{"title":"Education - Christian","description":"\u003cp\u003e\u003cstrong data-start=\"867\" data-end=\"882\"\u003e\u003cem data-start=\"869\" data-end=\"880\"\u003eEducation\u003c\/em\u003e\u003c\/strong\u003e – Resources on Christian education, teaching, and integrating faith into learning.\u003cbr data-start=\"965\" data-end=\"968\"\u003e\u003c\/p\u003e","products":[{"product_id":"hearing-vocation-differently-meaning-purpose-and-identity-in-the-multi-faith-academy-9780190888671","title":"Hearing Vocation Differently: Meaning, Purpose, and Identity in the Multi-Faith Academy","description":"Many colleges and universities have begun using the language of \u003cem\u003evocation \u003c\/em\u003eand \u003cem\u003ecalling \u003c\/em\u003eto help undergraduates think about the future direction of their lives. This language is used in both secular and religious contexts, but it has deep roots in the Christian theological tradition. Given the\u003cbr\u003eincreasingly multi-faith context of undergraduate life, many have asked whether this terminology can truly serve as a new vocabulary for higher education. If vocation is to find a foothold in the contemporary context, it will need to be re-examined, re-thought, and re-written; in short, higher\u003cbr\u003eeducation will need to undertake the project of\u003cem\u003e hearing vocation differently\u003c\/em\u003e. \u003cp\u003e\u003c\/p\u003eIn this third volume on vocation from editor David S. Cunningham, the thirteen contributing scholars identify with a wide variety of religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some contributors identify with more than one of these; others would\u003cbr\u003eclaim none of them. The authors met on multiple occasions to read common texts, to discuss agreements and differences, and to respond to one another's writing; some of these responses are included at the end of each chapter. \u003cp\u003e\u003c\/p\u003eBoth individually and collectively, these contributors expand the range of vocational reflection and discernment well beyond its traditional Christian origins. The authors observe that all undergraduate students--regardless of their academic field, religious background, or demographic identity-need\u003cbr\u003eto make space for reflection, to overcome obstacles to discernment, and to consider the significance of their own narratives, beliefs, and practices. This, in turn, will require college campuses to re-imagine their curricular and co-curricular programming in order to support their students's\u003cbr\u003ereflection on issues of meaning, purpose, and identity.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eDavid S. Cunningham \u003c\/strong\u003eis Director of the Network for Vocation in Undergraduate Education (NetVUE), Council of Independent Colleges. As Director of the NetVUE Scholarly Resources Project, he developed this volume as well as two previous books on vocation and higher education. He is Professor of Religion at Hope College, where he also served as Director of the CrossRoads Project. He is the author of five books and editor of four collections on various topics in religion, ethics, and higher education.\u003cstrong\u003e\u003c\/strong\u003e\u003cbr\u003e","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":50318241497362,"sku":"9780190888671","price":53.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_eb6bfb5d-ec07-4550-ba3d-90562304d4ae.jpg?v=1727551557"},{"product_id":"exiles-from-eden-religion-and-the-academic-vocation-in-america-9780195179736","title":"Exiles from Eden: Religion and the Academic Vocation in America","description":"In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientation and calls for a \"spiritually grounded education in and for thoughtfulness.\" The reforms he endorses would replace individualistic behavior, the \"doing my own work\" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian spirituality. Schwehn critiques philosophies of higher education he considers misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry Jr. He draws out valid insights, always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. 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Something comes to mind for each of us.\u003c\/p\u003e\u003cp\u003eIn this six-session video Bible study (DVD\/digital video sold separately), pastor Andy Stanley examines the ways in which we tend to define \u003cem\u003ehappiness\u003c\/em\u003e and explains how that definition influences the way we pursue it. He reveals that happiness is about \u003cem\u003ewho\u003c\/em\u003e, not \u003cem\u003ewhat, \u003c\/em\u003e and that happy people are at peace with God, with others, and with themselves. He also shows how sin undermines peace because it separates us from God, others, and ourselves by substituting pleasure for fulfillment, things for people, images for intimacy, and self-expression for self-control.\u003c\/p\u003e\u003cp\u003eWe are often tempted to believe that happiness comes from acquiring things, but happiness is actually an outcome of what we sow in our lives. We can't acquire, consume, or exercise our way to happiness, but we may be able to serve and volunteer our way there. In the end, we find that if we live as if it's all about us, we will never be happy.\u003c\/p\u003e\u003cp\u003eSessions include: \u003c\/p\u003e\u003col\u003e\n\u003cli\u003eNothing\u003c\/li\u003e\n\u003cli\u003ePlan for It\u003c\/li\u003e\n\u003cli\u003ePeace with God\u003c\/li\u003e\n\u003cli\u003eHappy Money\u003c\/li\u003e\n\u003cli\u003eShoes\u003c\/li\u003e\n\u003cli\u003eYou're Not Enough\u003c\/li\u003e\n\u003c\/ol\u003e\u003cp\u003eDesigned for use with the \u003cem\u003eWhat Makes You Happy Video Study\u003c\/em\u003e\u003cem\u003e \u003c\/em\u003e(sold separately).\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCommunicator, author, and pastor Andy Stanley founded Atlanta-based North Point Ministries in 1995. 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After TCU relocated to Fort Worth, Hall became a professor of Bible and social service, simultaneously serving as part-time pastor of the new University Christian Church from 1912 to 1917. In 1914, Brite College of the Bible chose Hall as dean, a position he held until 1947. He also served as dean of the university from 1920 to 1943. 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Growing Up in God's Image is a wonderful tool for any parent...\" Lisa M. Hendey, Founder and Editor CatholicMom.com and author of A Book of Saints for Catholic Moms\u003c\/p\u003e\u003cp\u003e\"This book guides parents to gradually expand a child's understanding of life beginning with how the love of family reflects the love of God. Teaching the facts of life fully demands including the spiritual. Caroline does a beautiful job explaining the physical changes that occur during puberty while including the responsibility to be true to God's plan and purpose for our bodies. The life lessons are presented in clear language and will enrich not just the children, but the parents also reading this book as an aid.\" Patti Maguire Armstrong, author \"Courageous, timely and beautifully sensitive. 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Chapter 2, History of Critical Methods for Gospel Study; Chapter 3, The Gospel of Mark; Chapter 4, Q; Chapter 5, Matthew; Chapter 6, Luke; Chapter 7, John; Chapter 8, Other Gospels (Gospel of Thomas, Infancy Gospels, other Apocryphal Gospels); Chapter 8, Christian Interpretations of Jesus; Chapter 9, The Historical Jesus; Chapter 10, Conclusion; Glossary; Further Reading; Notes; Subject Index. (Charts, sidebars, illustrations, and maps.)\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eMurphy, Frederick J.:\u003c\/i\u003e\u003c\/b\u003e - Frederick J. Murphy is Class of 1956 Professor in the Department of Religious Studies at the College of the Holy Cross, where he was named Distinguished Teacher of the Year in 2001. 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This book utilizes the chapters that stem from real life professional experiences and scholarship of the contributors to model and encourage special education practice from a Christian faith angle. It is our view that special education practiced from this faith perspective will transform what is currently accepted as best practice, into a new system of special education experience that is wholesome, biblically-based, and characteristic of Shalom as wholeness (not just peace). Shalom in this sense has strong relevance in both the Christian faith and special education. The first three chapters highlight the connection between special education and Christian theology, and draw attention to the pivotal role worldview plays in being an effective special educator. 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If this troubling trend is to be reversed, or even slowed, dramatic changes in what organized religion is offering these kids during their formative years must take place. Whether or not any church is willing to present an updated interpretation of Scripture based upon a factual context remains to be seen. If little or nothing happens, the numbers of people of faith in America will gradually dwindle until America resembles Europe; lots of beautiful places of worship - empty. Simply tourist attractions.\u003c\/p\u003e\u003cbr\u003e","brand":"Xulon Press","offers":[{"title":"Default Title","offer_id":50355896189202,"sku":"9781545656082","price":31.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_1fabb9ca-a0ca-4df0-b1f1-2eb2979929b4.jpg?v=1728303488"},{"product_id":"5-steps-to-healing-polarization-in-the-classroom-9781565486294","title":"5 Steps to Healing Polarization in the Classroom","description":"\u003cp\u003e \u003c\/p\u003e This practical guide helps teachers and students to foster a learning environment where even the most difficult and divisive issues can be discussed. Examples incorporate the voices and experiences of student. REVIEWS \"Given the turmoil on current college campuses, the classroom may seem an unlikely place for healing political polarization. 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This is not just another book about the value of listening and civility, but a helpful guide for educators hoping to unlock the transforming power of dialogue.\" \u003cp\u003e\u003cstrong\u003eRussell Johnson\u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003ePhD candidate at the University of Chicago Divinity School\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eUelmen, Amy:\u003c\/i\u003e\u003c\/b\u003e - \u003cp\u003e\u003cstrong\u003eAmy Uelmen\u003c\/strong\u003e is a Lecturer at Georgetown Law School and a Research Fellow with the Berkley Center for Religion, Peace and World Affairs. She teaches seminars that help students to explore how religious values and perspectives might intersect with professional identity, ethics, and theories of justice. From 2001 until July 2011 she served as the founding Director of the Institute on Religion, Law \u0026amp; Lawyer's Work at Fordham University School of Law. Throughout her career, she has been active with programs that aim to build bridges between people of different faiths. Her B.A. in American Studies, J.D. and S.J.D. are from Georgetown, and she hold an M.A. in Theology from Fordham.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eMichael Kessler\u003c\/strong\u003e is managing director of the Berkley Center for Religion, Peace, and World Affairs at Georgetown University, an associate professor of the practice of moral and political theory in the Department of Government, and an adjunct professor of law at Georgetown Law School. His research and writing focus on theology, philosophical and religious ethics, and social, political, and legal theory. Co-edited volumes include the forthcoming Oxford Handbook of Political Theology. Kessler received his Ph.D. focusing on religion and moral and political theory from the University of Chicago, and a J.D. from Georgetown University Law Center. 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He has also taught at Gordon-Conwell Theological seminary for five years and other theological schools across the country and abroad. He is the author of several books, including \u003ci\u003eLatin American Journey: Insights for Christian Education in North America\u003c\/i\u003e (1994), \u003ci\u003eBasics of Teaching for Christians\u003c\/i\u003e (1998), \u003ci\u003eGod Our Teacher\u003c\/i\u003e (2001), \u003ci\u003eSo What Makes Our Teaching Christian\u003c\/i\u003e? (2008), and \u003ci\u003eDoing Theological Research\u003c\/i\u003e (2009). A third edition of his widely used text \u003ci\u003eFoundational Issues in Christian Education\u003c\/i\u003e was published in 2008. His educational and spiritual memoir A Boy Grows in Brooklyn was published in 2014. He holds an EdD from Teachers College, Columbia University in cooperation with Union Seminary. 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Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. 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