Bishop Grosseteste University

About: Bishop Grosseteste University is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Higher education & Teacher education. The organization has 148 authors who have published 269 publications receiving 2702 citations. The organization is also known as: Bishop Grosseteste College & Lincoln Diocesan Training School for Mistresses.

Exploring a Formal Model of Discipleship in Higher Education: Case Studies

Abstract: The basis of this paper is a study that examines the experiences of a group of participants who followed the Exploring Faith programme developed in the Diocese of Bangor; the unique feature of this course is that it is linked with and leads to a higher educational qualification, the BA in Theology for Discipleship and Ministry at Glyndŵr University. This paper presents a picture of the experiences of three individuals who completed the programme; two of whom emerged with the full degree and one with the Diploma. Two are now clergy and one remains in the ranks of the laity but is an active member in a developing Ministry Area. The research instrument employed to elicit the data was a semi-structured interview. The interviews reveal that the participants have a confidence in expressing their faith, a clear view of their journey of faith and of the vocation they are following and insights into lay theological education both for themselves and for others in church.

Ongoing policy reform in thailand’s initial teacher education curriculum: incomplete policy borrow

Abstract: This article reports on a review of Initial Teacher Education in Thailand’s Rajabhat universities conducted in 2016/17 and the subsequent national initial teacher education curriculum reform drawing on the review’s findings and recommendations. The research was conducted in three interconnected phases. The first included a review of secondary data made available by the sample Rajabhat universities (n=5) and the Thai Ministry of Education. Phase two included a period of fieldwork in Thailand during which the research team collected data from officers of the Ministry of Education (n=6), university senior managers (n=38), initial teacher education course leaders and academic staff (n=54) and student teachers’ (n~125). During the final phase of the research the research team liaised with a series of Thai stakeholders (e.g. the Teachers’ Council of Thailand) to confirm maters of accuracy and disentangle local custom and practice from national policy. A key recommendation of the research was to consider reducing the length of the undergraduate route into teaching and ensure trainee teachers spent time in school in each on the four years of their course. Since the report policy changes have been implemented across Thailand’s initial teacher education landscape including the recommended reduction in initial teacher education course length from five to four years in March 2019.

The Eirenicon and the ‘Primitive Episcopacy’ of James Ussher: An Irish Panacea For Britannia's Ailment

Abstract: James Ussher, Primate of the Church of Ireland (as Archbishop of Armagh), arrived in England in the early 1640s, a time when the country was in political turmoil. Scots and significant sections of English society were campaigning for the abolition of the episcopacy. During this turmoil Ussher proposed a scheme of limited episcopacy that came to be known by the keyword: the Eirenicon. This scheme offered to keep the bishops but in a form that made them answerable to a team of Presbyters. The Eirenicon failed and Ussher embarked on a literary campaign that defended the divine institution of episcopacy. This move has long been regarded as a U-turn. This paper will argue that rather than there being a change of mind, the Eirenicon and the pro-episcopal writings of Ussher should be seen as a whole, offering a compromise form of ‘primitive episcopacy’.

Woundedness and the Learning Child‐Spirit—Ontology and Epistemology of a Therapeutic Education

Abstract: Spiritual education, at its best, fosters growth and helps the individual to search for meaning. These processes are by no means painless for the learner: either by ignoring the search, or by engaging in it, s/he may experience frustration, loss, confusion, sadness, anger. The argument will be that we can summarize these painful experiences and name them as woundedness. From a reading ofjungian analysis, religious classics and our own experience, we can see woundedness as a fundamental characteristic of all learners, by virtue of their humanity, but especially children. The child, as a learning spirit, can be understood to be wounded; the process of spiritual education can be understood therapeuti‐cally, knowledge can be understood as self‐recovery. In this understanding, spiritual education is not therapy in itself, but can be metaphorically understood as such, and can have some therapeutic effects. Some complexities and weaknesses of this metaphor are considered towards the end, and its conside...

Achieving Inclusion by Targeting Children and Families in Hard to Reach Communities: Innovations From Cambodia and the Philippines

Abstract: Inclusion, like so many terms in education and child development, has diverse definitions and interpretations. Fortunately, inclusion is itself an inclusive term. In some countries, the term might be used to refer to the inclusion of students with special needs in school, family, and community life; in others, inclusive approaches are undertaken to ensure access to education by children from minority groups or those who are living in remote areas. In this article, the author discusses inclusion in terms of achieving universalization and equity in education. She uses case studies of non traditional early education delivery in Cambodia and the Philippines as examples of how nations and communities around the world can meet the need for inclusion in innovative ways, even in resource-constrained contexts.