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The reflection process “not only leads to deeper and more effective learning, but also it by lecturing for 20 minutes and drawing with colored markers on the board. Research Council, ); a companion volume, How People Learn: Bridging . For example, physics students who have learned to apply Newton's second.
Table of contents
But Daniel resolved not to defile himself, and refused the royal food and wine, thriving instead on vegetables and water. God gave them knowledge and skill, and to Daniel he gave insight into visions and dreams, and when the three years of training were completed none were found to compare with them in wisdom and understanding. The Book of Daniel originated as a collection of folktales among the Jewish community in Babylon and Mesopotamia in the Persian and early Hellenistic periods 5th to 3rd centuries BCE , before being expanded in the Maccabean era mid-2nd century by the addition of the visions in chapters Daniel 1 serves as an introduction to the book, showing how God continues to move throughout history when men seem to have failed i.
However, the visions of chapters are in Hebrew, as is the introduction, chapter 1. The Book of Daniel is an apocalypse , a literary genre in which a heavenly reality is revealed to a human recipient; such works are characterized by visions, symbolism, an angelic interpreter, and an emphasis on end-time events. He refused to learn the wisdom of the Babylonian magicians and thus surpassed them, because his God is the true source of knowledge. The book is also an eschatology , meaning a divine revelation concerning the end of the present age, a moment in which God will intervene in history to usher in the final kingdom.
The overall theme of the Book of Daniel is God's sovereignty over history, [2] and the theme of the tales in chapters is that God is sovereign over all earthly kings. According to the opening verses of Daniel 1 the hero's captivity began when Nebuchadnezzar besieged Jerusalem in the third year of King Jehoiakim BCE , but it is difficult to harmonise these verses with known history:.
Daniel's story ends with his final vision in the third year of Cyrus Daniel - chapters 11 and 12 of the book are the continuation of the same final vision. There has been much scholarly discussion of the reasons for Daniel's refusal of the king's ration. The explanation perhaps most commonly found is that Daniel and his friends wished to avoid breaking the Jewish religious laws regarding ritual slaughter the kosher laws ; [18] alternatively, they may have wished to avoid meat and wine as these, unlike vegetables and water, were regularly used in offerings to gods in this case, the gods of Babylon.
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In either case, the theological point being made is that the Jewish youths are remaining loyal to the God of Israel while still serving the foreign king. The portrayal of Daniel and his companions as noble and educated youths may reflect the circle of the book's authors: the Jewish youths serve a foreign king while remaining true to the Jewish law.
From Wikipedia, the free encyclopedia. Daniel refusing to eat at the King's table, early s Bible illustration. Bandstra, Barry L.
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Wadsworth Publishing Company. Beckwith, Carl L. Ezekiel, Daniel. IVP Academic. Boyer, Paul S. Harvard University Press. Brettler, Mark Zvi How To Read the Bible.
Daniel 1 - Wikipedia
Jewish Publication Society. Carroll, John T. Eerdmans Dictionary of the Bible. Cohn, Shaye J. From the Maccabees to the Mishnah. Westminster John Knox Press. Collins, John J. Daniel: With an Introduction to Apocalyptic Literature. In Collins, John J. The Book of Daniel: Composition and Reception. The Continuum History of Apocalypticism.
Coogan, Michael A Brief Introduction to the Old Testament. Oxford: Oxford University Press. Crawford, Sidnie White Davidson, Robert In Metzger, Bruce M. The Oxford Companion to the Bible. Oxford University Press.
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Davies, Philip R. Davies, Philip In Rogerson, J. The Oxford Handbook of Biblical Studies. Oxford Handbooks Online.
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DeChant, Dell In Neusner, Jacob ed. World Religions in America: An Introduction. Doukhan, Jacques Secrets of Daniel: wisdom and dreams of a Jewish prince in exile. Review and Herald Pub Assoc. Dunn, James D. Froom, Le Roy Edwin The Review and Herald Publishing Association. Archived from the original on Retrieved Gallagher, Eugene V. In Wessinger, Catherine ed. The Oxford Handbook of Millennialism. Goldingay, John J. Grabbe, Lester L. Hammer, Raymond The Book of Daniel. Cambridge University Press.
Harrington, Daniel J. Invitation to the Apocrypha. Hill, Andrew E. The Expositor's Bible Commentary. Hill, Charles E. As a wrap-up, students apply and reflect on what they have learned from the activity by answering a series of questions about changes in minerals and the composition of the magma at various stages, the reasons why certain transformations occur, and which aspects of the simulation are realistic and which are not.
They apply their understanding of magma differentiation by crystal fractionation to predict what would happen if certain circumstances were changed and to determine the approximate volume of basaltic magmas needed to produce the lavas of the Yellowstone Plateau. Following is a summary of general findings about learning with the greatest relevance to undergraduate science and engineering education. Learners do not come to a new topic knowing nothing, particularly by the time they are undergraduates.
Learners of all ages possess understandings, skills, and beliefs that significantly influence how they remember, reason, solve problems, and acquire new knowledge. Prior knowledge can either facilitate or interfere with new learning. But when students have misconceptions—ideas, beliefs, and understandings that differ from accepted scientific and engineering explanations—they may have difficulty integrating new knowledge with their inaccurate notions.
Misconceptions can persist through the undergraduate years, even when students have been taught accurate explanations in their earlier science classes. In your own courses, you may have encountered students who cling to misconceptions like these: Individuals can evolve during a single lifespan. Chemical bonds store energy that is used to make them. As discussed later in this chapter, DBER has identified prevalent misconceptions in specific science and engineering disciplines.
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Learning is not simply the accrual of information; rather, it involves a process of conceptual reorganization. The brain actively seeks to make sense of new knowledge by connecting it with prior knowledge and experience. Constructing new knowledge is easier when a student has a strong foundation of sufficient, well-organized, and accurate knowledge on which to build.
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In this case, instructors will need to address inaccurate or incomplete preconceptions and guide students in reorganizing their thinking in more fruitful ways, as discussed later in this chapter. A related idea from research on cognition emphasizes that meaningful learning occurs when students select, organize, and integrate information, either independently or in groups, and take control of their own learning National Research Council, , This view of a student as an active constructor of knowledge does not mean that instructors should never tell students anything directly.
The work of a science or engineering instructor might be seen as a process of moving students from novice toward more expert-like understanding in a discipline. Undergraduates cannot be expected to develop the expertise that it has taken you, as a professional, many years of dedicated practice to attain. Your goal, then, is to help move students farther along this continuum.
Instructors sometimes have difficulty with this process because of blind spots—for instance, they fail to see that a step in problem solving that is automatic to them as an expert may be a substantial challenge for novices. Research provides insights about differences between how novices and experts think and perform. Acquiring a rich body of knowledge in a discipline is a necessary starting point for developing expertise. To become an expert, one must spend enough time studying and working in a discipline to master its content. The more one knows about a subject, the easier it is to learn still more.
But expertise consists of more than just knowing an impressive array of facts. Experts also know when and how to apply particular. This depth and organization of knowledge enables experts to notice patterns, relationships, and discrepancies that elude novices. It allows them to quickly identify the relevant aspects of a complex problem or situation, make inferences, and draw conclusions. Meaningful learning occurs when students select, organize, and integrate information, either independently or in groups, and take control of their own learning.
The knowledge that novices possess, by contrast, is often disconnected, unorganized, and therefore less usable. Novices do not always connect the relevant knowledge they do have to new tasks. And they may focus on aspects of a problem, such as superficial details, that make it more difficult rather than easier to solve. Thus, while students need to acquire a foundation of knowledge in a discipline, this is not enough to become competent. Students also need to be able to affix their knowledge to a coherent mental framework.