In Hans Urs von Balthasar and the Critical Appropriation of Russian Religious Thought, Jennifer Newsome Martin offers the first systematic treatment and evaluation of the Swiss Catholic theologian’s complex relation to modern speculative Russian religious philosophy. Her constructive analysis proceeds through Balthasar’s critical reception of Vladimir Soloviev, Nicholai Berdyaev, and Sergei Bulgakov with respect to theological aesthetics, myth, eschatology, and Trinitarian discourse and examines how Balthasar adjudicates both the possibilities and the limits of theological appropriation, especially considering the degree to which these Russian thinkers have been influenced by German Idealism and Romanticism. Martin argues that Balthasar’s creative reception and modulation of the thought of these Russian philosophers is indicative of a broad speculative tendency in his work that deserves further attention. In this respect, Martin consciously challenges the prevailing view of Balthasar as a fundamentally conservative or nostalgic thinker. In her discussion of the relation between tradition and theological speculation, Martin also draws upon the understudied relation between Balthasar and F. W. J. Schelling, especially as Schelling's form of Idealism was passed down through the Russian thinkers. In doing so, she persuasively recasts Balthasar as an ecumenical, creatively anti-nostalgic theologian hospitable to the richness of contributions from extra-magisterial and non-Catholic sources.
In Hans Urs von Balthasar and the Critical Appropriation of Russian Religious Thought, Jennifer Newsome Martin offers the first systematic treatment and evaluation of the Swiss Catholic theologian’s complex relation to modern speculative Russian religious philosophy. Her constructive analysis proceeds through Balthasar’s critical reception of Vladimir Soloviev, Nicholai Berdyaev, and Sergei Bulgakov with respect to theological aesthetics, myth, eschatology, and Trinitarian discourse and examines how Balthasar adjudicates both the possibilities and the limits of theological appropriation, especially considering the degree to which these Russian thinkers have been influenced by German Idealism and Romanticism. Martin argues that Balthasar’s creative reception and modulation of the thought of these Russian philosophers is indicative of a broad speculative tendency in his work that deserves further attention. In this respect, Martin consciously challenges the prevailing view of Balthasar as a fundamentally conservative or nostalgic thinker. In her discussion of the relation between tradition and theological speculation, Martin also draws upon the understudied relation between Balthasar and F. W. J. Schelling, especially as Schelling's form of Idealism was passed down through the Russian thinkers. In doing so, she persuasively recasts Balthasar as an ecumenical, creatively anti-nostalgic theologian hospitable to the richness of contributions from extra-magisterial and non-Catholic sources.
Jennifer G. Bird analyzes the construction of wives' subjectivity in 1 Peter, working primarily with what is referred to as the Haustafel (household code) section and engaging feminist critical questions, postcolonial theory and materialist theory in her analysis. Bird examines the two crucial labels for understanding Petrine Christian identity--'aliens and refugees' and 'royal priesthood and holy nation"--And finds them to stand in start contrast with the commands and identity given to wives in the Haustafel section. Similarly, the command to 'honour the Emperor', which immediately precedes the Haustafel, engenders a rich discussion of the text's socio-political implications. The critical engagement of several 'symptomatic irruptions' within the commands to the wives uncovers the abusive dynamic underlying this section of the letter. Finally Bird considers the present-day implications of her study."--Publisher description.
The author explores the Christian identity characteristics of Pauls letter to the Galatians. By so doing, she presents Pauls struggle to work out a form of Christianity, which includes Jews and Gentiles, males and females, free and slave, on the basis of their common baptism in Christ. While the Roman Empire struggled to include many different ethnic groups, Paul in Galatians makes a bold breakthrough to a new inclusivity in Christ and his Holy Spirit. This solution holds major social implications: it can help overcome divisions of race, culture, nationality, or ethnicity. The author endeavours to affirm certain equality among people while also realizing that this equality is not absolute in every respect. The results of the study of Galatians confronts the situation in the new Republic of South Africa where, despite the ultra-liberal constitution, the country still needs the inclusive and ethical message of Galatians to address the new problems of blackon-black racism, xenophobia, homophobia, violence against women, great corruption in government, and irresponsible exercise of authority and freedom. Galatians remains crucial for its insistence on social inclusivity and liberating, yet real, ethics. The author is convinced that the eternal truths of Christianity, as displayed in the Jesus Movement of antiquity, are still relevant in addressing contemporary life issues that aggrieve people in post-Apartheid South Africa.
College Sports and Institutional Values in Competition interrogates the relationship between athletics and higher education, exploring how college athletics departments reflect many characteristics of their institutions and are also susceptible to the same challenges in delivering on their mission. Chapters cover the historical contexts and background of campus athletics, issues and institutional tensions over market pressures, the spectacle of college athletics and how this spectacle influences athlete experiences, and the ways in which leaders are navigating these issues. Through stories of higher education that focus on the ways athletic departments leverage their institutional values, this book encourages readers to examine the purpose, mission, and academic values of their institutions, and to evaluate the role of their athletic programs, to improve outcomes and experiences on campus for students and student-athletes alike.
An insightful, personal, and timely exploration into the wonderful world of seeds. In What We Sow, Jennifer Jewell brings readers on an insightful, year-long journey exploring the outsize impact one of nature's smallest manifestations—the simple seed. She examines our skewed notions where "organic" seeds are grown and sourced, reveals how giant multinational agribusiness has refined and patented the genomes of seeds we rely on for staples like corn and soy, and highlights the efforts of activists working to regain legal access to heirloom seeds that were stolen from Indigenous peoples and people of color. Throughout, readers are invited to share Jewell's personal observations as she marvels at the glory of nature in her Northern California hometown. She admires at the wild seeds she encounters on her short daily walks and is amazed at the range of seed forms, from cups and saucers to vases, candelabras, ocean-going vessels, and airliners. What We Sow is a tale of what we choose to see and what we haven't been taught to see, what we choose to seed and what we choose not to seed. It urgently proves that we must work hard to preserve and protect the great natural diversity of seed.
Pedagogical Equilibrium is an innovative reconceptualisation of teachers’ professional knowledge development. The book draws on interview data and in-depth analysis of situations, which challenge teachers’ sense of pedagogical equilibrium in both primary and secondary school contexts. These moments highlight the complexity of teaching and the valuable personal and professional learning opportunities afforded by experiencing and processing moments which create uncertainty during practice. Mansfield considers a variety of aspects of teaching practice, including content knowledge, organising for teaching, organising for learning, and student attitudes and behaviours. Drawing on detailed examples, a new framework is offered to scaffold teacher thinking around moments in practice which can challenge the sense of equilibrium in the classroom. Pedagogical Equilibrium is a highly valuable resource for educational researchers, teacher educators, current teachers and other educational stakeholders.
A 4-week reset with recipes and eating plans to help reduce weight, increase energy and improve mood. Are healthy hormones the pathway to weight loss, increased energy and improved mood? It is little-known that hormones play a crucial ongoing role in our most vital bodily functions. Michele Chevalley Hedge, a qualified nutritionalist in private practice, sees countless patients whose busy lives leave them feeling depleted and burnt out, and these symptoms are often linked to hormone imbalances. This four-week plan encompasses nutritional and lifestyle changes to help get your life - and your hormones - back on track. Each day of the plan features tailored advice and a nourishing recipe to help your body 'reset' so that you once again feel energised and fighting fit. Michele also provides tips on how to make positive, lasting changes to your lifestyle that will stay with you long after the four weeks are over. This is a specially formatted fixed-layout ebook that retains the look and feel of the print book.
Phonologically prominent or "strong" positions are well known for their ability to resist positional neutralization processes such as vowel reduction or place assimilation. However, there are also cases of neutralization that affect only strong positions, as when stressed syllables must be heavy, default stress is inserted into roots, or word-initial onsets must be low in sonority. In this book, Jennifer Smith shows that phonological processes specific to strong positions are distinct from those involved in classic positional neutralization effects because they always serve to augment the strong position with a perceptually salient characteristic. Formally, positional augmentation effects are modeled by means of markedness constraints relativized to strong positions. Because positional augmentation constraints are subject to certain substantive restrictions, as seen in their connection to perceptual salience, this study has implications for the relationship between functional grounding and phonological theory.
Research on teachers' professional knowledge hints at teachers' pedagogical content knowledge being an important criterion for instructional quality and student achievement. This research project investigates the relation between teachers' pedagogical content knowledge, teachers' actions, and students' content knowledge in physics comparing Finland, Germany, and Switzerland.
Praise for the First Edition: "Serves as an excellent foundational text...I am very thankful that the authors wrote this text. [It] is written for school counselors by school counselor educators!" -Gene Eakin, PhD, School Counseling Program Lead, Oregon State University "The school counseling focus makes it unique... This is...a great improvement to other texts I’ve used and I plan to continue using it." -Dr. Carolyn Berger, Chair, Department of Counseling, Nova Southeastern University Fully updated to serve the needs of school counselors in training, this remains the only text to present a comprehensive, developmental, and practical approach to preparing school counselors to conceptualize the career development and college-readiness needs of P-12 students. The second edition reflects the ASCA’s new Mindsets & Behaviors for Student Success, which focuses on college and career-readiness standards for all students, 2016 CACREP Standards, and the 2015 Every Student Succeeds Act. The text is uniquely grounded in developmental, ecosystemic, and career theories as a basis for career interventions. Considering the range of psychosocial, cognitive, and academic development spanning P-12 students, the authors review relevant developmental and career theories as a foundation for the design of sequential and developmentally appropriate career and college-readiness curricula and interventions. The text provides school counselors and educators concrete examples of how to select, implement, and evaluate the outcomes of interventions grounded in various career counseling theories and addresses career development and college readiness needs by grade level. Also included is expanded information on diversity; reflections and advice from actual school counselors; updated statistics, references, and appendices; and an updated Instructor’s Manual, test bank, and PowerPoint slides. New to the Second Edition: Features a “Building a College-Going Culture” section that expands coverage on college readiness counseling Reflects updated legislation and policy information including ASCA’s new Mindsets & Behaviors for Student Success, 2016 CACREP Standards, Every Students Succeeds Act, and the Reach Higher Initiative Completely new chapter on college and career decision making "Voices from the Field" highlighting experiences from actual school counselors Enhanced instructor resources including Instructor’s Guide, test bank, and PowerPoint slides Key Features: The only comprehensive text devoted to career and college counseling for school counselors; written by former school counselors Disseminates current data and research focusing on college readiness needs of diverse populations Includes interventions grounded in theory and connected to national standards
Comprehensive index to current and retrospective biographical dictionaries and who's whos. Includes biographies on over 3 million people from the beginning of time through the present. It indexes current, readily available reference sources, as well as the most important retrospective and general works that cover both contemporary and historical figures.
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