Review of "As the spirit moves us: Embracing spirituality in the postsecondary experience"
Notice bibliographique
Résumé
Hendrix, K. G., & Hamlet, J. D. (Eds.). (2009). As the spirit moves us: Embracing spirituality in the postsecondary experience. San Francisco: Jossey-Bass. Pages: 102. Price: 32.00 CAD (paper).As the spirit moves us: Embracing spirituality in the postsecondary experience, edited by Katherine Grace Hendrix and Janice D. Hamlet, is a compilation of nine autoethnographic narratives written by professors and administrators of higher education. Autoehnography is a qualitative method of inquiry; autoethnographers write introspective, first-person accounts about their personal experiences within society. They ask their readers to feel the truth of their stories and to become co-participants, thereby engaging the storyline morally, emotionally, aesthetically, and intellectually (p. 5). The autoethnograhic accounts in this book centre around spirituality in the context of higher education. The text is divided into three sections: spirituality as a way of being in the world, spirituality as self-discovery and insight, and spirituality as strength to endure.The first section of the text is comprised of autoethnographies related to spirituality as a way of being in the world. The editors begin with a short introductory chapter that defines spirituality, explains autoethnography, and describes the book's organization. In the second chapter, E. James Baesler discusses his prayer life after his promotion from assistant professor to associate professor. He describes his feelings after tenure and how a spiritual awakening led him to incorporate contemplative prayer into his life. He discusses his triumphs researching topics related to prayer and his struggles implementing courses about prayer. Finally, Baesler reflects on how prayer alleviates the anxiety he feels before teaching a new semester and how prayer has positively influenced his teaching. The chapter provides encouragement and practical advice for the religious educator, but little for the secular educator.In the third chapter, Patrice M. Buzzanell discusses spiritual mentoring, a relational way of mentoring that transcends the usual career, psychosocial support, and role-modeling activities to embrace the whole person (p. 18). She posits that the spiritual values of compassion, humility, and simplicity can enhance the mentor-mentee relationship. According to Buzzanell, spiritual mentoring in higher education occurs when mentors provide opportunities for students' growth, participate in spontaneous mentoring, and continue their own personal development. The chapter enhances the concept of traditional mentoring, but would have benefited from more concrete examples.In the fourth chapter, Janice D. Hamlet discusses how her African-American culture and spirituality influence her teaching of an intercultural communication course. Characteristic of the autoethnographic approach, Hamlet's reflections are detailed and personal; however, the chapter leaves the reader wishing for more insight to supplement the comprehensive observations.The next section of the text is made up of three chapters related to the theme of spirituality as self-discovery and insight. Bradford J Hall explores how the concepts of serendipity and stewardship can promote spirituality in the secular classroom. Hall provides examples of unexpected discoveries in the classroom and describes activities that produce serendipity. He stresses that serendipity is not simply a teaching strategy: it is an attitude of openness that resists static conceptions of knowledge and pedagogy (p. 39). Hall also defines three perspectives toward the classroom: the rentership approach, which views classroom teaching as a necessary duty to achieve better things such as carrying out research; the ownership approach, which views courses as personal property and learning that is very controlled; and the stewardship approach, which involves trust, responsibility, and accountability. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,005 | 0,012 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».