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Full-Text Articles in Humane Education
Compassion Development In Higher Education, Roxanne Rashedi, Thomas G. Plante, Erin S. Callister
Compassion Development In Higher Education, Roxanne Rashedi, Thomas G. Plante, Erin S. Callister
Psychology
Many schools of psychology and religious studies intend to promote the cultivation of compassion. Compassion is currently an integral area of study in psychology, religious studies, and higher education, specifically in faith-based higher education. While secular universities in the United States strive to generate disciplinary-based knowledge through scholarship, their ability to promote students' use of the information they are learning to create positive social change has typically lagged. Conscious of the magnitude of today's global issues and dissatisfied with the current disparity between the world's reality and university curricula, scholars have begun to re-imagine the role of higher education in …
Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?", Thomas Plante
Psychology
In "The study of science in Catholic higher education in the United States: A modern nuisance?", Fr. Cunningham offers a thoughtful and engaging commentary on the history and state of science education in Catholic universities in the United States, carefully weaving history, science, and even politics in a seamless and multilayered manner. But before offering reflections on what he said in his paper, I'd like to make a few comments on who he is which, at the end of the day, might be actually more important.
The Impact Of College Student Immersion Service Learning Trips On Coping With Stress And Vocational Identity, Brad A. Mills, Richard B. Bersamina, Thomas G. Plante
The Impact Of College Student Immersion Service Learning Trips On Coping With Stress And Vocational Identity, Brad A. Mills, Richard B. Bersamina, Thomas G. Plante
Psychology
This study examined the impact of service learning immersion trips on vocational identity and coping with stress among college students. Fifty-one students (15 males, 36 females) who participated in immersion trips and 76 students (25 males, 51 females) in a non-immersion control group completed a series of questionnaires directly before and immediately after both fall and spring break immersion trips, and during a four-month follow up. Results suggest that, after returning from an immersion trip, students report a greater ability to cope with stress and a somewhat stronger sense of vocational identity relative to students who do not participate in …