A thought-provoking re-examination of children's play drawing together insights and experiences across fields such as education, sociology, philosophy and psychology to encourage an inter-disciplinary approach.
This book provides an analysis of children’s play across many different cultural communities around the globe. Each chapter discusses children’s play as an activity important for formal and informal education, mental health and childhood well-being, and children’s hobbies and past-times. Traditional, modern and postmodern play forms are discussed and probed for their meaning within a contemporary global community. Authors address the functions that this phenomenon serves for indigenous cultures and the problems that arise due to the globalization of educational and social resources. Issues that are covered include the importance of conceptualizing the relationship between play and culture, how play varies both within and between cultures, children’s non-play activities in relation to play activities, how play is learned and how adults, parents and teachers, as well as older peers and siblings, are all important influences on the play of children. Questions that are raised include: Is it fair to emphasize the importance of certain kinds of play, such as social pretense play? Is this ethnocentric? Is the mastery of certain forms of play (e.g. socio-dramatic play) during the early years critical in the acculturation process? How are different cultures incorporating literacy props in play, or otherwise developing early educational programmes that use play educationally to foster literacy acquisition? These and many other questions or issues are taken up in this volume. At the heart of the book is a focus on human rights, in particular the Child’s Right to Play as stated in the UN Convention on the Rights of the Child. The book is committed to the principle of all children reaching their full potential and the enhancement of their families, communities, and cultures through play.
In the first of a three-volume work, Daniel Patte presents three very different critical exegeses of Romans 1, arguing that all are equally legitimate and hermeneutically plausible. By expanding upon and respecting the exegeses of many erudite scholars of the last two centuries, Patte concludes that three families of vastly different critical interpretations are fully justified: traditional philological and epistolary studies; rhetorical and sociocultural studies; and figurative studies of the “coherence” of Paul's teaching. Arising from a long-standing interdisciplinary investigation of many receptions of Romans in light of recent diversification of exegetical methodologies, Patte concludes that the interpretation of a scriptural text necessarily involves making a choice among equally legitimate and plausible alternatives; and second, that this choice is always contextual and ethical. When these points are denied (by failing to respect the interpretations of others and absolutizing one's interpretation), instead of being a scriptural blessing, Romans becomes a deadly weapon against others – heretics, Jews (Shoah), and many others. The result is a threefold commentary of Romans 1 that is unique in its scope and thorough-going exegesis.
The Global Bible Commentary invites its users to expand their horizon by reading the Bible with scholars from all over the world and from different religious persuasions. These scholars have approaches and concerns that often are poles apart. Yet they share two basic convictions: biblical interpretation always matters; and reading the Bible “with others” is highly rewarding. Each of the short commentaries of the Global Bible Commentary is a readily accessible guide for reading a biblical book. Written for undergraduate and seminary students and their teachers, as well as for pastors, priests, and Adult Sunday School classes, it introduces the users to the main features of the biblical book and its content. Yet each short commentary does more. It also brings us a precious gift, namely the opportunity of reading this biblical book as if for the first time. By making explicit the specific context and the concerns from which she/he reads the Bible, the scholar points out to us the significance of aspects of the biblical text that we simply took for granted or overlooked. Need more info? Download Global Bible Commentary Marketing Brochure PDF Free Adobe Acrobat Reader! If any book demonstrates the value of cultural criticism and the importance of particularity in interpretation, this is it! Scholars from diverse social locations in every continent bring their distinctive context to bear on the act of interpreting. In so doing, they shed eye-opening light on the biblical texts. The resulting critical dialogue with the Bible exposes the oppressive as well as the liberating dynamics of the texts while at the same time showing how the Bible might address the social, political, cultural, and economic dynamics of our world today. This collection can change the way you read the Bible—scholars and students, clergy and laity alike. -David Rhoads, Professor of New Testament, Lutheran School of Theology, Chicago, IL Contributors: Daniel Patte, Professor of New Testament and Early Christianity at Vanderbilt University, Nashville, TN, USA. A French Huguenot (Église Réformée de France), he taught two years in Congo-Brazzaville, and “read the Bible with” people in France, Switzerland, South Africa, Botswana, the Philippines, as well as in the USA. His publications include books on hermeneutics and semiotics (such as Early Jewish Hermeneutics, 1975; The Religious Dimensions of Biblical Texts, 1990); on Paul and Matthew (such as Paul's Faith and the Power of the Gospel, 1983; The Gospel according to Matthew: A Structural Commentary on Matthew's Faith, 1987), as well as, most directly related to the GBC, Ethics of Biblical Interpretation (1995), The Challenge of Discipleship (1999), Reading Israel in Romans: Legitimacy and Plausibility of Divergent Interpretations (ed. with Cristina Grenholm, 2000), The Gospel of Matthew: A Contextual Introduction (with Monya Stubbs, Justin Ukpong, and Revelation Velunta, 2003). José Severino Croatto,. Professor of Exegesis, Hebrew, and Religious Studies, at Instituto Superior Evangélico de Estudios Teológicos (ISEDET). A contributor to Revista de Interpretación Bíblica Latinoamericana (= RIBLA) and the Movement of Popular Reading of the Bible, he published 22 books, including three volumes on hermeneutics, Exodus, A Hermeneutics of Freedom (1981); Biblical Hermeneutics. Toward a Theory of Reading as the Production of Meaning (1987); Hermenéutica Práctica. Los principios de la hermenéutica bíblica en ejemplos (2002); three volumes on Génesis 1-11 (1974; 1986; 1997), the last one, Exilio y sobrevivencia. Tradiciones contraculturales en el Pentateuco; three volumes on the book of Isaiah (1988; 1994; 2001), the last one, Imaginar el futuro. Estructura retórica y querigma del Tercer Isaías (Isaías 56-66); two volumes on Religious Studies (1994; 2002), the last one, Experiencia de lo sagrado y tradiciones religiosas. Estudio de fenomenología de la religión (2002). Rev. Dr. Nicole Wilkinson Duran, after teaching New Testament in the USA, South Africa (Zululand), in Turkey, is currently teaching part-time at Rosemont College and Villanova University, and with her husband raising twin sons in the suburbs of Philadelphia, PA. She has published articles on topics ranging from gender and race in Esther, to the unread Bible in Toni Morrison’s novels, to body symbolism in the story of John the Baptist’s execution, and edited (with G. Phillips) Reading Communities Reading Scripture (2002). She is an ordained Presbyterian minister and does occasional preaching and adult Christian education. Teresa Okure, SHCJ, a graduate from the University of Ibadan, La Sorbonne, École Biblique of Jerusalem, and Fordham University (Ph.D.), is Professor of New Testament and Gender Hermeneutics at the Catholic Institute of West Africa, Port Harcourt, Nigeria. She is or has been a member of the executive committees of several associations, including EATWOT (Ecumenical Association of Third World Theologians, as Executive Secretary), the International Association for Mission Studies (IAMS), and the Society for New Testament Studies (SNTS). She published more than 100 articles and six books including The Johannine Approach to Mission: a Contextual Study of John 4:1-42 (1988), ed. Evaluating the Inculturation of Christianity in Africa (1990) and ed. To Cast Fire upon the Earth: Bible and Mission. Collaborating in Today’s Multicultural Global Context (2000). Archie Chi_Chung Lee, Professor of Hebrew Bible, Department of Cultural and Religious Studies, The Chinese University of Hong Kong. A specialist of cross-textual hermeneutics, especially Chinese text and the post-exilic biblical tradition. He is the author of several books including A Commentary on the Book of Koheleth, (in Chinese 1990), Doing Theology with Asian Resources: Ten Years in the Formation of Living Theology in Asia (1993, ed.) and Interpretation of the Megilloth (in Chinese 2003) and numerous articles including "Genesis One and the Plagues Tradition in Ps. 105," Vetus Testamentum, 40, (1990): 257-263, "Biblical Interpretation in Asian Perspective," Asia Journal of Theology, 7, (1993): 35-39, "The Chinese Creation Myth of Nu Kua and the Biblical Narrative in Genesis 1-11," Biblical Interpretation 2 (1994): 312-324, "Cross-Textual Hermeneutics on Gospel and Culture". Asia Journal of Theology 10 (1996): 38-48 and "Biblical Interpretation of the Return in the Postcolonial Hong Kong," Biblical Interpretation, 9 (1999): 164-173.
Daniel Patte here offers a fresh literary-critical introduction to the dominant literature of the New Testament, the major letters of the apostle Paul: Romans, 1 and 2 Corinthians, Galatians, Philippians, 1 Thessalonians, and Philemon. Patte invites the reader to explore these letters through several readings: an historical reading in which he reviews and critiques the results of traditional interpretations, and structural readings in which he elucidates the main characteristics of Paul's faith and discerns a system of convictions that supports Paul's theology and gives it coherence. Through this novel literary approach, Professor Patte leads the reader of these letters to a better understanding of the power of the Gospel, the relation of the Gospel to Judaism, and Paul's interpersonal view of faith. Here is an invitation to rediscover Paul's faith in all its richness!
This book offers first-person accounts of the experience of psychosis from the inside and the outside, through the eyes of two doctors, one of whom has experienced psychosis and both of whom have worked for decades in the field of psychiatry. Underpinned by rigorous academic analysis using an evocative duo-ethnographic approach, the book explores the cultural and subcultural influences from childhood onwards – both traumatic and resilience-building – that have shaped their lives. Both authors reflect on strategies they learned early in life for dealing with challenges, each managing to function at a high level while avoiding awareness of their vulnerability. They reflect on the potential dangers of using their expertise and position of power in psychiatry simply to diagnose mental illness and prescribe medication. The differences and similarities in the authors’ stories provide a productive tension highlighting the complexities of this paradigm shift that is happening in psychiatry. Written in the form of two interacting memoirs, this book is of great interest to researchers, clinicians, and practicing psychologists, as well as a general audience with interest in psychosis.
A thought-provoking re-examination of children's play drawing together insights and experiences across fields such as education, sociology, philosophy and psychology to encourage an inter-disciplinary approach.
This book provides an analysis of children’s play across many different cultural communities around the globe. Each chapter discusses children’s play as an activity important for formal and informal education, mental health and childhood well-being, and children’s hobbies and past-times. Traditional, modern and postmodern play forms are discussed and probed for their meaning within a contemporary global community. Authors address the functions that this phenomenon serves for indigenous cultures and the problems that arise due to the globalization of educational and social resources. Issues that are covered include the importance of conceptualizing the relationship between play and culture, how play varies both within and between cultures, children’s non-play activities in relation to play activities, how play is learned and how adults, parents and teachers, as well as older peers and siblings, are all important influences on the play of children. Questions that are raised include: Is it fair to emphasize the importance of certain kinds of play, such as social pretense play? Is this ethnocentric? Is the mastery of certain forms of play (e.g. socio-dramatic play) during the early years critical in the acculturation process? How are different cultures incorporating literacy props in play, or otherwise developing early educational programmes that use play educationally to foster literacy acquisition? These and many other questions or issues are taken up in this volume. At the heart of the book is a focus on human rights, in particular the Child’s Right to Play as stated in the UN Convention on the Rights of the Child. The book is committed to the principle of all children reaching their full potential and the enhancement of their families, communities, and cultures through play.
The postwar years in the UK saw the development of numerous artificial playgrounds intended to compensate children for increasing urbanization and a lack of wild places to play. Many of these sites employed playleaders, whose job was to use play to instill social behavioral norms on children, using games with rules and organized activities. From the early 1970s, that approach began to be replaced by playwork, a nondirective way of working. Playwork marked a rejection of the adult-focused practice of playleadership. Playworkers relied more on an ambiance that reflected their own childhood freedoms and on the growing body of knowledge regarding the importance of play. This body of new literature suggested that play, unadulterated by societal objectives, was crucial to the successful development of all children; that play was not just good for exercise and social interaction, but was vital to brain growth and the child’s ability to adapt to a fast changing world. Since those early days, playwork has mutated through a variety of guises, and over the years has begun to explore the child’s impact on space, the relationships between child and adult, what playworkers do, the therapeutic aspects of play, and has even taken faltering footsteps into the complexities of the quantum world. Aspects of Playwork reflects this awesome diversity of views and interpretation, moving from the historical to the almost sci-fi and from ghostly traces to the hard realities of being a child and working with children in the 2000s. Most of all, though, Aspects of Playwork is a commentary on the beauty and wonder of what play is and what it is to play.
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