Enhancing the agency of the listener: introducing reception theory in a lecture

The ‘immunized integration’ of Religious-Zionists within Israeli society: the pre-military academy as an institutional model

“…In a similar vein, a researcher with the Molad Center for the Renewal of Israeli Democracy has warned of 'the new agenda of the Religious-Zionist leadership', which is poised to 'conquer [the state] from within', leading to 'the end of the State of Israel in its classical Zionist form' (Ben-Sasson, 2015). A methodological study of these texts shows that they are based on the 'top-down' discourse adopted by the Religious-Zionist leadership, without any investigation of the reception afforded this discourse 'from below' (Smyth, 2009) and the degree to which it is internalized and expressed as concrete behavior -i.e., its transformation into the identity of a praxis community (Wenger, 1998). Rabbis are quoted without consideration for the broader context and the fact that within the Religious-Zionist community their defensive discourse serves internal communal needs.…”

‘Shared intelligibility’ and two reflexive strategies as methods of supporting ‘responsible decisions’ in a hermeneutic phenomenological study

“…As such, in recent years, the potential for this approach has been recognized as going beyond the field of literature, most notably in theological studies about what influences often diverse interpretations of religious texts (for example, Parris, 2009) and media studies, particularly about the influence of audience contexts on film, theatre and media interpretations (for example, Hall, 2012;Lewis & Johnson, 2017). More recently, educationalists have facilitated students' awareness of this approach to enhance their critical thinking skills and reflexivity regarding the learning process (for example, Smyth, 2009). Even the field of architecture has acknowledged its possibilities in contributing to the debate about the relationship societies and individuals have with buildings and structures -for example, over time, or as part of the everyday landscape and everyday life (for example, Gough, 2013).…”

Prospective Teachers’ Perception of Engagement in Active Learning Through Peer Teaching and Peer Assessment

“…The term 'active learning' is often used in opposition to 'passive learning' (Murray & Brightman, 1996). Active learning process assists learners to engage in studies and it has a positive and lasting impact on learning (Hur & Suh, 2012;Smyth, 2009;Stephen, 2006). Active learning environments are enormously used to engage students and enhance their learning (Bilda, Candy, & Edmonds, 2007;Bork, 2000;Liang & Sedig, 2009).…”

“…Good teachers continually search for ways to engage students actively in the learning (Jardine, 1997). Active learning needs to be used frequently (Smyth, 2009;Wolfe, 2006).…”