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A growing focus on God’s mercy and forgiveness emerged in the wake of the recent Pontificates of John Paul II, Benedict XVI, and Francis. Our time with its multiple crises cries for healing, forgiveness, and the experience of God’s mercy. In social, political, and global terms, humanity craves for “lasting peace, born of the marriage of justice and mercy” (John Paul II, 2001, no. 15). The experience of God’s forgiveness, merciful healing and new life has been expressed many times in the Bible. But, theologically, it has never been formulated as directly as in Hosea 11:8, when God’s own heart becomes “turned over”, “converted” following the blaze of his own overwhelming compassion, paving the way for a fundamental spiritual transformation, rooted in forgiveness and mercy, that opens wellsprings of dignity, healing, and new life for all.
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Higher Education in Macau has been benefiting from a multi-layered institutional environment under China’s One-Country-Two-Systems. This presentation introduces research and education policies and practices of Macau universities under China’s national plan of the Greater Bay Area development. It aims to demonstrate and analyze how higher education actors collaborate with local and regional governments and industrial sectors in human capital formation and research innovations.
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Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.
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Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
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