At a time of increasing pressure for teachers to become more professional and more technically competent, this book examines in a critical fashion whether teachers should be considered experts. Written in straightforward and accessible prose, Welker examines the concept of expertise through the ideas of notable educational thinkers in the twentieth century--beginning with E.P. Cubberley and George S. Counts and concluding with a chapter on critical theory and the ideas of Maxine Greene and Henry Giroux. Other chapters examine such thinkers as Willard Waller, Daniel Lortie, Alan Tom, Philip Jackson, and Ivan Illich. Each chapter establishes an historical and ideological context and evaluates how the social character of the expert matches the responsibilities. While the idea of the teacher assuming the role of educational expert is gaining increased credibility in the current reform movement, this book shows that the concept fails to describe the senses of moral and social competence required of the teacher. Also the notion of the expert teacher might stand in the way of teachers forming the type of public partnerships necessary for them to complete their tasks adequately.
Peter Lampe's work has covered a wide range of fields, the common denominator being his interest in contextualizing belief systems. Mirroring his multifaced work, the authors pursue his interest from different interdisciplinary angles, addressing the interdependence between religious expressions and their situations or contexts. The application of theoretical models to texts examples flanks the inspiring theoretical – epistemological and methodological – reflections. Studies in socio-economic and political history adjoin archaeological, epigraphic, papyrological and iconographic investigations. (Social-)psychological interpretations of texts complement rhetorical analyses. The hermeneutical reception of biblical materials in, for example, the Koran and Christian Chinese or Orthodox contexts, as well as in religious education and homiletics, rounds off the volumes.
Although we should acknowledge the fragility of memory, we should nevertheless affirm the remarkable ability of memory to reform and transform our identity. Our memories and ways of remembering are, however, often marked by trauma and violence. Memory, therefore, not merely reforms; it too is in need of reformation, redemption and transformation. With this emphasis in mind, Reforming Memory grapples with the question what a responsible engagement with the past entails, also for Christians and churches associated with the Reformed tradition. The history of Reformed churches in South Africa is, one can argue, a deeply divided and ambivalent one. The same figures are heroes to some and villains to others; historic events are deeply ambiguous and conflicting views surround different discourses. Yet the histories, and perhaps futures, of these churches and traditions are inextricably interwoven. Reforming Memory fundamentally combines an interest in the notion of ?memory? with an interest in (South African) Reformed theology and history. Central is the question: how should we remember and represent the past responsibly? The essays collected in this book engage in different ways with this question, attending in the process to some episodes in the history of the Dutch Reformed Church, some influential Reformed theologians, and some important Reformed practices and confessional documents.
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