Many of us try to read wrong
The right way to read is much like the way we "read" the newspaper or a magazine!At this stage you should be able to write a brief summary of the chapter - yes, just like you did for the book earlier.
a narrow fronted corner shop on Sandringham Road. The menu is as narrow as the shop-front...Then:
Today the Eggs Royale (chosen without peeking at the first review - I am SO consistent, about some things!) still come with a potato croquette (alias hash brown) but sadly it was soggy not crisp and the spicy fragrance was heavy handed, worse the eggs and smoked salmon were accompanied by a hefty dose of strong basil and pine nut pesto. I managed to leave most of mine, but the first taste had done its worst to tie my tastebuds into a hammer lock, unready to appreciate the delicacy of eggs and salmon. Though that may have been as well, since the salmon though once cold smoked was cooked through waiting for the eggs to solidify.Someone should tell the kitchen firmly that basil pesto does not enhance delicate flavours like smoked salmon!My Eggs Royale (poached on toasted bread, with spinach and smoked salmon) came with a "hash brown" actually a mashed potato croquette - but the mash was fresh and lightly spiced (corriander and cumin I think) the frying crisped the outside nicely. Yum.
[u]niversities do not treat the publishing function as an important, mission-centric endeavor. Publishing generally receives little attention from senior leadership at universities and the result has been a scholarly publishing industry that many in the university community find to be increasingly out of step with the important values of the academy.My take on the first point is that Universities (on the whole with a few, largely historic exceptions) have found presses to be good money-losing opportunities, and have failed to notice that "scaling back" their activity risks stultifying the whole academic scene through the commercialisation of academic publishing. I think my second point comments closely on their final careful phrase!
In the past decade, the range and importance of the latter has been dramatically expanded by information technology, as scholars increasingly turn to preprint servers, blogs, listservs, and institutional repositories, to share their work, ideas, data, opinions, and critiques. These forms of informal publication have become pervasive in the university and college environment. As scholars increasingly rely on these channels to share and find information, the boundaries between formal and informal publication will blur. These changes in the behavior of scholars will require changes in the approaches universities take to all kinds of publishing.In other words "take your heads out of the sand people, academic publishing is going through a revolution - whether you like it or not", and that for me is the key point, the revolution WILL happen, the only question is who will be left standing afterwards!
Publishing in the future will look very different than it has looked in the past. Consumption patterns have already changed dramatically, as many scholars have increasingly begun to rely on electronic resources to get information that is useful to their research and teaching. Transformation on the creation and production sides is taking longer, but ultimately may have an even more profound impact on the way scholars work. Publishers have made progress putting their legacy content online, especially with journals. We believe the next stage will be the creation of new formats made possible by digital technologies, ultimately allowing scholars to work in deeply integrated electronic research and publishing environments that will enable real-time dissemination, collaboration, dynamically-updated content, and usage of new media.
Administrators, librarians and presses each have a role to play (as do scholars, though this report is not directed at them).Yes, people, this brave new world may be digital and electronic and cool, but lets make sure that scholars do not get their inky hands on the levers of power or horror of horrors learn to take control of their own work. We administrators, along with senior librarians who have learned across the years to "speak our language" are better able to decide the future of academic publishing, so we must make sure scholars do not worry their pointy heads about it. They might rock the boat.... At least I think that's what this sentence means:
Their efforts should be closely and intelligently connected to their campuses’ academic programs and priorities in order to ensure their relevancy and institutional commitment.
Clearly defined student outcomes that focus on the development of the learner rather than content coverage (already a standard feature of instructional design).The trick is that we need:
Assessment tasks that encourage process rather than outcome, and that are flexible enough to permit reference to a variety of real world contexts. Linking students in with their real worlds as the context for theological and exegetical engagement (yes, already an established theme in general educational literature).Here, many of us already agree in principle, so this task is easier. But again, since we were not taught this way, we need help. It is so much easier to set an essay from the list that old Dr Brown used.
Shifting the classroom and meeting experience from didactic teaching first, conversation and dialogue supplemental to conversation and dialogue first, didactic teaching supplemental (this could be achieved with a national resource-based approach).From where I sit the key here is the little term "resource-based". The conversation thing is common, dialogue is present (not as often as we'd like, because hierarchical structures oppose it, but it occurs), but no way is current practice resource-based! This depends (I think) on the conversion mentioned above - if theological teachers really accepted that they teach students not subjects, people not content, really really believed that, then resourced-based teaching would be easy to encourage.
Viewing church history and established dogma as a resource, not as the subject. The subject is now, the student context, the today world. We do not need to reinvent; rather, we need to discover how we can make relevant. We must enter the future looking forwards, but still with a sense of continuing the Christian story and writing its current chapters in the context of what has been written before. To ignore theological tradition makes us ignorant and impoverished. To focus solely on it without reference to the current context makes us irrelevant and impotent.And maybe this is the way into the whole conversion...
We must design with an appreciation of the gradual development of the learner. Yes, level 5 study ought to be more structured and foundational. Yes, levels 6 and 7 should be far more open-ended and conversational. Wisdom must guide our pedagogies. Faith in the Spirit’s work in developing the learner must be apparent.Though, of course, this is the real key...
In some fields, we expect practitioners to have mastered a field of vitally-important facts. I do not care how my civil engineer feels about cement, steel, and roadHe notes the lack of consistency and clarity among people about the goals of theological education, and then writes:
surfaces; I care urgently that the overpass stays up while I drive over (or under) it.
For my part, I take the consequences of “untrue” theological practice as much more grievous than of, let's say, a very unpalatable, vacuous performance routine.AKMA's position on this is strikingly similar to what Nichthus' writes from a different part odf the theo-ecclessial spectrum:
It’s great to embrace post-modernism and to engage in ‘free-field’ thinking. But we must remember that those participating in such discussion must first have a reliable framework and point of reference. Particularly in theological education, we need to take careful steps to create boundaries for participants. There are some things in evangelical Christianity that we simply must take for granted in a modernistic sense. The resurrection and Lordship of Jesus. The authority of Scripture. Salvation by faith, expressed through works. There is a core cluster of landmarks that we must have in place before embarking on theological dialogue. Novices can drown in an open sea of conversation.I tend both to agree, and to dissagree! God knows (to quote Oscar Wilde out of context) I am with them in some things. And Mark's list looks about right. And yet... I wonder if even here the passion for truth needs to be preceded by a passion for people... Does conversation and dialogue even here precede understanding of why these truths (whatever list you or I hold as basic) are the ones and not others like them but different. The "why" is perhaps at least as important as the "what"!
Ruth,Thanks for the reply, I'd almost (after all this time) begun to think Maxim was not interested in discussion!
Even in the industries you mention it is not so much the information that is valuable as the knowledge of how and when to act on that information. Also the sort of case you cite depends on the information being scarce and under control. If all companies have access to the same information the information is of no value and only the knowledge or wisdom of when and how to act have value. Scarcity and control of information are precisely the areas where digitisation changes the information environment in which we operate!
Since I prefer to conduct such discussions in public I will post this reply (though not your message) to my blog - after all such public review is precisely one of the differences between the blog and old media!
42% of students have created a profile on a social networking site such as Facebook or MySpace, but just 15% of the employed and 2% of retired peopleand that
e-mail and internet messaging are still by far the most dominant means of online communication.But still,
There has been an enormous increase in the use of search engines such as Google to find information - with 57% mainly using search engines, compared with just 19% in 2005.
Only 16% of internet users have tried to set up a website for personal use - and the proportion is unchanged since the last survey in 2005.and
only one in 10 internet users have taken part in political activities online, such as signing an online petitionWhich suggested to the BBC sub-editors a heading:
No Web 2.0 - yetMaybe a better conclusion would be that what we currently have is Web 1.8 Beta ;-) Something that has the potential to be the start of a significant change, but which has still not been really tested, matured and made into a stable "product". That's why encouraging people to trial the Beta is so important, if we do not use it then we will be stuck with another product currently undergoing testing WebMax Web that serves the big corporations and media moguls where, at last, we are all reduced to consumers of what our "betters" think is trite enough to attract our feeble attentions long enough to pay...
if it might be better for me to read the words aloud. Let them wrap around me. What does the scansion tell me? Where does the stress fall naturally? Perhaps rhythm is more important than word order.Since biblical texts were written to be read, that is read aloud to an audience - not scanned more or less carefully with the eyes in a study, and since many of them may well have existed orally before being written at all, this question seems to me a no brainer. Never mind the syntax, get the mouth-feel first. Then analyse. (Since the Bible is an ancient text, separated from us in time, culture and by language, we MUST analyse.) Then, return to reading the text, and get the mouth-feel again informed by the analytical study.
The article refers to the Ithaca report “University Publishing in a Digital Age,” which has been sitting on my desktop for a few days gathering
...press editors freely admit that they routinely review submissions that deserve to be books, but that can’t be, for financial reasons.
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