Podcasts about comenius

Paypal: https://www.paypal.com/paypalme/editorialtpv El día de hoy hablaremos sobre el capítulo 23 del libro The Oxford Handbook of the Protestant Reformations, titulado “Education in the Reformation” por Charlotte Methuen. Ver aquí: https://global.oup.com/academic/product/the-oxford-handbook-of-the-protestant-reformations-9780199646920?cc=gb&lang=en& . ¿Qué pasa cuando un monje convierte la escolarización en asunto de Estado? En 1524, Lutero escribió a los concejos alemanes pidiéndoles fundar y sostener escuelas públicas: niños y niñas a clase una o dos horas al día, y los más dotados encaminados al ministerio o la docencia. El objetivo no era solo alfabetizar, sino forjar “ciudadanos piadosos y útiles”. Con Melanchthon como praeceptor Germaniae, ciudades y principados promulgaron Schulordnungen que estandarizaron currículos (alemán y latín), horarios y disciplina, mientras la imprenta multiplicaba catecismos y gramáticas. Para financiar el cambio, muchos conventos se transformaron en escuelas y becas de élite (Klosterschulen de Württemberg), con días marcados por oración, canto y seis horas de estudio. La realidad, sin embargo, fue heterogénea: resistencia rural, educación femenina irregular, sacristanes enseñando con recursos mínimos. A la par, la respuesta católica profesionalizó la enseñanza (Jesuitas) y abrió vías para niñas (Ursulinas). Y en el siglo XVII, Comenius diseñó un sistema por etapas con manuales visuales para aprender “todas las cosas a todos”. Resultado: la escuela moderna nace de un proyecto confesional que buscó eruditio et pietas—conocimiento y carácter—y terminó moldeando la vida cotidiana de Europa.  Siguenos: - Web: https://teologiaparavivir.com/ - Blog: https://semperreformandaperu.org/ - Facebook: https://www.facebook.com/teologiaparavivir/ - Instagram: https://www.instagram.com/teologiaparavivir/ - Youtube: https://www.instagram.com/teologiaparavivir/

In deze podcast gaat Ina Kurvers, dean en programma ontwikkelaar bij Comenius, in gesprek met Geleyn Meijer, rector van de Hogeschool van Amsterdam en moderator bij Comenius. Ze spreken over innovatie en transitie. Wat vraagt onze complexe maatschappij als het hierom gaat? Heb je hier leiders voor nodig die het inzetten om te kunnen ontwerpen, een oplossing bedenken en durven te itereren naar een oplossing die voor mensen en natuur werkt? Of komt dit leiderschap vanuit de maatschappij? En hoe kijkt de jongere generatie hiertegen aan?Over de serieDit is Nieuw, wijs leiderschap. Een serie van Comenius over leiderschap, zelfvertrouwen en verbeeldingskracht. Maar wat is nieuw, wijs leiderschap eigenlijk? En welke bouwstenen heb je er voor nodig? Deze vragen onderzoeken we door het voeren van uiteenlopende gesprekken. Gesprekken met thought leaders vanuit een inhoudelijke visie, gesprekken met Comenius' moderatoren aan de hand van hun levensverhaal. En met schrijvers en filosofen die met een verdiepende en beschouwende blik hun kijk geven op nieuw, wijs leiderschap.Comenius is een internationaal netwerk gericht op leiderschapsontwikkeling. Lees meer over Comenius

Les « Champs-Élysées » pragois se préparent au retour des tramways - Deux formateurs centrafricains à Prague pour apprendre à « enseigner en jouant » comme Comenius

Les « Champs-Élysées » pragois se préparent au retour des tramways - Deux formateurs centrafricains à Prague pour apprendre à « enseigner en jouant » comme Comenius

Ligue des champions : deux points perdus pour le Slavia pour commencer, mais un nouveau héros sénégalais gagné - Orbis Pictus de Comenius, le « best-seller » du XVIIe siècle enfin traduit en français

Ligue des champions : deux points perdus pour le Slavia pour commencer, mais un nouveau héros sénégalais gagné - Orbis Pictus de Comenius, le « best-seller » du XVIIe siècle enfin traduit en français

Ruim een jaar geleden kwam Zonneplan met iets nieuws: een thuisbatterij die kon handelen op de onbalansmarkt. De Nexus. Met stevige beloften qua opbrengst. We zijn inmiddels ruim een jaar verder dus goed om de balans eens op te maken: Wat heeft de batterij nu opgeleverd?Voldoet dat aan de belofte?Welke kritiek is er op de 'onbalans' thuisbatterij?Daarnaast kijken we naar de toekomst, o.a. gebaseerd op een rapport van Berenschot:Hoe ziet de toekomst van thuisbatterijen er uit? Lopen de inkomsten terug of groeien de verdiensten?Wat is de beste strategie voor maximale inkomsten?Wij keken naar onze eigen data, spraken experts en bekeken onderzoek en geven je in deze aflevering onze afdronk.De Groene Nerds wordt mede mogelijk gemaakt door Zonneplan

Nachrichten, Tagesthema, Magazin - Vivat vox organi: In der Region Banská Bystrica findet seit Mai und den ganzen Sommer über ein internationales Orgelmusikfestival statt. Donauwelle: Ein neues Podcastprojekt von Germanistik-Studierenden der Comenius-Uni Bratislava.

In deze aflevering: Bianca Maasdamme. Bianca is expert op het gebied van diversiteit, inclusie en leiderschap. We verkennen waarom diversiteit en inclusie in organisaties begint in de boardroom, dat het verder gaat dan mooie woorden, en wat het vraagt van leiders om echt het verschil te maken.Hoe creëer je ruimte voor andere perspectieven aan de top, waardoor iedereen dezelfde kansen krijgt én je je organisatie ook nog eens een stap verder brengt? Welk ongemak heb je daarvoor op te zoeken? Erik Boers gaat er met Bianca over in gesprek.Over de serieDit is Nieuw, wijs leiderschap. Een serie van Comenius over leiderschap, zelfvertrouwen en verbeeldingskracht. Maar wat is nieuw, wijs leiderschap eigenlijk? En welke bouwstenen heb je er voor nodig? Deze vragen onderzoeken we door het voeren van uiteenlopende gesprekken. Gesprekken met thought leaders vanuit een inhoudelijke visie, gesprekken met Comenius' moderatoren aan de hand van hun levensverhaal. En met schrijvers en filosofen die met een verdiepende en beschouwende blik hun kijk geven op nieuw, wijs leiderschap.Comenius is een internationaal netwerk gericht op leiderschapsontwikkeling. Lees meer over Comenius 

In deze aflevering: Jaap Voigt. Jaap is van oorsprong aardwetenschapper, maar ontwikkelde zich tot olympisch hockeyer, organisatieadviseur en persoonlijk gesprekspartner voor mensen die in het nauw zaten qua leven en werk. Daarnaast is hij schrijver van het boek 'Leven met de Seizoenen' en vertaler van oude bronteksten zoals de DaodeJIng. Inmiddels is Jaap 83 en door zijn niet aflatende zoektocht naar wijsheid in zijn leven, ook zelf een wijze geworden. Monica Bakker gaat met Jaap in gesprek.Over de serieDit is Nieuw, wijs leiderschap. Een serie van Comenius over leiderschap, zelfvertrouwen en verbeeldingskracht. Maar wat is nieuw, wijs leiderschap eigenlijk? En welke bouwstenen heb je er voor nodig? Deze vragen onderzoeken we door het voeren van uiteenlopende gesprekken. Gesprekken met thought leaders vanuit een inhoudelijke visie, gesprekken met Comenius' moderatoren aan de hand van hun levensverhaal. En met schrijvers en filosofen die met een verdiepende en beschouwende blik hun kijk geven op nieuw, wijs leiderschap.Comenius is een internationaal netwerk gericht op leiderschapsontwikkeling Lees meer over Comenius 

Wyatt continues his discussion of Jan Comenius by looking at the biography written by Matthew Spinka. He quotes from and discusses the first four chapters of the book that help the listener understand Comenius' historical context, his life, and his work.Sources- Jan Comenius: That Incomparable Moravian by Matthew Spinka

Science takes an interest in Pontus' body (who would've thought?) and in TWISH we hear about Comenius who got a whole lot of things right already on the 16th century. Of course there are also more current news to take a look at:INTERNATIONAL: Tretinoin, the holy grail in skin care, is dangerousINTERNATIONAL: Are there any nations taking commitments to tackling climate change seriously?UK: Supplements and garlic won't cure the common cold, despite what the BBC sayINTERNATIONAL: Why do we miss autocratic red flags?UK: Faithful? Tax loophole turns old pubs into places of worshipINTERNATIONAL: New trends in vaccine skepticismScientology is involved in both the Really Wrong and Really Right Awards this week. Guess which one they got?Enjoy!https://theesp.eu/podcast_archive/theesp-ep-472.htmlSegments:0:00:27 Intro0:00:52 Greetings0:04:56 TWISH0:10:55 News0:45:29 Really Wrong / Really Right0:51:36 Quote0:54:29 Outro0:55:52 Outtakes Hosted on Acast. See acast.com/privacy for more information.

In this episode of the Just Schools Podcast, Jon Eckert interviews David Smith about his new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. Smith shares how the book was inspired by teachers who wanted practical guidance on integrating faith into their daily teaching practices. The conversation explores how a bottom-up approach helps educators create hospitable, faith-filled classrooms through intentional rhythms and practices. Smith discusses redesigning assignments to build relationships rather than just complete tasks and emphasizes the importance of shaping learning experiences that reflect who students are becoming. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom by David Smith EverydayChristianTeaching.com OnChristianTeaching.com Just Teaching by Jon Eckert Solutions that Heal by Alan Bandstra Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl     Jon Eckert: All right, so welcome David. It's great to be able to talk to you about your new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. So I just got it yesterday, so appreciate that. I'd love for you to talk a little bit about what brought you to writing this book. I mean, you've obviously written a lot of things. David Smith: Yeah. Jon Eckert: What brought you to this one right now? David Smith: Yeah. It was two experiences that really sparked the idea for this book. One, was just that the last book on Christian Teaching had circulated quite widely and a lot of schools had used it in professional development. And a couple of school leaders said to me, "Okay, we've read on Christian teaching, we believe you that this is a thing. We're on board, you've persuaded us. Now, how do we learn how to do this on a regular basis? We are kind of convinced of the concept, but how do we internalize this?" And then I had a slightly more detailed version of the same conversation when I was doing like an online seminar for Trinity Western University for some of their faculty. And at the end of, I gave a presentation about some of the old Christian Teaching staff and some different ways of connecting faith and teaching. And one of the faculty said to me at the end, "I go to a church, have done for years and years and years. I teach at a Christian university, have done for years and years and years, and I would never have made the connections between the two that you just made. How do I learn to think like that?" And I thought, it's another version of the same question. How do I learn to more instinctively think in a way that connects faith and teaching. Especially in a culture where so many of us have learned so deeply to keep those things apart, and that teaching is about tips and tricks and getting it done. And faith, it's about church and theology and so on, and it feels like we don't always have a great set of mental muscles for moving fluidly backwards and forwards between those two. So that just seemed like a great question, like how do you... Like don't try and persuade me of a philosophical position, but teach, like how do I learn to think about this on a regular basis? So that's what I was trying to address in the book, is- Jon Eckert: Yeah. David Smith: How to learn to think. Jon Eckert: Well, and the intro is, Invitation to Wisdom, which I love, especially right now as we look at everything that artificial intelligence can do, all the things that can be offloaded to different kinds of tools. We have more tools to help people learn than we've ever had. And it also feels like deep, meaningful learning grounded in something more than just tips and tricks is increasingly obfuscated. And so I love this very human invitation to wisdom. So talk about why you started there. David Smith: Well, it's partly Comenius' fault, 'cause he's my hero. For those who are new to Comenius, a 17th century major Christian education thinker, and he's got this textbook called The Orbis Pictus, the World in Pictures. And it's probably the most famous textbook in the history of schooling. It went through 250 editions, close to over a couple of hundred years. And the very first line of the book is, "Come child, learn wisdom." And I just thought that's a pretty interesting way to start a school textbook, that's not how most of our textbooks start these days, right. And so I sort of borrowed that as the start of this book. And his book starts with this image of a road that we're walking along as we learn wisdom and the Bible, wisdom's often spoken of in terms of a path or a way. It's something you walk in, wisdom's not just something you get by getting the diagram straight in your head, or getting the doctrines all lined up, or knowing the sentences in the right order. Wisdom's something you have to learn how to walk in and walking is something that takes place over time and you kind of sway to the right and the left and it's got a rhythm to it. And again, that's sort of what I was going for with the book. So this book doesn't start with the philosophical concepts or the theology or the reasons why we need to do integration of faith and learning or that kind of top-down. It really starts with the rhythms of the classroom and how you start the class, what things you repeat, how you use silences, how you end the class, how you frame things. Those things that are happening to us every single day if we are educators, as we sort of walk through this life in the classroom. And again, if we're going to learn to think in a way that habitually connects faith and learning, it has to happen in that context. It can't just be when we're sitting in the great lecture with some great Christian thinker who tells us how the world fits together. It's got to be while I'm in class, while I'm in motion, while I'm moving. So the Comenius image seemed to help me capture a little bit of that, that we are walking along a road, we're trying to learn wisdom, we're trying to walk better, we are not just trying to have better theories or better solutions or better fixes. We're trying to learn to walk in a way that's got a certain kind of rhythm to it, a certain cadence. Jon Eckert: Yes. And I love that you begin and end with wisdom. So when you get to the close, before you finish it out, you get back to the purpose. And throughout the book you have what looked like woodcuts from your hero and it's a cool through line throughout the book. So learning to be wise, that's really what we want from education, is how to learn to be wise and, so appreciate that. And then, just the way you've broken the book down, it does really, and I think you said it even before we jumped on, it starts from the bottom up. Like what does this- David Smith: Yeah. Jon Eckert: Look like in the classroom? And then where is the wisdom in that? Where is the humanness in that? Where do we see our creator in that process? So- David Smith: Yeah. Jon Eckert: Can you talk a little bit how you came to that bottom up piece? Because I think a lot of times philosophers and people that are in the academy get accused of starting top down- David Smith: Yeah. Jon Eckert: Like, "You should do it this way." But I think what you're saying is here, this is how it is done, and then- David Smith: Yeah. Jon Eckert: Here's the wisdom in that. Can you speak a little bit about that? David Smith: Yeah. Oh, I could speak for hours about that, because there's something in this that's been kind of motivating everything I've done for 30 years, has been trying to push on that very thing, because. And I think a lot of it goes back to, I didn't grow up Christian, I became Christian as an adult. And then a couple of years after I became Christian, I became a teacher and then started figuring out how those two sort of connected with each other. So I started reading the Christian books and the philosophies and the theologies and going to conferences and listening to people. And I thrive on that stuff, I mean, I love a good philosophy book. I've got no objection to people writing great philosophy books. But I also find that sometimes, as a classroom teacher and I was a language teacher, I wasn't like a religion teacher or even a history teacher where we could talk about big ideas in class. I was teaching languages, I was doing this very nuts and boltsy kind of thing. And I just found that sometime, even when I'd read the book on what a Christian vision of knowledge is or of the world or whatever, that there was still this gap of like, yeah, but what do I do on Tuesday morning with my twelve-year-olds? And there's a moment I sometimes share with my students, and I remember, my very first semester in the classroom I was doing my student teaching and total newbie, no skills, and I made the rookie mistake of standing writing on the whiteboard for too long. I think it was a blackboard at the time, actually, writing on the blackboard for too long with my back turned to the class. And I turned around and a student in the front row had removed almost all of his clothes and was sitting there in his underwear, apparently just to see what I would do. And I just had this moment of like, they didn't tell me about this in teacher ed, just that the classroom is like the Wild West. The classroom is this place where very unpredictable, angular stuff happens and often the theory is, it's a thousand foot. So I've always been fascinated in this middle space, of how do you avoid, either ending up reading a philosophy book that's at a thousand feet and it might be brilliant and it might be inspiring, but you're still not quite sure what to do on Tuesday morning. But I also don't want to end up in the other end of the scale, and there's lots of this out there, which is the, like, 50 tips and tricks to get you through your week in the classroom stuff which is... Sometimes you get some good ideas out of that, but it's also kind of brainless in terms of lacking like a coherent reason why we should choose these tips and tricks. It's just like this big bag full of stuff and you're just going to pick stuff out that looks like it works, but there's no coherence to it. So for a long, long time I've been fascinated with how do we try to describe that middle space, where you want to do stuff that works, you want to actually live in the classroom, you want to actually teach, you want to actually help students. But you want to do it in a coherent way that's in touch with your beliefs and your values and your commitments and the way the world fits together. And that, it feels like a difficult but the most interesting space. And so much of our literature seems to drift off to one end or the other of that, like it's either philosophy of education, or else it's a hundred tips and tricks for teachers and how to rescue your classroom kind of stuff. Jon Eckert: Well, I want to go deeper into that idea and a couple things from the book, but you have to tell me, what did you do with the kid that's sitting there in his underwear? David Smith: It's actually one of those rare occasions where I think I probably did the right thing without having a lot of forethought. Jon Eckert: Okay. David Smith: I actually just laughed at him and invited him to go outside and put his clothes back on and then join us again and then carried on with the class. Jon Eckert: Yeah. David Smith: And therefore, I think deflated his attempt to- Jon Eckert: Yeah. David Smith: Capture everybody's attention for the next 15 minutes and make me look really stupid, so. Which I think was probably the right response, I think he was kind of- Jon Eckert: Right. David Smith: Hoping that I would sort of go ballistic or something, but- Jon Eckert: Yeah. David Smith: I just sort of basically said, "That's really funny. Now go put your clothes back on." Jon Eckert: Yeah. Well done. Well done. David Smith: Yeah. Jon Eckert: A novice win. David Smith: Yeah. Jon Eckert: So one of the things, I just was having a conversation with the head of school at a really great school and they're talking about how they integrate their academic success. They've been very successful based on test scores and everything, they've got great scores K through 12, and they're actually a school that's funded by vouchers, so it's an interesting model, in Milwaukee. And so they've been doing this for a long time. So they have a faith-based component to it, but they're also measured by state tests, so it's kind of- David Smith: Yeah. Jon Eckert: An interesting- David Smith: Yeah. Jon Eckert: Place to look at. And they're like, "We know we've got to get better on our faith integrations, we want to work on our K through 12 Bible curriculum, that's one of our strands. And this other strand is on improving academics." And my response was, those two things have to go hand in hand. David Smith: Right, right. Jon Eckert: Because you've got to have that integration about why do we do this well? We do this as a reflection of what our creator's given. It's all got to be woven in there. Have you seen schools that do that well? And what is a hallmark of that? So you've laid out all these great ideas here. David Smith: Yeah. Jon Eckert: Have you seen schools where that's happening really well right now? David Smith: Yeah, there are schools here and obviously there's a lot of schools I don't know, so I'm sure there are schools- Jon Eckert: Right. David Smith: Out there that are doing brilliantly, that are just not ones- Jon Eckert: Right. David Smith: I happened to have visited. But the schools that I've visited that seem to be doing really well at this, seem to more often be schools that have really set aside intentional time to think about it together. That's the one simple thing I would put my finger on, it's the schools that have got time set aside each week for a professional learning community, where they're actually talking about how to integrate their values with their teaching and they're not just doing admin things or curriculum things or whatever. So I think this is very dependent on being able to build a reflective community where you can talk to each other about how your values are infusing your teaching and learning choices. Something I've been suggesting to schools for a while, is like why don't you take one of your professional development days each year and just cancel it and just tell your teachers to go to the park or whatever, but then say, and now you owe me six hours. And what you're going to do with that, is you're going to get together with three of your colleagues and for six months you're going to meet one hour a month at the local coffee shop with a nice pastry and a nice drink. And you're just going to talk about three things, what was the best thing that happened in my classroom in the last month where things really felt integrated? And what was the worst thing that happened in my classroom last month? And what's one thing I want to change in the next month? And just talk about those three things for an hour. And how much learning might you get out of that in terms of questioning your own practices and moving them forward? So to me, it's less about getting the perfect model and more about, can you build the kind of community where you question what you're doing together and can then start to make adjustments? And you can be constantly asking, why do we do it this way? Is it just because we did it that way last year? And how does this actually reflect what we say we're about on the mission statement? I mean, if I can throw in an example here, interrupt me if I talk for too long. But to throw in an example that's in the book, is a perfect example of this kind of, again, finding this middle space and questioning things. I was having breakfast a few years ago with some teachers at my daughter's school when she was in high school. And I was just venting, I wasn't even trying to be constructive, I was just complaining about the general state of the world. And what I was complaining about was that I'd noticed that during the vacations we got our daughter back, that she was articulate and she shared her life with us and we talked about things. And as soon as the semester started, it was down to monosyllables, and it wasn't because we had a bad relationship, it's just because she was tired all the time. And because school was colonizing her every waking hour, she would get up at 6:30 in the morning, to be on a bus by 7:20, to be in school by quarter to eight. We get on another bus at something after three and get home by four-something, and then we'd have supper together at five. Wasn't always our most brilliant hour as a family because my daughter just had long tiring days, and then she'd have four hours of homework. And what had struck me was that the homework was always designed to be done alone. And so she would disappear to her room with a pile of books and a laptop and the only role for me as a parent, was to either nag her to get it done or tell her to quit and go to bed. And after we had this conversation over breakfast, and I just complained about this, the teachers who'd been at that breakfast started surprising me. So a week later, she turned up in the family room one night at eight o'clock and she said, "Do you guys have some time, because I've got this weird homework from my religion teacher? I've got to talk to you for half an hour about whether you grew up Christian, or became Christian, or how you relate to all of that, because we're going to talk about it in religion class tomorrow, and you've got to sign this piece of paper to say that we talked about it for half an hour." And then another teacher sent home a homework where we had to choose a TV show and watch it together and then discuss what its value system was, and whether we thought this was a fruitful way to spend our time and they were going to discuss this in the media studies class. And there was a whole string of these from different teachers. But one of the things that struck me about this, was that this was a school whose official philosophy was that God has given primary responsibility for children to their parents, and the Christian school comes alongside parents to help them raise their children in a Godly way. And yet as a parent, the only role I was being given was to nag about homework and to sell food at sports games. And until this point, I wasn't being invited into the learning process, and what's more, the school was occupying, not only the whole day but the whole evening with tasks that the student was designed to do on their own. And as soon as we started asking this question, "Well, could you design homework activities that actually strengthen community and actually build relationships between people?" Suddenly you've got something that is a little more in tune with what the school says it's official philosophy is. My daughter said she learned more from them from the standard fill out a worksheet kind of homeworks. So it was actually beneficial for learning. Jon Eckert: Yeah. David Smith: And it didn't necessarily involve throwing a Bible verse on all the worksheets. This is just more about trying to actually get the practices to line up with the values. So that's the kind of thing I'm sort of constantly fishing for, because we all think we know what homework is supposed to look like, so we all just keep doing what we think homework is. But maybe sometimes it doesn't look like that. Jon Eckert: Well, and I think that notion about homework is shifting significantly post-covid and what teachers actually assume students are doing on their own. Because I think the assumption is, that has been, that they're doing it on their own, I think that's a pretty false assumption now. David Smith: Yeah. Jon Eckert: That they would be doing anything on their own if you consider the tools that are available to them to get rote homework done. The thing I love about your example, is that homework assignment cannot be offloaded to ChatGPT, or if it was- David Smith: Right. Jon Eckert: It'd be, probably somewhat comical how ChatGPT might answer that question about how you came to faith and where your family, you know. David Smith: Yeah. Jon Eckert: So I think there is a benefit to that kind of homework and building community, because again, I think even with homework now, we need to lean into the humanness of what we do. Because there are a lot of other tools for getting assignments done and not always crediting the source of that assignment- David Smith: Yeah. Jon Eckert: Whether that's a friend, Photomath or some type of artificial intelligence tool. So I think if we're not rethinking homework right now, we're really sticking our head in the sand. David Smith: Yeah. Jon Eckert: Because I don't think students need four hours to do homework anymore, I think they're way more efficient. David Smith: Yeah. Jon Eckert: Because they divide and conquer and offload to other things, so if you're not giving a meaningful homework assignment that is not able to just be done by something else, that's a problem. What I also loved about your example, and this is from page 76 in your book, it really gets into hospitality and what that looks like. And so it's asking students to be hospitable and then asking families to be hospitable. And you have this great separation here that, I'm just going to read this. "The call to tolerance asked me to put up with your differences in exchange for you being willing to put up with mine. A Christian frame asks for more, extending the idea of love of neighbor to include strangers and even enemies." And so I do think as Christians, as educators, we have a really high call, that tolerance isn't even close to what Christ requires of us. And so- David Smith: Right. Jon Eckert: Welcoming students into that and helping them welcome others in it, that's a really high call. So can you talk a little about, this is from your framing sections, I thought that was a perfect place for it. David Smith: Yeah. Jon Eckert: Can you talk some about that? David Smith: Yeah, I think there's more than one Christian idea that can become a framing device in education, and one that I've been thinking about for a long time is hospitality. There is this theme in scripture, from start to finish, about hospitality to strangers. And it appears in all the important places, it's in the law, it's in the gospels, it's in the prophets, it's in the epistles, it's everywhere. So there's also quite a long history of thinking about schools in terms of hospitality, so when you start thinking about that in curricular terms, what does a hospitable classroom look like? How do students experience the classroom? So the way I started one of my classes this semester, and I talked about this in the book as well, is I actually started the class with us all sitting around in a big circle. And I asked each student to, I asked them to pair up and introduce themselves to each other and share two pieces of information that they were willing to be made public. And then I asked each person to introduce their partner to the group. And as we went around the group, we tried to memorize all the information, so we stopped after every second or third person and said, "And what was her name and what was her cat called?" right, and so on. So it's a real simple thing. And then I had students journal about it, and I've done this for a few years now. And first, I think there's an interesting difference between coming to a classroom and having to introduce yourself and having somebody else introduce you- Jon Eckert: Right. David Smith: Having somebody speak up for you in the first five minutes of class. And then, rather than going around the class and doing the introductions and by the end you can't actually remember any of it, because 40 pieces of random information just went through your short-term memory. The fact that we're actually focusing on remembering things about each other, my students have written quite eloquently about, in fact, I was fascinated just reading the journals over the weekend. One of them said, "Teachers often say at the start of the semester, "We care about you, we are here to help you," but usually I don't believe them. I think it's just something teachers are supposed to say at the start of the semester. But this activity made me believe that you actually cared that we were there, because the information about ourselves actually mattered for the start of the learning." And it's not like I think that's the way every class has to start, there are different disciplines and contexts and so on. But again, it's how do we find these moves that actually create a welcome within the classroom and you then push it further, how is the classroom welcoming to voices from beyond the classroom? So whose pictures do we show? Whose stories do we tell? And then how do we enable students to go out beyond the classroom? If I give my student a homework where they have to go to interview someone, how do I help them to be a good interviewer, to ask good questions, to not roll their eyes when the person says something they disagree with, to show in their body language that they're interested in what somebody has to say? Suddenly you're into a whole new set of skills that you don't get if the homework is fill out a worksheet. So there's a whole continuum here in terms of, hospitality is a very rich way of thinking about lots of different facets of schooling, from just basic classroom relationships, to curriculum content, to what kind of skills we're trying to equip our students with. And tolerance is not nearly enough, tolerance just means I'm willing to not kill you. Jon Eckert: Yeah, yeah. No, it's a great example. We do some similar things in the, I teach a leadership capstone class, it's the only class I get to teach to undergrads. And I just had lunch last week with one of my students from last semester, who has been through a lot, really tough life as an atheist. When you dig in, you realize where a lot of the hurt is. And so at the end of the semester, I give each kid a book and I inscribe something in the front to encourage them where I've seen them grow, what I hope for them, how I'm praying for them. And I'd given this class, All Prodigal God, by Tim Keller. And it was interesting, when we sat down, she read it over break, and so she wanted to gather and talk about it at lunch. And the book is the story of the Prodigal Son, but it's really, God is the center of the story is a reckless spendthrift, so that's why it's Prodigal God. And it's a beautiful story. She actually said, in this way that I find having atheists in class to be unbelievably interesting to creating a different dynamic in the class. She was wise enough to identify herself as the elder brother in that, so not only was she not tolerating Christians on campus, she was looking down on them as being less than, because of how she felt like they made her feel and instead, she had become the older brother in it. And she articulated that at lunch, and I was like, the wisdom that she shared and the hospitality that she displayed by, A, reading a book that I gave her that's explicitly Christian. David Smith: Yeah. Jon Eckert: And then B, wanting to have lunch and talk about it. I mean, what a gift that is from a student to an educator to be able to have that, and then to have that all throughout the semester in class, 'cause we dealt with a lot of really hard things. And so I think that's a beautiful piece, and I love this, you say this on 113, which relates to, I think, both of those last two examples. It's about hopes and tasks, and I thought this was really good. "Instead of just giving a reading assignment, we could devote the same kind of reflection to tasks focused on other skills such as writing research or artistic creation, with the idea that we are trying to," this is the next sentence down a little bit. "A carefully articulated task becomes a chance to remind ourselves of who we are trying to become, as we read." And so if we started thinking that way and curating our assignments that way, I think that would fundamentally shift how we assign work in class. David Smith: Yeah. Jon Eckert: Is there another example that you have where that's been really successful for you? David Smith: Yeah, I mean, just yesterday in class, I got the most nods around the room that I've had in a while, from students just going, "Oh, yeah. When we started talking about how there's something about school that if you're not really, really careful, slowly teaches you that the point of doing the assignment is to get the assignment done. And that in the end, what the teacher really cares about is that you get the assignment done, because what you're going to be penalized for is not failing to grow, it's not turning it in at 3 P.M, and it's not having written 250 words, or not having got to page 27. So a lot of the messaging that we give to students when we give out assignments, it's often like the last two minutes of class and we're already in a hurry, and it's like, "Make sure you read chapter two by tomorrow," right. So the strongest verbal message is, what I really care about is quantity, deadlines, getting it done, getting it turned in. And so I also find that what my students most often come and apologize to me about, is, "Oh, I didn't quite manage to get to the last three pages today," or, "I need to turn it in 30 minutes late, is that okay?" And a big part of me is going like, "Why would I care if you turn it in 30 minutes late? Like the world's not going to stop turning." So that means you're a good student being conscientious, the fact that you still want to get it in within 30 minutes. But what they're not coming to me and saying, is, "I started reading this and I didn't get through it because it was really challenging me and I had to go and think about it." Or, "I tried to get through it, but I didn't quite understand it. Can you help me figure out how to apply this?" And so, again, this is a big mountain to climb, but how do you start to shift the message from, school is about getting stuff done, to school is about growing and learning. And I think a real simple way to run at that is by being explicit about assignments. So if I give you something to read, is the message, "Read to page 27 by tomorrow?" Or is the message, "I'd like you to read to page 27, and when you get to page 22, you're going to find a paragraph there that's kind of a little dense, but it's a really core paragraph in this chapter, and we're going to need talk about it together tomorrow, because I've read this chapter eight times and I'm still trying to live out this paragraph and I'm not sure I'm there yet, so I need you to think about it with me. So when you get to that paragraph, stop, read it three times, then go find a friend and read it to them and see what they think. And if that means you only get to page 26, I can live with that, but this paragraph, right. And then see if you can think of some ways that you would live differently tomorrow if this were true." And I'm just making this up as I go along- Jon Eckert: [inaudible 00:27:12]. David Smith: But imagine that as a homework assignment, compared to the usual kind of, "Read to page 27, answer the first three questions, turn them in at 4:37 P.M. on Moodle." And it's all about messaging, and so if I could do that consistently, is there a chance that I could get more of my students believing that in the end, what I really care about is that something changed, that some learning happened. And not just that we all managed to click in the right place on the right day. Which, frankly, is the least of my worries, so. Jon Eckert: Yeah. David Smith: Because even when you emphasize that, it doesn't happen anyway, so. Jon Eckert: Yes, no, I want to give that a giant amen. I mean, my classes are always designed, I take the best 25 authors, I've read their best article or their best chapter from their best book, and I have curated that as like, this is what we're going to focus on today. And I love that even focusing them further on the paragraph and going back to the example I just gave you from the student who I gave the book at the end of the semester. Like that's not an assignment, that's a, "Hey, I am grateful for you. This is my last, kind of bringing closure to class and here's this." And then it's, I may never see that student again, we may never have another conversation. David Smith: Yeah. Jon Eckert: But when you do, that's a much richer conversation, because it wasn't compulsory, it wasn't about compliance, it wasn't about getting something done, so I love that. I love that point. The last thing we always do, is we do a quick lightning round, and with all the years of experience you have, I got to imagine you've got some good answers. I just have four questions. The first one is, and you can do in whatever order you want, these first two. Best advice you've ever given or received as an educator and worst advice you've ever given or received as an educator? Start there. David Smith: Best advice, never talk to a child without eye contact. Jon Eckert: That's good. David Smith: That was the best piece of parenting advice I was ever given, actually. Jon Eckert: Yeah. That's good. David Smith: I think it's really easy for adults to talk at young people- Jon Eckert: Yeah. David Smith: Rather than, to young people. And something I said in, at least once in a previous book is, I think teaching is something you do with people, not something you do to people. My students are not objects that I'm trying to hit with something, and if I can't establish communication, that we're actually human beings looking at each other and we're trying to figure something out here, then it's probably not going to go as well as it could. If I just kind of broadcast over the top of the assembled heads, that's not going to go well. Jon Eckert: Just watch a great kindergarten teacher, they're always down on a knee- David Smith: That's good. Jon Eckert: Eye to eye with kids, yeah. David Smith: Right. Well, I often find, it's not just kindergarten, university, I often find myself down on a knee by a table, 'cause that's where you should be, right. Jon Eckert: You should be, you just see it far less. I totally agree. David Smith: Yeah. Jon Eckert: No, but yes. David Smith: Yeah. Jon Eckert: That is good. David Smith: So- Jon Eckert: Worst advice? David Smith: And then worst advice. Worst advice I've been given, don't smile till Christmas. Jon Eckert: Oh yeah. Classic. David Smith: It's one of our old chestnuts. Yeah, it's funny, when I first started teaching, my early teaching was in some urban environments and I found it very difficult. And I did not have great classroom management skills when I started and I struggled, I had some unruly classrooms. But one of the things I also learned about myself was that I couldn't do the Policeman act convincingly, it's just not in my personality to look mad- Jon Eckert: Yeah. David Smith: With students. Because I'm not actually very often mad with students, I just find classrooms fascinating. Jon Eckert: Even when they derobe. Yeah. David Smith: Yeah. And so, a few times early on, if I tried to pretend to be mad with students, then they just laughed at me, because it just wasn't convincing. So I had to gradually find other strategies, which had a lot to do with just investing lots of time in relationship building and trying to make the learning meaningful, and again, the one-on-one contact. And so the sort of be mean until they know you mean it thing, has just never ever worked for me. Jon Eckert: Yeah. David Smith: Maybe there are people for whom it works, but even then, I'm just not convinced that an ethic of be unpleasant to people until they get on board is a great way to go. Jon Eckert: I'm pretty convinced that's not a great way, which I think you're being kinder than I am. I don't think that's an effective way to manage people, especially not in 2025. I don't think that's a- David Smith: Yeah. Jon Eckert: Ethic that's going to work. Okay, next thing, best book you've read in the last year related to education? David Smith: Oh my, read so many books recently and some of them were really, really specialized. Jon Eckert: Yeah. Or pick one of your top five. David Smith: Yeah. Jon Eckert: Yeah. David Smith: Best book that I've just read. Well, you know what, I'm going to do the really embarrassing thing here, I really enjoyed your book. I read your book just recently- Jon Eckert: Oh. David Smith: Just Teaching by Jon Eckert Jon Eckert: Yeah. David Smith: Is something that I've been getting ideas out of for my own classroom, and that's always a win. So that was a really great one. And another reason I have for picking that out is, at the moment I'm working up to a big research project on Comenius. So I'm reading a lot of- Jon Eckert: Yeah. David Smith: Books about Comenius at the moment, and some of them are really great. Jon Eckert: Yeah. David Smith: But they're in German and they're really specialized, so. Jon Eckert: That is specialized. David Smith: But- Jon Eckert: That is specialized. David Smith: In terms of books that are just about the classroom, I did enjoy your book, Just Teaching. Jon Eckert: Okay. David Smith: And, yeah, another one I just read the other day, I just did a podcast the other day with Alan Bandstra, who's a teacher from Iowa, and he's got one called, Solutions That Heal- Jon Eckert: Okay. David Smith: Talk about infectious behavior in classrooms. And it's a self-published book, it's just a teacher who wanted to write about the things that are going on in his classroom, and I found it quite winsome. Jon Eckert: No, that's good. David Smith: [inaudible 00:32:43]. So, yeah. Jon Eckert: That's good. The funny thing is, whenever I ask that question about best book, I always have my pen ready to write it down. And as you're sharing that, I'm mindlessly, I literally wrote down, "Just Teaching," on my thing. I was like, okay. David Smith: so you can look it up later and see if it's any good, yeah. Jon Eckert: Right. I'll see, I'll check. But that's very kind. Last question, what makes you most hopeful as you look at schools right now? David Smith: It's funny, I don't draw hope from looking at institutions really, so it's not so much looking at schools. What always makes me hopeful is, like every student who is in my classroom right now is a human being who is spending a lot of money to learn how to help other people learn. And I just find my students are sometimes idealistic to a fault, there's some things that will get more complicated when they get into the classroom, but they are students who deeply want to do good for their learners. And I'm glad every semester, that I've just spent a semester with another 20, 30 young people who want to be teachers and who want to find a humane way of doing that and a faith informed way of doing that, in a way that does good in the world. And that's among my students. But I'm going away on a retreat as part of a research project this weekend, with five teachers from area schools. Where we're actually going to talk about hope for the whole weekend and how we're going to address that in schools. And again, just seeing their eagerness to be part of that project and to want to give up their weekend to talk about how we teach for hope in schools. So all over, when I do professional development, I just keep running into teachers who haven't given up yet and who are trying to do right by their students, do right by their faith, find a more true and wholesome way of doing things. And as long as there's a good subset of people who are doing that, then there's still a chance that it can get better. Jon Eckert: That's good, that's good. Good place to find hope. Well, hey, thank you for your work, really appreciate Everyday Christian Teaching. Super helpful, good follow up on Christian Teaching- David Smith: Thank you. Jon Eckert: Also, super helpful. Oh, and excited for the platform you're building out, we didn't even talk about that. But there's a platform that's going to go with all of this. Do you want to just say something to wrap up- David Smith: Yeah. Jon Eckert: And give people a sense of where to find that? David Smith: Yeah. I'll try to say this quickly. Where to find it, there's a website, everydaychristianteaching.com. It already exists, if you go there right now, you'll find a description of what's coming, but there's no actual resources there yet. We are hoping to have the first resources up there by March, we are building it frantically right now. But what it's going to be is really an extension of the idea that this book is about, how do you learn how to do this regularly, not just how do you have this one blinding moment of revelation, but how do you make this part of a routine? So we're building professional development resources that help to create community conversations around this. So there are some resources where you can just download everything you need to run a PD day. There's others where you can download everything you need to run a seven week or seven month whole school conversation around it. There's going to be self guided resources, so if there's just one of you or if there's a small group of you that want to do it at your own pace, there's going to be versions like that. And there's some graduate credit bearing options. And we're building these around specific topics like community or hospitality or Shalom, and we're sort of building out resources for each of those. Like I say, we're furiously working on finalizing details on some of these, and we've been piloting them out in schools and getting really good feedback. And so we hope to have the first ones available on there and we're trying to make it very affordable as well. First stuff should be up sometime in March at the latest, and yeah, go there and take a look and then keep coming back to see what we've added over time. Jon Eckert: No, that's great. Thank you for that. Appreciate your work. Thanks for being with us. David Smith: Yeah, you're welcome. Thank you for the invite.  

Wyatt references and explains the writings of Jan Comenius in Part 2 of his introduction to the Moravian Reformer

Nachrichten, Tagesthema, Magazin - 1. Schweizer Forum an der Management-Fakultät der Comenius-Universität in Bratislava. „Die Post ist nicht angekommen“ – das Denkmal erinnert an das Schicksal des Flugzeugs OK 475.

Welkom bij ‘Denkatelier deugdzaam bestuur en toezicht'. In deze podcastserie van Comenius onderzoeken we wat deugdzaam bestuur en toezicht eigenlijk is. Is hier een bepaalde houding voor nodig? En welke houding is dat dan? Of vraagt het nog iets anders? In deze tweede aflevering: toezichthouder en filosoof Henk den Uijl. Jacobien van Dorp en Erik Boers gaan met hem in gesprek over zijn kijk op deugdzaam bestuur en toezicht. Waar Hanna Ploeg in de vorige aflevering benadrukte dat ‘houding' een passieve connotatie heeft en zij zich meer richt op actie, maakt Henk duidelijk dat deugd mooi klinkt, maar minder eenduidig en zaligmakend is dan we denken. Hij waarschuwt voor waardenpraat, deugneuzen en moreel behang. Henk spreekt niet zozeer over een houding, maar vanuit een bepaalde houding. Je betrapt hem niet op eenduidige, daadkrachtige uitspraken. Hij praat beschouwend, persoonlijk, maar nooit ‘uitgesproken'. Er zit altijd nog een andere kant aan. Kortom: het vraagstuk is meerduidig, ambigu.Dus een kleine disclaimer voor je gaat luisteren is op zijn plaats: ga goed voor deze podcast zitten en neem er de tijd voor. Verwacht geen eenduidig plan van aanpak, geef je over aan de meerduidigheid, en ervaar wat dit met je doet. Het is het waard om die moeite te doen, zo valt te leren van Henk.Meer weten? Kijk op: comeniusleergang.nl

Medra is the CEO and founder of the Creator Jam, which is a non-profit that's been consistently organizing weekly and monthly collaborative-building events within the social VR platform of Resonite (and originally within Neos VR) since June 2, 2019. Resonite's technological architecture allows for the rendering and editing of content in real-time in a collaborative fashion, which has led to a rich maker culture within Resonite as embodied by the Creator Jam Community. Neos VR and then Resonite were both developed by Tomáš Mariančík (aka Frooxius). When I interviewed Mariančík in 2015 at GDC, I had regarded him as one of the few "mad geniuses" of VR. He had won 3rd place in two game jams at that point including 3rd place in the Oculus & IndieCade 2013 VR Jam with SightLine, and then 3rd place in the Leap Motion 2014 3D Jam with World of Comenius. Then he would go on to win 3rd place in the Oculus & Samsung 2015 VR Jam with Neos The Universe after participating in the Rothenberg River Accelerator at the invitation of Tipatat Chennavasin. When I interviewed Chennavasin in Spring of 2015, he talked about recruiting Mariančík for the Rothenberg Ventures River Accelerator by saying, The mandate I had was, find awesome people in VR and support them and help them. I got to do that. Sightline the Chair was one of my favorite demos of all time in VR. When I saw that, I was never so jealous or angry. I was like, "This guy's brilliant, smarter than me. Oh my god! This is the demo I wish I was smart enough to think of doing." And I fortunately found his contact. He was in the Czech Republic, Tomas. I sent them a Skype message and it was just this amazing thing where I had to explain what's a VC, what's an accelerator program, how can it help them, what are they doing, and they were just kind of shocked, a little suspicious. But fortunately, after a couple talks, we got them out here and it's just been amazing to see them, support them, and help them flourish as entrepreneurs, but also developers and innovators in the VR space. After participating in the Rothenberg Ventures River VR incubator, then Mariančík and other Solirax co-founder Karel Hulec started working on his deep vision of Neos VR. That following spring Mariančík wrote a blog post titled "How VR became my day job because I didn't give up" in what he described as the "Frooxius origin story" to r/Oculus. He details how difficult it was to make it as a full-time VR developer. Despite his many successes in different game jams, he wasn't really receiving a lot of support from Oculus. Oculus always knew how to support game developers, but didn't quite know what to do with the more education-focused and experimental apps exploring the boundaries of perception that Mariančík was working on. And to top it all off, the depth of vision of how Mariančík was thinking the medium was also probably 5-10 years ahead of anyone else. He reflected on this in his origin story post by saying, The trouble is that Neos is a very complex and expansive idea and requires a lot of time to work through all the aspects of it and thorough consideration to make sure everything fits neatly together, because I needed to find a set of basic elements which are both very simple and elegant, but interact in so many ways that they provide extremely flexible, but also consistent system. I always know what to do from moment to moment, but there's just a lot of things to do. So I keep working for months, piecing the system and working through it all. But before the system comes together, there isn't much to show for it. What I found most difficult is watching as everyone else is showing off their VR projects with quickly made solutions, but with a fraction of functionality, gaining attention, winning awards, participating at events, demoing in public, getting invited to VR shows and podcasts, while I'm piecing together my big vision in the shadows.

La Universidad Comenius durante cien anos edita medallas conmemorativas. Su valor artístico e histórico pueden reconocer gracias a la actual exposición celebrada en el centro de Bratislava. En la pirámide invertida se esconden varios misterios: por ejemplo, se puede aquí comprar el vino de las colinas de los Bajos Cárpatos y también conversar gratuitamente en castellano.

词汇提示1.entangled 卷入2.skirmishes 小冲突3.prestige 声望4.quotation 引用原文Vaclav Havel: 'Contamination of morality' (3)There are free elections and an election campaign ahead of us.Let us not allow this struggle to dirty the so far clean face of our gentle revolution.Let us not allow the sympathies of the world which we have won so fast to be equally rapidly lost through our becoming entangled in the jungle of skirmishes for power.Let us not allow the desire to serve oneself to bloom once again under the fair mask of the desire to serve the common good.It is not really important now which party, club, or group will prevail in the elections.The important thing is that the winners will be the best of us, in the moral,civic, political, and professional sense, regardless of their political affiliations.The future policies and prestige of our state will depend on the personalities we select and later elect to our representative bodies .….In conclusion, I would like to say that I want to be a president who will speakless and work more.To be a president who will not only look out of the windows of his airplane but who,first and foremost, will always be present among his fellow citizens and listen to them well.You may ask what kind of republic I dream of.Let me reply; I dream of a republic independent, free, and democratic, of are public economically prosperous and yet socially just, in short, of a humane republic which serves the individual and which therefore holds the hope that the individual will serve it in turn.Of are public of well - rounded people, because without such it is impossible to solve any of our problems, human, economic, ecological, social, or political.The most distinguished of my predecessors opened his first speech with a quotation from the great Czech educator Comenius.Allow me to round off my first speech with my own paraphrase of the same statement: People,your government has returned to you!翻译瓦茨拉夫·哈维尔:“道德的污染”(3)我们面前有自由选举和竞选活动。不要让这场斗争玷污我们温和的革命迄今为止干净的面貌。让我们不要让我们如此迅速地赢得了全世界的同情，同样迅速地失去了，因为我们陷入了争夺权力的小规模斗争的丛林。让我们不要让为自己服务的欲望在为公共利益服务的欲望的美丽面具下再次绽放。现在，哪个政党、俱乐部或团体将在选举中获胜并不重要。重要的是，无论他们的政治立场如何，获胜者将是我们中在道德、公民、政治和专业意义上最优秀的人。我们国家未来的政策和声望将取决于我们选出的人物以及后来选出的代表机构.....总之，我想说的是，我想成为一个少说多做的总统。要成为这样一位总统，他不仅会从飞机的窗户向外看，而且最重要的是，他会永远和他的同胞们在一起，倾听他们的心声。你也许会问我梦想什么样的共和国。让我来回答;我梦想着一个独立、自由、民主的共和国，一个经济繁荣而社会公正的共和国，简而言之，一个为个人服务的人道的共和国，因此它希望个人也能反过来为它服务。因为没有这些，就不可能解决我们的任何问题，无论是人类的、经济的、生态的、社会的还是政治的。我的前任中最杰出的一位在他的第一次演讲中引用了伟大的捷克教育家夸美纽斯的话。请允许我用我自己对同一声明的解释来结束我的第一次演讲:人民，你们的政府已经回到了你们身边!

The Dean's List with Host Dean Bowen – John Amos Comenius, is considered by many to be the father of modern education. He was a strong proponent of education for women and children of all classes. Comenius believed in using a varied curriculum which included history, geography, science, music, singing, and drama. He was adamant that learning was best achieved by using all of the senses to interact with our environment...

Wyatt introduces the historical reformer and philosopher Jan Comenius. Wyatt discusses the time in which Jan Comenius lived and how it impacted what he did

I recently returned to my old hometown, Winston-Salem, NC, for a live podcast at Lot63 in Old Salem. There, I was joined by two of my old Profs at Wake Forest University Divinity School, Dr. Bill Leonard and Dr. Craig Atwood,  the brand new Dean of the Divinity School, Dr. Corey Walker, and music from a fellow alum Kyle Caudle. In this half of the live show, I talk with my former historical theology Professor, Craig Atwood. Not only did I take historical theology with him, but he facilitated one of the most fun and intense independent studies on the thought of Friedrich Schleiermacher. Dr. Craig Atwood is the premier Moravian historical theologian. He is best known for his books Community of the Cross: Moravian Piety in Colonial Bethlehem, which won two major awards, and Theology of the Czech Brethren from Hus to Comenius. He is also the author of over 50 academic articles, chapters in books, encyclopedia articles, book reviews, and church publications.  If you're considering a future in theological education, Wake Forest University's Divinity School is a top choice. My family and I are proud alumni, and we all cherish the education and experiences we gained there. With the dynamic leadership of Corey Walker as the new Dean, the future of the school is bright! If you live in Winston-Salem, you can join us LIVE at Lot 63 for a zesty podcast recording. Info here. JOIN our current class, GOD AFTER DECONSTRUCTION with Thomas Jay Oord Come to THEOLOGY BEER CAMP. Follow the podcast, drop a review, send feedback/questions or become a member of the HBC Community. Learn more about your ad choices. Visit megaphone.fm/adchoices

Para que mais uma introdução ao Espiritismo? Com essa pergunta em mente, entrevistamos o nosso velho conhecido, o cientista social e escritor Márcio Sales Saraiva, que está lançando "Espiritismo hoje: breve introdução", pela Ed. Comenius. Na obra, Márcio inova ao apresentar as ligações do Espiritismo não apenas com os saberes do seu tempo, mas com uma série de doutrinas e ideias que vão dos estoicos e neoplatônicos da Antiguidade até as noções mais recentes da psicanálise e o "pensamento fraco" de Gianni Vattimo. Em nossa conversa, falamos de ciência, história, filosofia, religião, eroticidade, pluralismo, o possível impacto das mudanças culturais do Brasil sobre o movimento espírito e vários outros tópicos.  O livro será lançado no dia 18/5/2024, na Livraria Leonardo Da Vinci, no Rio de Janeiro, mas já foi disponibilizado no Clube do Livro da Ed. Comenius. Maiores informações em: https://editoracomenius.com.br. 

Bloc d'actualités. 12e édition du Forum Étudiants-Entreprises a la Faculté de management aupres de l'Université Comenius a Bratislava.

Bloc d'actualités. Entretien avec trois étudiants français, venus a la Faculté de management aupres de l'Université Comenius a Bratislava dans le cadre du programme Erasmus. A propos de la premiere cacaoterie en Slovaquie(rediffusion).

On this week's Friday LIVE Nov. 10 from Nebraska Public Media, Genevieve Randall and guests have lively conversations about: Brad Colerick at the Benson Theatre in Omaha; the historical movie “Comenius: Life and Legacy of John Amos Comenius” in Kearney; concerts by Nebraska Chamber Players in Lincoln; "Artist From Outside; Take a Breath" exhibition in Hastings; UNL Outdoor Adventures' "No Man's Land Film Festival" in Lincoln; and "O Pioneers!" in Lincoln. Also, more poetry from Kimberly Reyes and a look at the next Omaha Symphony concert.

With their delivery of humanitarian aid to Ukraine accomplished, Andy and John head back home, retracing their tracks across Northern Europe. In a harrowing interview, John talks to a Ukrainian elearning specialist now based in Germany following the sad death of her husband on the frontline in Bahmut. And in Theorists Corner we feature John Comenius and Eric Kandel. 00:00 - Start 00:44 - Intro 02:39 - TFI Friday 15:29 - Theorists Corner: John Comenius 18:36 - Interview: Yuliia Kovach 28:18 - How Yuliia met Viktor 32:45 - Russia invades 41:49 - Life after Viktor 53:56 - Theorists Corner: Eric Kandel 56:04 - Final update from Run 19 58:59 - Outro Ukraine Fundraiser 2022 More information: http://www.ukrainefundraiser.co.uk Donate: https://www.justgiving.com/crowdfunding/ukrainefundraiser2022  Contact John Helmer X(Twitter): @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: https://learninghackpodcast.com/ Patreon: https://www.patreon.com/LearningHack

Asi len málokto na Slovensku nevie, že existuje Univerzita Komenského v Bratislave – naša Universitas Comeniana Bratislavensis – i keď asi menej ľudí vie, že vznikla v júni roku 1919. Kto to ale bol ten Jan Amos Komenský, ktorého meno nesie a čím sa zaslúžil do tej miery, že tohto mysliteľa 17. storočia nazývane otcom moderného vzdelávania?----more---- Prečítajte si túto dávku aj ako článok na SME. Erratum: Orbis sensualium pictus vyšiel v roku 1658 a nie 1685 ako bolo mylne uvedené.  Súvisiace dávky:   PD#257: Čo je pointa vzdelávania? http://bit.ly/davka257   Použitá a odporúčaná literatúra: BBC In Our Time, Comenius, https://bbc.in/3S5zdAh Comenius, Britannica, https://bit.ly/3S8DVgL Jan Amos Komenský, CZ wiki, https://bit.ly/3Vzapnf Evan Dutmer, „The World According to Comenius: Seen and Unseen in the Orbis Sensualium Pictus”, https://bit.ly/3VBNJTp Jan Amos Komenský – life, work, legacy, https://bit.ly/3yLRqwc Jan Amos Komenský – The Father of Modern Education, https://bit.ly/3VF7BVF *** Baví ťa s nami rozmýšľať? Získaj extra obsah cez Patreon (https://bit.ly/PDtreon), podpor náš  ľubovoľným darom (https://bit.ly/PDdar) a čo tak štýlový merč? (https://bit.ly/mercPD) Ďakujeme!

In 1658, John Comenius created Orbis Sensualium Pictus, which translates to The World Around Us in Pictures. Comenius was a teacher from what is now the Czech Republic and he published his book in Latin and German, though it was a huge hit so it was quickly translated into English as well. Like so many teachers, he created his own resources to help his students learn. He created a book with 150 illustrations to make it engaging and accessible to learners of all ages with the idea that engaging the senses would help students learn. In the book, he covered a range of topics including animals, nature, the elements and religion. Interestingly while it was extremely popular and numerous copies were printed and distributed, not many are around today. That is because Orbis Sensualium Pictus was a book that was used in children's daily education rather than stored on the shelf and through that process of repeated use, the pages were torn and bindings worn out. This week's fan fact came from a junior high student, Malena, who wanted to share a bit about Beatrix Potter. Who ARTed is an Airwave Media Podcast. Connect with me: Website | Twitter | Instagram | Tiktok Support the show: Merch from TeePublic | Make a Donation As always you can find images of the work being discussed at www.WhoARTedPodcast.com and of course, please leave a rating or review on your favorite podcast app. You might hear it read out on the show. Learn more about your ad choices. Visit megaphone.fm/adchoices

Nach dem erfolgreichen Saisonauftakt mit dem 6:2 Erfolg in Penzberg, stand für die Futsal Truppe von Chef-Übungsleister Rassi das schwere Heimspiel gegen den amtierenden deutschen Meister Stuttgart FC auf dem Kalenderblatt. Im Vorjahr endete das Ding 2:11 aus Düsseldorfer Sicht und die Balkan geprägten Stuttgarter waren mit einem schlappen 8:1 im Derby gegen Weil im Dorf und einer klaren Ansage in die aktuelle Spielzeit gestart. Das Match der beiden Landeshauptstädte war jedenfalls eine Augenweide. Ob wir von Neu Nr. 9 Joscha Vaas und SFC Team Manager Obradovic trotz aller weidenden Augen, auch klare Ansagen erwarten dürfen, hört ihr in Episode #25 von Auszeit dem F95 Futsal Time Out. Viel Glück! Du möchtest deinen Podcast auch kostenlos hosten und damit Geld verdienen? Dann schaue auf www.kostenlos-hosten.de und informiere dich. Dort erhältst du alle Informationen zu unseren kostenlosen Podcast-Hosting-Angeboten.

COMENIUS is a fascinating historical movie playing on Redeem TV. Made in Czechoslovakia, the movie opens with the famous Czechoslovakian theologian John Amos Comenius sitting for a portrait with the great painter Rembrandt, who, against his will, has been commissioned by the elders in Comenius' church. Rembrandt starts out being very Anti-Christian. Comenius discusses being a family man and the movie cuts back from 1667 to 1605, when the Transylvanians invaded Austrio-Hungary and drove the few survivors out. At each important period of his life, flashbacks show viewers the history Comenius discusses with Rembrandt, plus the trials and tribulation in Comenius' private life.

Vieles hat sich verändert für die Rot-Weißen Futsalspieler der Bundesligamannschaft. Das sehr attraktive, aber auch oft überdimensionierte CASTELLO Düsseldorf wird nur noch 3x in dieser Saison angesteuert. Trainiert wird in der Comenius Halle in Oberkassel und gespielt auch. 6 der 9 Vorrundenheimspiele trägt die Fortuna in der modernen und atmosphärischen Sporthalle aus. Die SG ART Giants Düsseldorf sind im Thema! Wir nehmen uns am Rande des letzten Pre-Season Testspieles gegen die TS Woltmershausen aus Bremen eine Auszeit mit Chefcoach Rassi, den Neuzugängen Marko Hudacêk und Jakub Reznicek sowie mit Haudegen und freiwillig emeritierten deutschen Futsalnationalspieler Michel Schnitzerling, der seinem Leben mal eine Spitzkehre gegönnt hat. Respekt! Coach Rassi gibt sich wie immer analytisch und Marko und Kuba (Jakub) wissen nach 60 Tagen Düsseldorf was das Schönste hier in der Landeshauptstadt am Vater Rhein ist. Nicht anhören ist nicht zu empfehlen! Du möchtest deinen Podcast auch kostenlos hosten und damit Geld verdienen? Dann schaue auf www.kostenlos-hosten.de und informiere dich. Dort erhältst du alle Informationen zu unseren kostenlosen Podcast-Hosting-Angeboten.

Vieles hat sich verändert für die Rot-Weißen Futsalspieler der Bundesligamannschaft. Das sehr attraktive, aber auch oft überdimensionierte CASTELLO Düsseldorf wird nur noch 3x in dieser Saison angesteuert. Trainiert wird in der Comenius Halle in Oberkassel und gespielt auch. 6 der 9 Vorrundenheimspiele trägt die Fortuna in der modernen und atmosphärischen Sporthalle aus. Die SG ART Giants Düsseldorf sind im Thema! Wir nehmen uns am Rande des letzten Pre-Season Testspieles gegen die TS Woltmershausen aus Bremen eine Auszeit mit Chefcoach Rassi, den Neuzugängen Marko Hudacêk und Jakub Reznicek und Haudegen und freiwillig emeritierter deutscher Futsalnationalspieler Michel Schnitzerling, der seinem Leben mal eine Spitzkehre gegönnt hat. Respekt! Coach Rassi gibt sich wie immer analytisch und Marko und Kuba (Jakub) wissen nach 60 Tagen Düsseldorf was das Schönste hier in der Landeshauptstadt am Vater Rhein ist. Nicht anhören ist nicht zu empfehlen! Du möchtest deinen Podcast auch kostenlos hosten und damit Geld verdienen? Dann schaue auf www.kostenlos-hosten.de und informiere dich. Dort erhältst du alle Informationen zu unseren kostenlosen Podcast-Hosting-Angeboten.

Back in episode 127, I introduced you to a remarkable man that history has forgotten, his name was Jan Amos Comenius. Comenius lived in the tumultuous 17th century. He was truly a renaissance man: theologian, educator, pastor, political advisor, and philosopher. In this two part interview, we meet author, Tim Price, who has updated the English translation of Comenius' masterpiece, “Labyrinth of the World.” This is part two.You can purchase “Labyrinth of the World” online at: https://www.labyrinthoftheworld.com/

Back in episode 127, I introduced you to a remarkable man that history has forgotten, his name was Jan Amos Comenius. Comenius lived in the tumultuous 17th century. He was truly a renaissance man: theologian, educator, pastor, political advisor, and philosopher. In this two part interview, we meet author, Tim Price, who has updated the English translation of Comenius' masterpiece, “Labyrinth of the World.” This is part one.You can purchase “Labyrinth of the World” online at: https://www.labyrinthoftheworld.com/

Melvyn Bragg and guests discuss the Czech educator Jan Amos Komenský (1592-1670) known throughout Europe in his lifetime under the Latin version of his name, Comenius. A Protestant and member of the Unity of Brethren, he lived much of his life in exile, expelled from his homeland under the Catholic Counter-Reformation, and he wanted to address the deep antagonisms underlying the wars that were devastating Europe especially The Thirty Years War (1618-1648). A major part of his plan was Universal Education, in which everyone could learn about everything, and better understand each other and so tolerate their religious differences and live side by side. His ideas were to have a lasting influence on education, even though the peace that followed the Thirty Years War only entrenched the changes in his homeland that made his life there impossible. The image above is from a portrait of Comenius by Jürgen Ovens, 1650 - 1670, painted while he was living in Amsterdam and held in the Rikjsmuseum With Vladimir Urbanek Senior Researcher in the Department of Comenius Studies and Early Modern Intellectual History at the Institute of Philosophy of the Czech Academy of Sciences Suzanna Ivanic Lecturer in Early Modern European History at the University of Kent And Howard Hotson Professor of Early Modern Intellectual History at the University of Oxford and Fellow of St Anne's College Producer: Simon Tillotson

Melvyn Bragg and guests discuss the Czech educator Jan Amos Komenský (1592-1670) known throughout Europe in his lifetime under the Latin version of his name, Comenius. A Protestant and member of the Unity of Brethren, he lived much of his life in exile, expelled from his homeland under the Catholic Counter-Reformation, and he wanted to address the deep antagonisms underlying the wars that were devastating Europe especially The Thirty Years War (1618-1648). A major part of his plan was Universal Education, in which everyone could learn about everything, and better understand each other and so tolerate their religious differences and live side by side. His ideas were to have a lasting influence on education, even though the peace that followed the Thirty Years War only entrenched the changes in his homeland that made his life there impossible. The image above is from a portrait of Comenius by Jürgen Ovens, 1650 - 1670, painted while he was living in Amsterdam and held in the Rikjsmuseum With Vladimir Urbanek Senior Researcher in the Department of Comenius Studies and Early Modern Intellectual History at the Institute of Philosophy of the Czech Academy of Sciences Suzanna Ivanic Lecturer in Early Modern European History at the University of Kent And Howard Hotson Professor of Early Modern Intellectual History at the University of Oxford and Fellow of St Anne's College Producer: Simon Tillotson

Melvyn Bragg and guests discuss the Czech educator Jan Amos Komenský (1592-1670) known throughout Europe in his lifetime under the Latin version of his name, Comenius. A Protestant and member of the Unity of Brethren, he lived much of his life in exile, expelled from his homeland under the Catholic Counter-Reformation, and he wanted to address the deep antagonisms underlying the wars that were devastating Europe especially The Thirty Years War (1618-1648). A major part of his plan was Universal Education, in which everyone could learn about everything, and better understand each other and so tolerate their religious differences and live side by side. His ideas were to have a lasting influence on education, even though the peace that followed the Thirty Years War only entrenched the changes in his homeland that made his life there impossible. The image above is from a portrait of Comenius by Jürgen Ovens, 1650 - 1670, painted while he was living in Amsterdam and held in the Rikjsmuseum With Vladimir Urbanek Senior Researcher in the Department of Comenius Studies and Early Modern Intellectual History at the Institute of Philosophy of the Czech Academy of Sciences Suzanna Ivanic Lecturer in Early Modern European History at the University of Kent And Howard Hotson Professor of Early Modern Intellectual History at the University of Oxford and Fellow of St Anne's College Producer: Simon Tillotson

Melvyn Bragg and guests discuss the Czech educator Jan Amos Komenský (1592-1670) known throughout Europe in his lifetime under the Latin version of his name, Comenius. A Protestant and member of the Unity of Brethren, he lived much of his life in exile, expelled from his homeland under the Catholic Counter-Reformation, and he wanted to address the deep antagonisms underlying the wars that were devastating Europe especially The Thirty Years War (1618-1648). A major part of his plan was Universal Education, in which everyone could learn about everything, and better understand each other and so tolerate their religious differences and live side by side. His ideas were to have a lasting influence on education, even though the peace that followed the Thirty Years War only entrenched the changes in his homeland that made his life there impossible. The image above is from a portrait of Comenius by Jürgen Ovens, 1650 - 1670, painted while he was living in Amsterdam and held in the Rikjsmuseum With Vladimir Urbanek Senior Researcher in the Department of Comenius Studies and Early Modern Intellectual History at the Institute of Philosophy of the Czech Academy of Sciences Suzanna Ivanic Lecturer in Early Modern European History at the University of Kent And Howard Hotson Professor of Early Modern Intellectual History at the University of Oxford and Fellow of St Anne's College Producer: Simon Tillotson

Timothy L. Price discusses his new edition of the 17th-century text, The Labyrinth of the World and The Paradise of the Heart, by John Amos Comenius.

Juan Amós Comenius fue un filósofo, pedagogo y teólogo protestante que desarrolló su labor principalmente en el Margraviato de Moravia. Además fue un obispo de la Hermandad de Bohemia. SÍGUENOS Sitio web: http://biteproject.com​​​ Twitter: https://twitter.com/biteproject​​​ Podcast: https://anchor.fm/biteproject Instagram: https://www.instagram.com/biteproject/ Facebook: https://www.facebook.com/biteproject/​​​ CRÉDITOS Conductor: Giovanny Gómez Pérez. Artículo original: Ximena Prado Dagnino. Adaptación del guión: Álvaro Dávalos. Edición del audio: Alejandra Narváez. Música: Envato Elements.

L'oeuvre de Charles Beaudelaire traduite par Lubomir Feldek, reportage de la présentation. 420 années se sont écoulées depuis la naissance de Comenius.

These days we commemorate a very sad anniversary. On March 25, 1942, exactly 80 years ago, the first Jewish transport to the Auschwitz concentration camp took off from the train station in the northern Slovak town of Poprad. The train carried almost one thousand young Jewish women. Edita Grosman was one of them. Her story, together with the stories of other Jewish girls from Slovakia, was depicted in a book written by Heather Dune Macadam. In the following minutes, we will hear both of them speak about this anniversary in an archive recording. But before we delve into this horrific part of our history, we will stay in, for some, horrific present, which is also connected to a war conflict. We speak to Alexy, who is a Comenius University student, currently helping his compatriots arriving to Slovakia.

Another listener requested episode for you this week! Mindy & Rachel think there is one educational tool that brings the biggest bang for your buck and … it's FREE! Aubree asked for us to delve into narration and we were happy to oblige! 1:45 Homeschooling Moment of the Week: Mindy (PL knowing where Ukraine is and discussing current events) 2:00 S2E30 How to Reboot Your Day 3:30 HSMotW: Rachel (learning where Ukraine is having conversations about current events) 4:40 Topic Talk: Narration 5:05 Definition of narration 6:24 Use at any age 6:32 History of use in education 7:15 Why it is useful 8:00 How to do it 9:17 Use in special education, calling it narrative instruction 14:00 Charlotte Mason's goals 14:11 John Locke's goals 14:20 Comenius' goals 15:07 The hardest part of narration for Mindy 15:52 The hardest part of narration for Rachel 16:32 Wild Kratts 19:08 It's a gateway to conversations 19:22 Ways kids can do their narration 21:00 How to start 23:15 The more you do it, the more you benefit 27:04 Have your kids narrate where you left off in the read aloud before you start 29:03 Make It Personal: Far Bookend (have our high schoolers narrate and get a pass on writing) 29:47 Make It Personal: Near Bookend (make a commitment this week to do it once a day) 30:37 View from the (Near) Bookend: narration journals as a part of family life Bookend Homeschoolers on IG Mindy at gratefulforgrace on IG Rachel at colemountainhomeschool on IG

Met vandaag: Het laatste nieuws uit Kiev | De Russische protestbeweging | Ko Colijn wint Comenius oeuvreprijs | Kunstenaar maakt Tepelvaas | Esther Vergeer over de Paralympische Spelen. Presentatie: Sheila Sitalsing.

Bulletin d'actualités. Le folklore slovaque, c'est sexy. Le folklore séduit les jeunes Slovaques. Pour le Premier ministre slovaque, s'intéresser au folklore serait meme redevenu « sexy » pour la jeune génération. On revient sur cette renaissance, car oui, le folklore c'est tendance. Us et coutumes, vie quotidienne : un mariage belgo-slovaque a Orava. Benjamin Bossaert aime aussi les traditions. Ce jeune Belge enseigne le néerlandais a l'université Comenius de Bratislava. Il vient de se marier a Orava avec une ravissante Slovaque. Radio Slovaquie Internationale vous invite a la noce.

Welcome to the Educational Renaissance podcast, where we promote a rebirth of ancient wisdom for the modern era. We seek to inspire educators by fusing the best of modern research with the insights of the great philosophers of education. Join us in the great conversation and share with a friend or colleague to keep the renaissance spreading. In today's episode, Jason continues his expansion on his history of narration series by bringing in his reflections on Comenius's Analytical Didactic book in addition to the first book, The Great Didactic. Music: https://www.bensound.com/royalty-free-music

Welcome to the Educational Renaissance podcast, where we promote a rebirth of ancient wisdom for the modern era. We seek to inspire educators by fusing the best of modern research with the insights of the great philosophers of education. Join us in the great conversation and share with a friend or colleague to keep the renaissance spreading. In today's episode, Jason expands on his history of narration series by bringing in his reflections on Comenius's Analytical Didactic book in addition to the first book, The Great Didactic. Jason discusses what it means to seek a method of instruction where teachers teach less, but learners learn more. Music: https://www.bensound.com/royalty-free-music