Roger Burggraeve is professor-in-ordinary at the Catholic University of Leuven, where he teaches moral theology and is chairperson of the Center for the Study of the Theology of Peace. Marc Vervenne lectures at the Catholic University of Leuven in the field of Old Testament studies and serves as Academic Secretary for the University's Faculty of Theology.
Developments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impact, educational systems must be interpreted against a background of particular situations and contexts. This textbook brings together more than twenty (collaborative) contributions focusing on the two key themes in the work of Marc Depaepe: educationalization and appropriation. Compiled for his international master classes, these selected writings provide not only a thorough introduction to the history of modern educational systems, but also a twenty-five-year overview of the work of a well-known pioneer in the field of history of education. Covering the modernization of schooling in Western history, the characteristics and origins of educationalization, the colonial experience in education, and the process of "appropriation," Between Educationalization and Appropriation will be of great interest to a larger audience of scholars in the social sciences.
Developments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impact, educational systems must be interpreted against a background of particular situations and contexts. This textbook brings together more than twenty (collaborative) contributions focusing on the two key themes in the work of Marc Depaepe: educationalization and appropriation. Compiled for his international master classes, these selected writings provide not only a thorough introduction to the history of modern educational systems, but also a twenty-five-year overview of the work of a well-known pioneer in the field of history of education. Covering the modernization of schooling in Western history, the characteristics and origins of educationalization, the colonial experience in education, and the process of "appropriation," Between Educationalization and Appropriation will be of great interest to a larger audience of scholars in the social sciences.
Master Bible scholar and teacher Marc Brettler argues that today's contemporary readers can only understand the ancient Hebrew Scripture by knowing more about the culture that produced it. And so Brettler unpacks the literary conventions, ideological assumptions, and historical conditions that inform the biblical text and demonstrates how modern critical scholarship and archaeological discoveries shed light on this fascinating and complex literature. Brettler surveys representative biblical texts from different genres to illustrate how modern scholars have taught us to "read" these texts. Using the "historical-critical method" long popular in academia, he guides us in reading the Bible as it was read in the biblical period, independent of later religious norms and interpretive traditions. Understanding the Bible this way lets us appreciate it as an interesting text that speaks in multiple voices on profound issues. This book is the first "Jewishly sensitive" introduction to the historical-critical method. Unlike other introductory texts, the Bible that this book speaks about is the Jewish one -- with the three-part TaNaKH arrangement, the sequence of books found in modern printed Hebrew editions, and the chapter and verse enumerations used in most modern Jewish versions of the Bible. In an afterword, the author discusses how the historical-critical method can help contemporary Jews relate to the Bible as a religious text in a more meaningful way.
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