skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

Showing posts with label Book Critique. Show all posts
Showing posts with label Book Critique. Show all posts

Book Critique: "Secret Societies of the Middle Ages – The Assassins" by Thomas Keightley

Book Critique, History, Literature, Secret Societies of the Middle Ages, The Assassins, Thomas Keightley 0 comments

 

Medieval Shield, Museu Militar, Lisbon, Portugal
Picture taken by Jonathan Acuña in 2020 

Book Critique:

"Secret Societies of the Middle Ages – The Assassins"

by Thomas Keightley


 

Abstract

Thomas Keightley's Secret Societies of the Middle Ages provides a thorough exploration of the Assassins, a secretive sect rooted in the Nizari Ismaili movement. Keightley presents a vivid historical account of the Assassins, emphasizing their strategic use of assassination to wield power in the medieval Islamic world. This essay contrasts Keightley’s nuanced portrayal with the modern reimagining of the Assassins in the popular video game series Assassin's Creed, where they are depicted as heroic figures fighting for freedom. The discussion highlights the differences between historical accuracy and popular reinterpretation, urging readers and gamers to appreciate the complexity of these figures through Keightley’s detailed narrative.

 

 

 

 

 

Resumen

Secret Societies of the Middle Ages de Thomas Keightley ofrece una exploración detallada de los Asesinos, una secta secreta arraigada en el movimiento Nizari Ismaili. Keightley presenta una vívida descripción histórica de los Asesinos, destacando su uso estratégico del asesinato para ejercer poder en el mundo islámico medieval. Este ensayo contrasta la representación matizada de Keightley con la reinterpretación moderna de los Asesinos en la popular serie de videojuegos Assassin's Creed, donde se les retrata como figuras heroicas que luchan por la libertad. La discusión subraya las diferencias entre la precisión histórica y la reinterpretación popular, instando a los lectores y jugadores a apreciar la complejidad de estos personajes a través de la narrativa detallada de Keightley.

 

 

 

 

 

Resumo

Secret Societies of the Middle Ages, de Thomas Keightley, oferece uma exploração detalhada dos Assassinos, uma seita secreta enraizada no movimento Nizari Ismaili. Keightley apresenta um relato histórico vívido dos Assassinos, destacando o uso estratégico do assassinato para exercer poder no mundo islâmico medieval. Este ensaio contrasta a representação detalhada de Keightley com a reinterpretação moderna dos Assassinos na popular série de videogames Assassin's Creed, onde eles são retratados como figuras heroicas que lutam pela liberdade. A discussão destaca as diferenças entre a precisão histórica e a reinterpretação popular, incentivando leitores e jogadores a apreciar a complexidade dessas figuras através da narrativa detalhada de Keightley.

 


Thomas Keightley's Secret Societies of the Middle Ages (1837) delves into the enigmatic world of clandestine groups that wielded power and influence in ways often hidden from the public eye. The first part of the book, The Assassins, stands out as a particularly intriguing exploration where the assassin’s pinnacle of success is not questioned. Understanding Thomas Keightley's forte lays in providing his readers the bare the history and myths surrounding this secretive sect that can be traced back in the history of Islam. Keightley paints a vivid picture of the Assassins, whose name has become synonymous with covert killings and political intrigue. But as the modern audience grapples with these historical narratives, the resurgence of the Assassin concept in popular culture, most notably in the video game series Assassin's Creed, offers a fascinating contrast to Keightley's meticulous historical account and the places where these historical characters had their lairs.

Keightley introduces the Assassins with a mix of historical rigor and narrative flair, beginning with their origins in the Nizari Ismaili sect during the 11th century (1837). He carefully traces the rise of the Assassins, a cohort of vassals under the leadership of the historical, wily character, Hasan-i Sabbah, illustrating how they wielded power not through sheer military might but through strategic assassinations, which instilled fear in the hearts of rulers across the medieval Islamic world. Keightley’s portrayal of the Assassins is not of a shorn head character with a dagger chasing their victim; his depiction of this secret society’s members both feared and revered highlights the duality of their legacy—one of terror and one of near-mythical prowess. This nuanced depiction serves as a counterpoint to the often-one-dimensional portrayal of the Assassins in modern media.

In the Assassin's Creed (Ubisoft, 2023) video game series, the Assassins are reimagined as heroic figures by the new forefathers of modern culture fighting against the Templars, their sworn enemies. While the game borrows heavily from the historical setting described by Keightley, it transforms the Assassins into protagonists of a grand narrative, endowed with a moral mission that contrasts starkly with the cold-blooded pragmatism that Keightley attributes to them. The game's emphasis on free will and resistance against oppression draws on the romanticized notion of the Assassins as freedom fighters, a significant departure from the more ambivalent depiction in Keightley’s work. As a shudder passes through a video gamer while the assassin is moving behind the brushwood, in his/her eyes this divergence illustrates for us how history can be reinterpreted to fit contemporary values and entertainment needs.

Though we are not having a glimpse of how the cradle of the assassins’ society come into being, Keightley’s work delves into the ritualistic and religious aspects of the Assassin sect, exploring the use of hashish and the role of mysticism in their operations. He provides detailed descriptions of the initiation rites, and the indoctrination methods used to create the fanatical loyalty that the Assassins were known for, especially in moments if the worst comes to the worst for these characters. In contrast, Assassin's Creed (Ubisoft, 2023) downplays these elements, instead opting to focus on the Assassins' skills and their philosophical battles with the Templars. The game sanitizes the darker aspects of the Assassins’ history, offering a more palatable version of these secretive killers for a modern audience, especially when we see the assassin’s eagle pouncing down upon an objective to be terminated.

Despite the game’s liberties where we see these characters rummaging wardrobes and caskets to find their booty, Assassin's Creed has undeniably brought the concept of the Assassin to a global audience, reviving interest in this mysterious sect and its very conceited members. Keightley’s historical account provides the necessary depth and context that the game glosses over, reminding readers that the Assassins were not merely shadowy heroes but complex figures operating in a turbulent era. The tension between historical accuracy and popular reinterpretation becomes apparent when Keightley’s work is read alongside the modern depictions, revealing how the Assassins have been transformed from feared sect to pop culture icons. No doubt that older generations craving for knowing more about these historical characters can get appalled by the inconsistencies between Keightley’s depiction of the assassins and how they are portraited in the video game.

In conclusion, Thomas Keightley’s The Assassins offers a rich, layered exploration of a secret society wanting to terminate political figures for many a dready month. The Assassins have fascinated and terrified in equal measure people in the past and nowadays. While Assassin's Creed has played a significant role in popularizing the concept of the Assassin, I should so like to see gamers and history readers learn through Keightley’s detailed historical narrative where we can fully appreciate the complexity of these figures. By contrasting Keightley’s account with the game’s portrayal, readers and gamers alike gain a deeper understanding of how history is often reshaped to fit contemporary narratives, leaving us to ponder the true nature of the Assassins—both as they were and as they have come to be remembered (Acuña, 2024).

 


References

Acuña, J. (2024, July 31). Ideas about the assassins in the Middle Ages. Literature Reflective Journaling. San José, Costa Rica.

Keightley, T. (1837). The Assassins. In T. Keightley, Secret Societies of the Middle Ages (pp. 13-168). London: Charles Knight & Co,.

Ubisoft. (2023, November 16). Assassin's Creed. Montreal: Ubisoft Montreal.

 


True/False Exercise

Test your comprehension of the text by deciding if these statements are true or false. The answers are provided at the end.

1.    True / False: The book Secret Societies of the Middle Ages by Thomas Keightley was published in 1837.

2.    True / False: The first part of the book, The Assassins, explores the history and myths surrounding a secretive sect within Islam.

3.    True / False: Keightley’s depiction of the Assassins suggests they primarily relied on sheer military force.

4.    True / False: Keightley focuses on the romanticized notion of the Assassins as freedom fighters.

5.    True / False: The Assassin's Creed video game series reimagines the Assassins as heroic figures.

6.    True / False: In the game, the Assassins are portrayed as fighting against the Templars, their sworn enemies.

7.    True / False: Keightley’s work delves into the ritualistic and religious aspects of the Assassin sect, including the use of hashish.

8.    True / False: The Assassin's Creed video game series emphasizes the darker aspects of the Assassins’ history.

9.    True / False: The game focuses on the Assassins' skills and philosophical battles with the Templars.

10.                    True / False: Keightley provides a sanitized version of the Assassins' history in his book.

11.                    True / False: Keightley’s historical account contrasts with the game’s portrayal, providing depth and context that the game glosses over.

12.                    True / False: The game has brought the concept of the Assassin to a global audience, sparking renewed interest in the sect.

13.                    True / False: Keightley suggests that the Assassins were merely shadowy heroes with little complexity.

14.                    True / False: The Assassins are portrayed as complex figures operating in a turbulent era in Keightley’s work.

15.                    True / False: The tension between historical accuracy and popular reinterpretation is evident when comparing Keightley’s work with the game.

16.                    True / False: The game downplays the Assassins' religious and mystical practices, unlike Keightley’s detailed descriptions.

17.                    True / False: Keightley’s portrayal of the Assassins includes their initiation rites and indoctrination methods.

18.                    True / False: The game emphasizes the Assassins' use of hashish as a key element in their operations.

19.                    True / False: Keightley’s account highlights the duality of the Assassins’ legacy—one of terror and one of near-mythical prowess.

20.                    True / False: The conclusion suggests that the Assassin's Creed series has popularized the Assassins, but Keightley’s work offers a more nuanced understanding.

 

Answers:

1.    True

2.    True

3.    False

4.    False

5.    True

6.    True

7.    True

8.    False

9.    True

10.          False

11.          True

12.          True

13.          False

14.          True

15.          True

16.          True

17.          True

18.          False

19.          True

20.          True



Click picture to enlarge it.


Book Critique Thomas Keight... by Jonathan Acuña

The Enigmatic World of the-... by Jonathan Acuña






Thursday, August 15, 2024



Book Critique: Nicolas Notovitch’s “The Lost Years of Jesus Christ”

Book Critique, Literature 0 comments

“Woman at the Well” (2016) – painted by Crystal Close
Church History Museum, Salt Lake City, Utah
Picture taken by Jonathan Acuña in 2022

Nicolas Notovitch’s “The Lost Years of Jesus Christ”

Book critique


Jesus stands as the most towering figure within the realm of Western religious creeds, commanding unparalleled influence in the lives of many people around the world. The enigma shrouding the “lost years” of His life intensifies the intrigue surrounding everything that is being said about Him. As a college literature professor, my penchant lies in delving into literary works published from the Middle Ages and the 19th Century. And having been nurtured by my family in the Catholic faith, I encountered "The Unknown Life of Jesus Christ" a remarkable book that unveils an unconventional and intriguing perspective on His early life, shedding light on a period often referred to as the "lost" or "missing years" of His earthly life. Authored by Russian adventurer, Nicolas Notovitch, the book is based on his purported discovery of ancient manuscripts during his travels to India and Nepal in 1887. Notovitch (1890) claimed that these manuscripts contained an account of Jesus' activities and experiences during the time not covered in the canonical Gospels, encompassing His sojourn with Brahmani and subsequent emersion in the teachings of the lamas in India. Having recently concluded Notovitch’s book, I offered my own simple and unadorned yet sincere critique and book summary.

In this narrative, Jesus -known as Issa while traveling in India- is portrayed as a young seeker of wisdom and spiritual enlightenment. Notovitch’s transcription of his conversation with a lama in a monastery reveals that after spending His early years in Nazareth, Jesus embarked on a journey of discovery that took him to various regions in India, Nepal, and Tibet. Various circumstances compelled him to leave His homeland and family; His age and perceived readiness for engagement and marriage serving are considered the catalysts for His departure and sojourning in this area of Asia. During His travels, Jesus engaged with local scholars, holy men, and spiritual leaders, immersing himself in the rich tapestry of religious and philosophical traditions that flourished in that region.

Based on the account of the lama, says Notovitch (1890), Issa (Jesus) acquired proficiency in reading their sacred scriptures. He engaged in fervent preaching and guidance among the Shudras, a group often relegated to laboring roles, always linked to servitude and slavery. In bold stance, Jesus openly criticized the brahmins (priests and religious figures) and kshatriyas (administrative rulers), accusing them of distorting the fundamental message of our Creator – one proclaiming the intrinsic equality of all human beings in the eyes of God. In essence, Notovich’s narrative account of his transcription of what the lama told him unveils Issa’s transformative odyssey, portraying a young visionary incarnation of the Buddha who fearlessly explored and engaged with diverse spiritual traditions, while advocating for the equality and sanctity of all humanity but especially of women.

The narrative emphasizes Jesus' capacity for empathy, his ability to bridge cultural divides, and his dedication to the pursuit of inner wisdom. The book showcases his commitment to compassion, healing, and his concern for the welfare of others while being away from home and when He started His preaching life around Palestine. As Jesus continues his journey, he accumulates knowledge and engages in meditative practices, and even reportedly performs miracles that serve as testaments to his spiritual prowess when He is back in His homeland. The book touches on profound themes of cross-cultural exchange, religious tolerance, and the universal quest for understanding. It challenges the notion of a stagnant and isolated religious landscape, highlighting the dynamic exchange of ideas that could have potentially occurred during the time Jesus is said to have spent in these Eastern regions.

It's important to acknowledge that the authenticity of Notovitch's discovery has been met with skepticism and criticism from various sorts of scholars and theologists. Many scholars question the historical accuracy of the text, as it significantly deviates from the traditional biblical narrative of Jesus' life. Some argue that Notovich's work could be a creative interpretation rather than a direct translation of ancient manuscripts. But what can be stated about "The Unknown Life of Jesus Christ" is that it has intrigued both scholars and readers for its alternative perspective on Jesus' early life and spiritual journey. While the book may not be widely accepted as historical fact within mainstream Christianity, it continues to be a thought-provoking exploration of the potential intersections between Eastern spirituality and the life of Jesus Christ.

To conclude, what really stands out from Notovitch’s book is these four facts:

1

Jesus’ phonetically adapted name. Jesus’ name was Yeshua or Y’shua /yə’shu:ə/. The name “Issa” is presented as a phonetic rendering of Jesus’ name within the local languages of these areas, intended to make it more accessible to the people He encountered during his travels. Phonologically speaking, both names do have a similar pronunciation.

2

Parallels between Jesus and Buddha’s lives. Based on Notovitch’s account, the lama he interacts with stated that Issa was one other reincarnation of Buddha. Both Issa (Jesus) and Sidharta Gautama (the Buddha most of us know about) were born miraculously under significant celestial signs and destined for great spiritual roles.

3

Syncretism of spiritual ideas. In the eyes of the reader, it can be noticed that as Jesus interacts with scholars and teachers of different faiths, there is a suggestion of the borrowing of spiritual ideas from these people and their creeds. In this context, the notion of Jesus and “Issa” could represent a kind of synthesis of spiritual insights that -of course- include Buddhism.

4

Symbolic unity. One may think of the universality of Buddha or Jesus’ message and the potential unity of spiritual truths across diverse cultures. For some people this symbolizes the idea that enlightened beings, regardless of their historical and cultural contexts, share a common purpose of guiding humanity toward higher consciousness and understanding.

 

It’s important to note that the identification of Jesus as a reincarnation of Buddha and use of the name “Issa” have never been accepted within mainstream Christianity and theology. These interpretations are unique to Notovitch’s narrative presented in “The Unknown Life of Jesus Christ” and related texts. Of course, and as it was stated above, the book has sparked debate and controversy, and many scholars and theologists question the historical accuracy of Notovich’s transcription of the accounts he supposedly found in India. In other words, these ideas remain more aligned with alternative and speculative viewpoints rather than established historical or religious doctrine taught by all Christian denominations.

For those with an affinity for this genre of literature, “The Unknown Life of Jesus Christ” undoubtedly falls within the category of thought-provoking reads. Particularly if you have a Christian upbringing, its contents are poised to linger in your thoughts long after the final page. Perhaps, one day we’ll all know more about the lost years of Jesus Christ.

Wishing you an engaging and contemplative reading experience!


References

Notovitch, N. (1890). The Unknown Life of Jesus Christ, The Original Text of Nicolas Notovitch's 1887 Discovery. New York: R.F. Fenno. Retrieved from https://www.amazon.com/Christ-Original-Nicolas-Notovitchs-Discovery-ebook/dp/B004TPVKKQ/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr=

 


Suggested Reading Comprehension Exercise

 

Reading Task

Instructions: Based on critique, decide if the following statements regarding its content are true or false. The answers are provided below.

[1] -  Jesus is predominantly known for his influence in Eastern religious creeds.

         True

         False

[2] - The book "The Unknown Life of Jesus Christ" provides a traditional account of Jesus' life based on canonical Gospels.

True

         False

[3] -  Nicolas Notovitch claimed to have discovered ancient manuscripts detailing Jesus' experiences in India and Nepal during his travels in the late 19th century.

True

         False

[4] - In the narrative, Jesus' departure from his homeland was primarily motivated by his desire for marriage and engagement.

True

         False

[5] -  According to Notovitch's account of the lama, Jesus criticized the brahmins and kshatriyas for their role in distorting the message of equality in the eyes of God.

True

         False

[6] - "The Unknown Life of Jesus Christ" is widely accepted by mainstream Christianity as historical fact.

True

         False

[7] - According to Notovitch, Jesus is identified as a reincarnation of Siddhartha Gautama (the Buddha) in the book.

True

         False

[8] - The book emphasizes Jesus' disinterest in engaging with scholars and spiritual leaders from diverse faiths during his travels.

True

         False

[9] - Notovitch's book highlights the idea that enlightened beings from different cultures share a common purpose of guiding humanity towards higher consciousness.

True

         False

[10] - Notovitch's work has never been met with skepticism or criticism by scholars and theologians.

True

         False

 

Answer Key:

[1] – False

Explanation: Jesus is known for his influence in Western religious creeds.

[2] – False

Explanation: The book "The Unknown Life of Jesus Christ" provides an unconventional account of Jesus' life.

[3] – True

Explanation: Nicolas Notovitch claimed to have discovered ancient manuscripts during his travels in India and Nepal.

[4] – False

Explanation: Jesus' departure from his homeland was motivated by reasons other than marriage and engagement.

[5] – True

Explanation: Jesus criticized the brahmins and kshatriyas for distorting the message of equality in the eyes of God.

[6] – False

Explanation: "The Unknown Life of Jesus Christ" is not widely accepted by mainstream Christianity as historical fact.

[7] – True

Explanation: Notovitch's account identifies Jesus as a reincarnation of Siddhartha Gautama (the Buddha) in the book.

[8] – False

Explanation: The book emphasizes Jesus' engagement with scholars and spiritual leaders from diverse faiths during his travels.

[9] – True

Explanation: Notovitch's book suggests the idea of enlightened beings sharing a common purpose across cultures.

[10] – False

Explanation: Notovitch's work has indeed been met with skepticism and criticism by scholars and theologians.



Book Critique - The Unknown... by Jonathan Acuña


Wednesday, August 30, 2023



Older Posts Home
Subscribe to: Posts (Atom)

    Blog Stats

    Blog Stats
    Sunday, August 2, 2026

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Costa Rica

    Costa Rica
    My Home Country

    +550 Posts and counting

    +550 Posts and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Blog Archive

    • ▼  2026 (69)
      • ▼  August (1)
        • From Isolation to Collaboration: Adapting Communit...
      • ►  July (8)
      • ►  June (5)
      • ►  May (7)
      • ►  April (6)
      • ►  March (15)
      • ►  February (15)
      • ►  January (12)
    • ►  2025 (81)
      • ►  December (10)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptation (1)
    • Adaptive Expertise (1)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adult Education (3)
    • Adult ELT (1)
    • Adult Learners (3)
    • Adult Learning (2)
    • Adult Online Learning (1)
    • Adventure Fiction (2)
    • Aesthetics (1)
    • Affective Filter (3)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Alberto Delgado Alvarez (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Alienation (2)
    • Ambiguity (1)
    • Analytical Thinking (1)
    • Anansi (1)
    • Ancient Astronaut Theory (1)
    • Ancient Civilizations (1)
    • Ancient Mysteries (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (2)
    • Animal Consciousness (1)
    • Animal-Machine (1)
    • António Vieira (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archaeoastronomy (1)
    • Archaeology (1)
    • Archetypal Analysis (1)
    • Archetype (1)
    • Archetypes (1)
    • Archimedes (1)
    • Aristocracy (1)
    • Arsène Lupin (1)
    • Art and Technology (1)
    • Artificial Intelligence (4)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • Authenticity (1)
    • autonomous learning (1)
    • Autonomy (1)
    • Bamboo (1)
    • Baroque Thought (1)
    • Barsoom (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Bernardo Soares (1)
    • Betrayal (2)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Biopolitics (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Blind Faith (1)
    • Blind Observations (1)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Board Work (2)
    • Book Critique (2)
    • Book of Enoch (1)
    • Book of Job (1)
    • Book of Revelation (1)
    • Bookmarking Sites (1)
    • Bourgeois Society (1)
    • Brave New World (1)
    • Brazilian Literature (4)
    • Brazilian Romanticism (2)
    • Breakout Rooms (3)
    • British Council (22)
    • Brotherhood (1)
    • Bureaucracy (3)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (3)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catastrophism (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR (1)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (3)
    • Character Development (1)
    • Characterization (3)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Civil Obedience (1)
    • Civilization (1)
    • Classical Biography (1)
    • Classical Literature (1)
    • Classroom Interaction (2)
    • Classroom Management (8)
    • Classroom Organization (1)
    • Classroom Practice (1)
    • Classroom Routines (1)
    • Cloud Reader (1)
    • CLT (6)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognition (1)
    • Cognitive Load (1)
    • Collaboration (1)
    • Collaborative Learning (1)
    • Collaborative Noticing (1)
    • Collectivism (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (4)
    • Communicative Language Teaching (7)
    • Communities of Practice (3)
    • Community of Practice (8)
    • Comparative Mythology (2)
    • Comparative Religion (2)
    • Comparative Studies (1)
    • Competency-Based Learning (9)
    • Conformity (2)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Conscience (3)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Contemporary Aesthetics (1)
    • Contemporary Short Fiction (1)
    • Content Assimilation (1)
    • Content Design (1)
    • Cooperative Learning (2)
    • CoP (3)
    • Corrective Feedback (4)
    • Cosmology (1)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • Coursebook Adaptation (1)
    • Creative Agility (1)
    • Creativity (1)
    • Critical reflection (1)
    • critical skills (1)
    • Critical Thinking (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Cultural responsiveness (1)
    • Culture (12)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (7)
    • Custom eLearning (2)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Darwinism (1)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Death (1)
    • Deborah Tannen (1)
    • Decadence (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Demythologization (1)
    • Deontology (2)
    • Desire (3)
    • Determinism (1)
    • Developmental Feedback (1)
    • Dialogism (1)
    • Diane Larsen-Freeman (1)
    • Dictator (1)
    • Didactics (4)
    • Differentiation (4)
    • Digital Culture (1)
    • Digital Inequality (1)
    • Digital Pedagogy (2)
    • Digital Resources (1)
    • Dignity (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dreams (1)
    • Dualism (1)
    • Dysfunctional Families (1)
    • Dystopia (2)
    • Dystopian Fiction (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eça de Queirós (11)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (3)
    • Education (1)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • Elicitation (1)
    • ELL (17)
    • Elohim (3)
    • Elora Hary (1)
    • ELT (64)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Methodology (1)
    • ELT Pedagogy (2)
    • ELT Professional Development (3)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (2)
    • Emotional Repression (1)
    • Empathy (1)
    • English Grammar (3)
    • English Language Teaching (15)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Epistemology (1)
    • Equity (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Error Correction (2)
    • Escape from Freedom (1)
    • Eschatology (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Inaction (1)
    • Ethical Judgment (1)
    • Ethical Judgments (1)
    • Ethical Leadership (1)
    • Ethical Sacrifice (1)
    • Ethics (47)
    • Ethics Analysis (2)
    • Ethics Education (1)
    • Ethics of Care (1)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Evolution (1)
    • Executives' School (9)
    • Existentialism (1)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fantastic (2)
    • Fatalism (2)
    • Fear (1)
    • Feedback (5)
    • Female Identity (1)
    • Fernando Pessoa (1)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Focus on Form (1)
    • Folklore (1)
    • Formative Assessment (5)
    • Forums (1)
    • Fossilization (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • Freedom (1)
    • French Literature (2)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Fulfillment (1)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • Genesis (1)
    • George Orwell (1)
    • George Sand (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Gothicism (1)
    • Grading Ranges (1)
    • Graham Hancock (1)
    • Grammar (3)
    • Greed (1)
    • Group Dynamics (2)
    • Group Work (2)
    • Guest Author (1)
    • Guided Practice (2)
    • Guilt (1)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Hero's Journey (1)
    • Hero’s Journey (1)
    • Hesitation (1)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • Historical Context (1)
    • Historical–Biographical Criticism (1)
    • History (2)
    • Holistic Education (1)
    • Homer (1)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Horacio Quiroga (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Narrative (1)
    • Human-Centered Pedagogy (1)
    • Humanistic Morality (1)
    • Humanity (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Ice Age (1)
    • Identit (1)
    • Identity (2)
    • Ideology (3)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (2)
    • Inclusive Education (1)
    • Inclusive Pedagogy (2)
    • Independent Practice (1)
    • Indianism (1)
    • Indigenous Heroism (1)
    • Individuation (3)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Institutional Memory (1)
    • Instruction-Giving (1)
    • Instructional Design (4)
    • Integration of Technology into Teaching (10)
    • Interaction (1)
    • Interaction Patterns (2)
    • Intercultural Awareness (1)
    • Interdisciplinary Inquiry (1)
    • Interlanguage (2)
    • Intertextuality (1)
    • Interventions in ELL (1)
    • Irony (4)
    • Isaac Asimov (1)
    • Issus (1)
    • Italian Literature (1)
    • Jacqueline Alves Souza (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Apocalypticism (1)
    • Jewish Mysticism (1)
    • John Carter (3)
    • José de Alencar (2)
    • JotForm (1)
    • Journey (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (9)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kazinczy (1)
    • Kindness (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (15)
    • Knight Templars (1)
    • Knowledge (1)
    • Kurt Vonnegut (1)
    • La gran miseria humana (1)
    • La Insolación (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Lacanian Psychoanalysis (1)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Institutions (1)
    • Language Learning (15)
    • Language Series Comparative Analysis (1)
    • Language Teaching (9)
    • Latin American Literature (3)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Le Drac (1)
    • Leadership (10)
    • Learner Agency (1)
    • Learner Anxiety (1)
    • Learner Attention (1)
    • learner autonomy (5)
    • Learner Confidence (1)
    • Learner Diversity (3)
    • Learner Engagement (1)
    • Learner Grouping (2)
    • Learner Uptake (1)
    • Learner-Centered Instruction (2)
    • Learner-Centered Pedagogy (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Closure (1)
    • Lesson Design (2)
    • Lesson Openings (1)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (8)
    • Literary Criticism (28)
    • Literary Ethics (1)
    • Literary Psychology (1)
    • Literature (36)
    • Livro do Desassossego (1)
    • LMS (6)
    • Lord’s Prayer (1)
    • Lost Civilization (1)
    • LOTI Profile (5)
    • Love (2)
    • Lycurgus (1)
    • Machado de Assis (2)
    • Machiavellian Narration (1)
    • Mãe (1)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marcellus (1)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Materials Development (3)
    • Maurice Leblanc (1)
    • Meaning of Justice (1)
    • Megalithic Architecture (1)
    • Melodrama (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metalinguistic Feedback (1)
    • Metaphor (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • Micro-Ethics (1)
    • microcelebrities (1)
    • Microlearning (1)
    • Mimetic Desire (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mistake vs. Error (1)
    • Mixed-Ability Classes (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modernity (3)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Agency (1)
    • Moral Allegory (1)
    • Moral Biography (1)
    • Moral Cannibalism (1)
    • Moral Education (1)
    • Moral Failure (1)
    • Moral Lesson (1)
    • Moral Philosophy (2)
    • Moral Responsibility (2)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Morality (2)
    • Motherhood (1)
    • Motivation (3)
    • Multimedia Learning (1)
    • Music and Learning (1)
    • Myth (1)
    • Myth Interpretation (1)
    • Myth of Evil (1)
    • Mythic Narrative (1)
    • Mythological Archetypes (1)
    • Mythology (3)
    • Narrative (1)
    • Narrative Distance (1)
    • Narrative Empathy (1)
    • Narrative Irony (1)
    • Narrative pedagogy (1)
    • Narrative Structure (5)
    • Narrative Voice (1)
    • Nature (1)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (2)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Noticing (1)
    • Noticing Hypothesis (2)
    • Nouns in English (1)
    • Novice Teachers (3)
    • Nudos (1)
    • O Mandarim (2)
    • Objective Writing (1)
    • Odysseus (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online EFL (1)
    • Online Instruction (55)
    • Online Language Teaching (2)
    • online learning (50)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (9)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Origins (1)
    • Oscar Wilde (1)
    • Output Hypothesis (1)
    • Padre Luis Coloma (1)
    • Paideia (1)
    • Paper.li (1)
    • Pasolini (2)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (2)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Correction (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Persona (2)
    • Personal Learning Networks (2)
    • Pessimism (1)
    • Phileas Fogg (1)
    • Philip K. Dick (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (2)
    • Plutarch (6)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Political Heroism (1)
    • Political Terminology (1)
    • Popol Vuh (1)
    • Population Control (1)
    • Portuguese Literature (3)
    • Portuguese Realism (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Prehistory (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (2)
    • Professional Competencies (1)
    • Professional Development (11)
    • Professional Growth (1)
    • Professional Identity (2)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Punishment (1)
    • Psychological Resilience (1)
    • Psychological Transformation (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Quest (1)
    • Rapport (2)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Realism (3)
    • Recasts (1)
    • Reception Theory (1)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (23)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teacher Leadership (1)
    • Reflective Teaching (60)
    • Religion (1)
    • Religious Authority (1)
    • Religious Critique (1)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (3)
    • Resource Adaptation (1)
    • Responsibility (1)
    • Return on Investment (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • ROI (1)
    • ROI in ELT (1)
    • Roland Barthes (3)
    • Roman Conquest (1)
    • Roman Offices (1)
    • Roman Republic (1)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Sanctity (1)
    • Scaffolding (3)
    • Schema (1)
    • Scholasticism (1)
    • Science Fantasy (1)
    • Science Fiction (2)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (5)
    • Secret Societies of the Middle Ages (1)
    • Self-Fulfilling Prophecy (1)
    • Semantic Change (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Sermão de Santa Teresa (1)
    • Shadow (3)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Simplicity (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Skepticism (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (4)
    • Slavery in Brazil (1)
    • Social Agency (1)
    • Social Criticism (1)
    • Social Critique (2)
    • Social Language (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Social Perception (1)
    • Social Satire (1)
    • Social Transformation (1)
    • Sociocultural Theory (1)
    • Son of Man (1)
    • Sparta (1)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (2)
    • Student Talk Time (1)
    • Student Tips (2)
    • Subjectivity (1)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supernatural (1)
    • Supernaturalism (1)
    • Supervision (1)
    • Supplementary Materials (1)
    • Sustainability (2)
    • Symbolic Philosophy (1)
    • Symbolism (5)
    • Synchronous Online Teaching (1)
    • Syntax (2)
    • Syracuse (1)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (3)
    • Teacher Agency (3)
    • Teacher Cognition (1)
    • Teacher Correction (1)
    • Teacher Development (25)
    • Teacher Education (1)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (2)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (2)
    • Teacher Reflection (2)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teacher Well-Being. Kirkpatrick Model (1)
    • Teacher–Student Relationships (1)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching Aids (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • TED (1)
    • Templars (1)
    • Temporal Paradox (1)
    • Temporality (1)
    • Temptation (2)
    • Teodoro (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Gods of Mars (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Skull (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Themistocles (1)
    • Theophoric Names (1)
    • Theseus (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (2)
    • Thomistic Grace (1)
    • Timing of Correction (1)
    • Todorov (1)
    • Tolkien (1)
    • Transformation (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • Tzvetan Todorov (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Unreliable Narration (1)
    • Unreliable Narrator (1)
    • Utilitarianism (2)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Classroom Management (1)
    • Virtual Classrooms (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Virtue (1)
    • Visual Literacy (1)
    • Visual Scaffolding (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Wealth (1)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (12)
    • William Elliot Griffis (1)
    • Willingness to Communicate (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • Zone of Proximal Development (1)
    • ZPD (1)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft