role and literacy methods at kindergarten and first year of primary school

This study presents the findings of a survey regarding the beliefs of parents of children in early childhood education about the role that, in their opinion, kindergarten plays in the literacy of their children and the possible differences in teaching practices between kindergarten and primary school. The data was collected through semi-structured interviews of 15 mothers. The research was carried out at Patras, in the spring of 2017. The data was analyzed with the content analysis method and the results show a variety of beliefs about the parents’ expectations regarding the literacy methods at kindergarten, prevalent of which is the belief that children should be taught the mechanics of reading written work at kindergarten through games and without placing emphasis on the learning outcome. On the other hand, the participants seem to have accepted the emphasis of systematic teaching at year one of primary school.

The construct of language competence over time: using high-stakes tests to gain insight into the history of L1 education in England

The construct of language competence lies at the heart of language education, underpinning key processes such as language teaching and language assessment. Acknowledging its prominent position in the field of language education and seeking to illuminate its nature, this study attempted to trace the historical trajectory of the construct of language competence as operationalised in the context of secondary L1 education in England. Through analysing a sample of high-stakes English tests from 1867 to 2017, it identified the meaning that language competence acquired in the domain of L1 assessment – and, by extension, also in the domain of L1 teaching – at different points in time. The study empirically demonstrates the fluid and evolving nature of the construct of language competence, questioning the legitimacy of attempts to compare language ‘standards’ in education across time. Also, it provides a historical insight into aspects of secondary L1 education in England over the last 150 years, highlighting the research potential of high-stakes tests as means of accessing information about the direction, emphasis and mission of language teaching in different historical periods.

Veterinary Behavior: Assessment of Veterinarians' Training, Experience, and Comfort Level with Cases.

Studies of US animal shelters consistently indicate that behavior is often a major reason for relinquishment and, thereby, euthanasia of millions of dogs and cats annually. Even though this is an area in which veterinarians can intervene to support the human-animal bond, prior research has documented that they frequently do not bring the topic up during appointments. This study explored veterinarians' training in animal behavior and behavioral medicine, along with their level of comfort in treating common behavioral problems. An online survey of practicing veterinarians (N = 1,085) found that only 42.8% felt they'd received a significant amount of training in this field during veterinary school, but the majority reported participating in continuing education sessions about behavior. Almost all respondents reported seeing patients with behavioral issues (99.6%), even when the initial appointment was made for other reasons. Participants felt most comfortable discussing inappropriate elimination and begging for food but were least comfortable treating issues involving aggression. Most veterinarians treat their own behavior cases, using a combination of behavior modification techniques and medication. Only 22.1% refer cases needing behavioral therapy to a specialist. Given the prevalence of behavioral problems in companion animals and the potential for early veterinary intervention to play a significant role in animal health, it is important for veterinary schools to include this topic in their curricula. At present, 73% of schools require a course in animal behavior. The release of the new Competency-Based Veterinary Education framework is anticipated to support a greater teaching emphasis in this area.

Teachers’ Knowledge in English for Communication (EFC) Teaching of Elementary Vocational Education (PAV) Program

The purpose of this study was to identify the extent of teachers’ knowledge towards teachers’ efficiency in teaching English for Communication (EFC) subject of Elementary Vocational Education (PAV) program. A random sampling which consisted of 66 EFC teachers from 79 secondary schools offered the PAV program nationwide. The study adopted a survey-based non experimental research design. A set of questionnaire was set up and the items used in this study were developed based on Shulman’s Model of Pedagogical Reasoning and Action (1987). Descriptive analysis was applied to test and the data were analyzed using the SPSS software version 21. The findings of descriptive analysis are to obtain the mean and the respondents’ demography along the data of the extent of teachers’ knowledge in EFC teaching. The research of the extent of teachers’ knowledge has been conducted in a few elements such as comprehension, application, emphasis in EFC teaching, and professional development in EFC teaching of PAV program.

医学临床教学质量现状及策略分析

临床医学教学有别于传统教育，重点培养从事临床工作的合格医师，理论转化实践能力为临床教学的主题，学生临床思维和技能的培养为临床医学教育的重点，目前我国临床教学存在着过多依赖教材讲授的传统授课、各级对临床教学重视不足以及医学生学习积极性不足等问题。我们需要改革传统教学模式，实行问题为基础的教学法和病例为基础的教学法，或将其二者结合，进一步培养学生临床思维能力，同时从各层面加强对外科临床教学实践的重视以及构建严格的教学管理制度体系，加强临床教学督导，从而培养高质量的临床医学人才。 Clinical teaching, unlike traditional education, focuses more on cultivating the qualified doctor who are engaged in the clinical work. The emphasis of clinical teaching is to improve the students’ abilities of turning theories into practices, clinical thinking and clinical skills. Currently, there are some problems in the clinical teaching in our country, which includes that teachers rely more on the textbooks in teaching, that both the superior and inferior pay less attention to the teaching and that the students are less positive in learning. We need to reform the traditional teaching model and implement problem-based learning (PBL) and case-based learning (CBL), or combine them together to further cultivate the students’ clinical thinking. Meantime, we also need to enhance the consciousness of clinical teaching in every way, construct strict teaching management system, strengthen clinical teaching supervision and therefore cultivate high qualified clinical talents.

From Passion to Paschal Mystery: A Recent Magisterial Development concerning the Christological Foundation of the Sacraments by Dominic M. Langevin

Reviewed by: From Passion to Paschal Mystery: A Recent Magisterial Development concerning the Christological Foundation of the Sacraments by Dominic M. Langevin Roger W. Nutt From Passion to Paschal Mystery: A Recent Magisterial Development concerning the Christological Foundation of the Sacraments by Dominic M. Langevin, O.P. (Fribourg, CH: Academic Press Fribourg, 2015), vii + 403 pp. It is common for theologians and historians of religion to document the ebb and flow of doctrinal, moral, and spiritual accents throughout the history of the Church. Sometimes by accident and sometimes by necessity, the treasures of one epoch can be underappreciated or neglected by a later one. It goes without saying that, as St. Paul insists in 1 Corinthians 15, without the doctrine of Christ's [End Page 1031] resurrection from the dead (and the Ascension into heaven) the Christian faith is null. Accepting the centrality that the resurrection has for the Christian profession of faith, however, does not of itself make it evident today how the resurrection relates to the Church's doctrine of the seven sacraments and the significance of the sacramental life in the economy of salvation. In From Passion to Paschal Mystery, Dominican theologian Fr. Dominic Langevin wrestles with the question of the efficacy of the Church's sacramental worship in relation to the major events of Christ's life. That the risen Christ acts in the Church in and through the sacraments is hardly an object of theological dispute. What is more difficult to explain, however, is which events of Christ's life on earth established the sacraments of the New Law as ex opere operato causes of grace. In pursuit of answers to questions such as these, this book "explores [the] appreciation granted to the Paschal mystery by the Second Vatican Council and the succeeding magisterium" (1). It is important to note that Langevin's work is not simply a liturgical consideration without reference to the Church's sacramental doctrine. Rather, he seeks to track identifiable emphases in magisterial teaching precisely with reference to the sacraments. By means of this sacramental focus, he documents a development in magisterial teaching: "The magisterium over the last fifty years has emphasized that the sacraments are founded upon and communicate the entire Paschal mystery of Christ's Passion and Resurrection" (1). Furthermore, by accentuating the recognition of both the Passion and resurrection in more recent magisterial teaching in relation to the sacraments, Langevin provides a "contrast with an earlier focus upon the Passion of Christ as the proper locus of sacramental attentions" (1). The book is divided into two sections. Part I identifies the teachings of the magisterium in Pius XII's Mediator Dei, the Second Vatican Council's Sacrosanctum Concilium, and the Catechism of the Catholic Church. Part II provides a reflection on this data through the resources of speculative, historical, and dogmatic theology. The first three chapters make up part I and document "a transformation with regard to" the teaching of the magisterium in "its understanding of the foundation of the sacraments in the life of Christ" in the fifty years between Mediator Dei and John Paul II's promulgation of the Catechism of the Catholic Church (225). The transformation that Langevin uncovers pertains to the precise manner in which the sacraments are related to Christ and his incarnate life. In Mediator Dei, the Church's liturgy is cast in relation to the virtue of religion, by which the Church shares in Christ's worship of the Father. As a [End Page 1032] result of this ordering, "the Passion of Christ is the event of greatest importance for human salvation, both objectively and subjectively, including in the sacraments' participation in that salvation" (225). Vatican II's Constitution on the Liturgy, Sacrosanctum Concilium, provides an implicit nod, Langevin demonstrates, toward viewing the sacraments in relation to the entirety of the Paschal mystery. For example, he points to §61, which teaches that "divine grace [flows] from the paschal mystery of the passion, death, and resurrection of Christ, from which all of the sacraments and sacramentals derive their power" (227). This affirmation stands as an important springboard from Mediator Dei to post–Vatican II magisterial teaching. Moreover, Langevin demonstrates that the...

Disruption of Neurosynaptic Physiology and Neuron Network Dysfunction in Brain Disorders: an Environmental and Occupational Health Perspective

Signaling molecules are subject to impact of numerous products of risk genes and varied environmental insults. Networks of signaling cascades regulate new synaptic transmission and morphology. Pollutants may impact brain through cellular, molecular, and inflammatory pathways, causing direct damage or predisposing to damage by other insults, leading to diseases. Disruptions in structure and function of neurotransmission elements and protein networks contribute to pathogenesis of neuropsychiatric diseases. Different affected brain regions and/or synaptic connections between excitatory and inhibitory neurons characterize different specific clinical states. Identification of the functioning of synaptic signaling networks and specific neuronal pathways would facilitate identification of specific pathomechanisms with implications for preventive and corrective interventions. The present article attempts to garner greater emphasis in contemporary medical teaching, awareness, and preparedness for meeting the mounting health care challenge of pollution-inflicted disruption of neurophysiology and associated brain dysfunction and diseases.

A Survey of Grammar Instruction from Scholastic Perspective

The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorist and teachers hold that the grammar instruction should be taught traditionally and normally. There should be a standard in classroom instruction. However, others argue that grammar instruction should be approached scholastically, especially in cultural or religious practice since scholastic grammar is of great essence in language itself. On the basis of the theories of second language teaching and learning and acquisition and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this paper conducts a survey of grammar instruction at colleges and universities and analyzes the real conditions of grammar instruction from scholastic perspective and finds that it is necessary to reconsider the role of grammar instruction and enhance its importance in English teaching and learning. Finally, the paper ends with a conclusion about the deficit of scholastic grammar at colleges and universities and some implications of grammar instruction in the real English language teaching and learning. The survey put forward a basis and reference for Chinese education system especially for liberal education and humanistic quality.

Challenges in Neonatal Nursing Clinical Teaching to Nurse-Midwife Technicians in Malawi.

Practice-based learning is important in clinical teaching of nursing and midwifery as students develop the necessary competencies and confidence aligned by the outcomes of their learning programs. However, in Malawi, research shows that clinical teaching in neonatal nursing has not been given adequate consideration. This article reports on challenges faced by educators and students in clinical teaching and learning in neonatal nursing for nurse-midwife technicians. An explorative qualitative study was conducted. Data were collected through 23 focus group discussions with 140 students and 31 clinical teachers from eight nursing colleges. Audiorecorded data were transcribed verbatim and analyzed using Hennink's content analysis stages. Challenges faced by clinical teachers and students were short duration and variation in clinical placements, lack of emphasis in clinical teaching, and lack of skills among clinical staff. Nursing training institutions should maximize student learning opportunities in neonatal nursing practice by creating more practice-based learning opportunities that meet the students' needs. [J Nurs Educ. 2017;56(4):215-221.].

Dōgen and Sōtō Zen ed. by Steven Heine

Reviewed by: Dōgen and Sōtō Zen ed. by Steven Heine Taigen Dan Leighton Dōgen and Sōtō Zen. Edited by Steven Heine. Oxford University Press, 2015. 336 pages. Hardcover £74.00/ $105.00; softcover £23.99/ $31.95. This volume of collected essays by respected academics is another valuable contribution from editor Steven Heine. This book offers many original insights into both Dōgen (1200–1253) and the influence of the Sōtō school that his teachings later inspired. The material on Dōgen delves further into areas already broached in previous studies. Outside Japan, the study of later developments and current practices of Sōtō Zen is still at an early stage, so these essays open interesting new pathways for research. Heine is one of the most eminent and prolific scholars of Dōgen and Zen koan literature in the West. His numerous edited compilations, many done in collaboration with Dale Wright, include books focusing on Dōgen, koans (Ch. gong'an), and other topics pertinent to Zen. This reviewer has contributed essays to a few of those collections. Heine has also independently authored valuable books about Dōgen and koans, of which two are particularly noteworthy. Dōgen and the Kōan Tradition (SUNY Press, 1994) is an essential, highly under-appreciated work about Dōgen's mastery of the vast koan literature in China, and how he used this material to develop his own unique approach to teaching and practicing Zen. Dōgen's position on koan study continues in some of modern Sōtō Zen practice, quite apart from how koan practice is conventionally understood today in most of American Zen. Equally valuable is Heine's Did Dōgen Go to China? What He Wrote and When He Wrote It (Oxford University Press, 2006), which provides a much-needed, subtle, and nuanced overview of the many phases of Dōgen's teaching career and how he shifted teaching emphasis and styles in accordance with his audience. Thus, Heine overturns simplistic stereotypes about periods of Dōgen's teaching that posit major shifts in his primary doctrinal positions. Dōgen and Sōtō Zen includes ten essays, five on aspects of Dōgen's teaching and five on later developments in the Sōtō tradition, all of which display a wide variety of interests and approaches. The section on Dōgen begins in chapter 1 with Griffith Foulk's "Dōgen's Use of Rujing's 'Just Sit' (shikan taza) and Other Kōans," which starts by dispelling the obvious delusion, still sadly adhered to by scholars and sectarian spokespersons, that only Rinzai, and not Dōgen or Sōtō, used koans. Foulk describes being attacked at a conference in Korea where this distinction, imposed upon Rinzai and Sōtō schools by the Meiji government in the second half of the nineteenth century, was still ignorantly upheld due to Japanese scholars influential in Korea (pp. 23–26). Anyone who reads Dōgen knows that a clear majority of his writings comment on the old dialogue encounters that are enshrined in the classic koan collections. Foulk's article itemizes contexts for Dōgen's extensive deployment of koans, including in his sutra commentaries and discussions of monastic procedures. [End Page 287] The article then focuses on Dōgen's approach to meditation and the concept of "just sitting" (shikan taza), originating from Rujing, Dōgen's teacher in China, and sometimes considered central to Dōgen's meditation style. This essay explicitly acts as a sequel to Foulk's article in a previous Heine collection and comprehensively elucidates how just sitting has been misunderstood by modern commentators as a dismissal of other practices such as sutra reading, koan study, or ritual expressions, all of which were very much part of Dōgen's practice and teaching.1 As Foulk clarifies, shikan taza was not the primary term Dōgen used in discussing Zen practice. Other terms appearing more often include "going beyond buddha" (bukkō jōji), which encourages sustained practice, "dropping off body-mind" (shinjin datsuraku), and "the oneness of practice-realization" (shushō no ittō). Foulk emphasizes the extent to which Dōgen speaks of...

Research and Analysis on the College English Teaching Emphasis from the Cultural Migration and Transformation of Thinking Perspectives

In this paper, we conduct research on the college English teaching emphasis from the cultural migration and transformation of thinking perspectives. College English has long been in for the college English subject status. However, college English as a multidisciplinary, interdisciplinary research in the field of discipline construction, it seems, are still stay in the linguistics, language knowledge in academic characteristics for its stage of development. Reform of basic college English teaching, the teacher is still teaching main body, is the teaching of language knowledge, since teachers play an important role in language teaching, the teacher wants to penetrate cultural knowledge in teaching and we must strengthen their own culture. Under this basis, this paper proposes the novel ideals on the related issues that will be meaningful and innovative