Art is often viewed as being inherently spiritual. But what does it mean to describe an experience of art or beauty as "spiritual"? Is there a relationship between the spiritual experience a person has in the presence of a work of art and the Holy Spirit of Christian faith? Skilled theologian, musician, and educator Steven Guthrie examines areas of overlap between spirituality, human creativity, and the arts with the goal of sharpening and refining how we speak and think about the Holy Spirit. By exploring various connections between art and spirituality, he helps Christians better understand the doctrine of the Holy Spirit and offers a clear, engaging theology of the arts. The book includes a foreword by renowned theologian and musician Jeremy Begbie.
The metaphor of performance has been applied fruitfully by anthropologists and other social theorists to different aspects of human social existence, and furnishes a potentially helpful model in terms of which to think theologically about Christian life. After an introductory editorial chapter reflecting on the nature of artistic performance and its relationship to the notions of tradition and identity, Part One of this book attends specifically to the phenomenon of dramatic performance and possible theological applications of it. Part Two considers various aspects of the performance of Christian identity, looking at worship, the interpretation of the Bible, Christian response to elements in the contemporary media, the shape of Christian moral life, and ending with a theological reflection on the shape of personal identity, correlating it with the theatrical metaphors of 'character' and 'performing a part' in a scripted drama. Part Three demonstrates how art forms (including some technically non-performative ones - literature, poetry, painting) may constitute faithful Christian practices in which the tradition is authentically 'performed', producing works which break open its meaning in profound new ways for a constantly shifting context.
Twenty-five years of study and experience went into the making of this one-of-a-kind reference. Veterinarians, animal scientists, dog owners, trainers, consultants, and counsellors will find this book a benchmark reference and handbook concerning positive, humane management and control of dogs. Reflecting the author's extensive work with dogs, this book promises thorough explanations of topics, and proven behavioural strategies that have been designed, tested, and used by the author. More than 50 figures and tables illustrate this unique and significant contribution to dog behaviour, training, and learning.
This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.
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