Search for tag "SAT"
||The first Bahá’í of Paraguay, Maria Casati, of Formosa, Paraguay, becomes a Bahá’í in Buenos Aires.
|1974 25 Oct
||FUNDAEC (A Spanish acronym for Foundation for the Application and Teaching of the Sciences) is founded by a group of scientists and professionals led by Farzam Arbab, a renowned physicist who had arrived as a visiting professor to the University of Valle in 1970. The non-profit, non-governmental organization focuses on training and development in the rural areas of Colombia and other countries in Latin America. [FUNDAEC website]
- They would go on to establish SAT (Sistema de Aprendizaje Tutorial) which expanded across Latin America to reach more than 300,000 students, and become accredited and recognized by a number of governments.
The Brookings Institution, a major think tank in the United States, described SAT as "catalyzing an education revolution" by "transforming how education is conceptualized, designed, and delivered."
It does this by focusing on skills that are beyond the traditional academic skills, such as moral and character development, and it conceives of learning as something much broader.
The philosophy is one of nurturing socially minded young people who can support and sustain development in their own communities.
It bridges theory with practice by linking classroom work with practical projects, like encouraging students to learn mathematics and science in the context of growing vegetables or using their language abilities to start small study groups to promote literacy.
One difference between SAT and other widely accepted classroom models is the concept of "tutors." Teachers working with SAT are referred to as tutors, and their role is defined as guiding and facilitating the learning process, rather than only imparting information. The lack of hierarchy is "an important distinction", wrote Brookings, "as it creates a culture of mutual respect and trust between tutors and students". [BWN1155]
from the main catalogue
- Background and Centrality of Apophatic Theology in Bábí and Bahá'í Scripture, The, by Stephen Lambden, in Revisioning the Sacred: New Perspectives on a Bahá'í Theology, Studies in the Babi and Baha'i Religions vol. 8 (1997). History of the theological position of the incomprehensibility-unknowability of God in past major Abrahamic religions and its importance and significance for contemporary Bahá'ís. [about]
- Celestial Burning, A: A Selective Study of the Writings of Shoghi Effendi, by Jack McLean (2012). Style, content, and context of World Order of Baha'u'llah and Dispensation of Baha'u'llah: part of chapter 1 of this lengthy analysis of the work of Shoghi Effendi (pages 1-71), offered as a sample. [about]
- Dispensation of Baha'u'llah: Study Guide, by Soroush Shakib (2000). Short study questions, some by Morten Bergsmo, for each paragraph of this document. [about]
- Explanation of a Zoroastrian Prophecy: Length of the "Bahá'í Cycle", by Karl Weaver (2017). Review of certain concepts in Judaism, Christianity, Islam, ancient astrology, and modern astronomical findings to shed light on Abdu'l-Baha's interpretation of a prophecy by Zoroaster about the sun being brought to a standstill. [about]
- Keys to the Proper Understanding of Islam in The Dispensation of Baha'u'llah, by Brian Wittman, in Lights of Irfan, 2 (2001). [about]
- Obedience: Conscience and Dissent in the Bahai Faith, by Brendan Cook (2006). An outsider's perspective on the possible conflict between an individual's conscience and obedience to a higher authority, cast in the form of a dialogue. [about]
- Scriptures of Previous Dispensations, by Bahá'u'lláh and Abdu'l-Bahá (1981). Excerpts on what writings constitute the holy scriptures of previous Dispensations. [about]
- Shoghi Effendi's The Dispensation of Bahá'u'lláh: A Theology of the Word, by Jack McLean, in Lights of Irfan, Volume 9 (2008). [about]