This introduction to sport studies is completely revised, updated, enlarged and enhanced with new material on, among other topics, sport psychology, celebrity culture, cybernation, masculinities and genetic science.
The Doctrine of the Trinity is an exercise in wonder. It is drawn from the wonder of our own existence and the diverse experiences of the divine encountered by the early Christian community. From the earliest days of Christianity, theologians of the church have drawn upon the most sophisticated language and understandings of their time in an attempt to clarify and express that faith. In this volume, Ernest Simmons ssks what the current scientific understanding of the natural world might contribute to our reflection upon the relationship of God and the world in a Triune fashion.
In cultures throughout human history people have believed that some part of themselves continued to exist after they died. Part of that belief is that living can influence what happens to the dead in the afterlife, and the dead can return from the afterlife to affect the living. Death Gods: An Encyclopedia of the Rulers, Evil Spirits, and Geographies of the Dead describes the many ways the afterlife—especially that part of the afterlife commonly known as Hell—has been characterized in myths from around the world. The hundreds of entries provide readers with a guide to the afterlife as portrayed in these myths - its geography, its rulers, its inhabitants, how they got there, and what happens after their arrival. While the Devil is a prominent resident and ruler of the afterworld in many religions, especially Christianity, this book examines many other versions of Hell whether presided over by the Devil, Hades, or one of the many other rulers of the dead. Death Gods provides concise encyclopedic entries on all aspects of the mythology of the afterlife: The underworlds form the myths of cultures from across the globe—for example, Xibalba, the underworld of the Quiche Maya; Di Yu, the underground realm of the dead in Chinese mythology; the gods and demons of the afterlife—the Hindu god of death and justice Yama; Ahriman, the evil twin of the benevolent god Ahura Mazda in Zoroastrian mythology; Buso, the invisible ghouls who haunt graveyards and feed on human corpses in Philippine mythology. The volume includes an extensive bibliography of the most useful resources for understanding the mythology of death and the afterlife.
Psychiatric genetics is an exciting new discipline that explores how our minds and behavior are influenced by our genes. Increased interest in this area of medical genetics has been sparked by advances in molecular genetic techniques, the genome project, the neurosciences, the role of genes in somatic diseases, and the linking of specific genes with complex mental disorders. This Handbook is the definitive resource on this complex, and sometimes controversial, new field.
This book is intended to encourage the use of comparative theology in contemporary Buddhist-Christian dialogue as a new approach that would truly respect each religious tradition's uniqueness and make dialogue beneficial for all participants interested in a real theological exchange. As a result of the impasse reached by the current theologies of religions (exclusivism, inclusivism, and pluralism) in formulating a constructive approach in dialogue, this volume assesses the thought of the founding fathers of an academic Buddhist-Christian dialogue in search of clues that would encourage a comparativist approach. These founding fathers are considered to be three important representatives of the Kyoto School--Kitaro Nishida, Keiji Nishitani, and Masao Abe--and John Cobb, an American process theologian. The guiding line for assessing their views of dialogue is the concept of human perfection, as it is expressed by the original traditions in Mahayana Buddhism and Orthodox Christianity. Following Abe's methodology in dialogue, an Orthodox contribution to comparative theology proposes a reciprocal enrichment of traditions, not by syncretistic means, but by providing a better understanding and even correction of one's own tradition when considering it in the light of the other, while using internal resources for making the necessary corrections.
Why are we here? How does what we do at Lutheran colleges and universities differ from other Christian institutions of higher learning or public universities? The Lutheran model of higher education affirms the importance of diversity and the need to dialogue with multiple points of view within a context of academic freedom and Christian presence. This means that all people are important and contribute to the character of a community of inquiry, including people of other faith traditions and a variety of disciplines. The great challenge for the future of Lutheran higher education is to keep the questions of faith and learning alive on our campuses. This book is intended to assist that process. it is not intended to determine its outcome.
Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English.
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