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Theodicy and the Cross of Christ: A New Testament Inquiry (The Library of New Testament Studies)
by Tom HolménThe death of Jesus is commonly regarded as the one radically novel perspective from which the problem of suffering is viewed in the New Testament, as opposed to the appropriation of viewpoints present elsewhere in contemporary writings and in the Old Testament. Tom Holmén's focus on the death of Jesus as a source of New Testament theodicy reveals a two-fold reasoning: the lasting relevance of the theme of Jesus' death on the cross and theodicy, and the lack of thorough and sustained New Testament investigations into this theme. Holmén's argument focuses on the changes in the concept of suffering occasioned by the unprecedented sacrifice of Jesus. He explores both the derivative nature of suffering as God's retribution or a test for discipline – in line with the traditions known in the time contemporary to the formation of the New Testament – and the sharp, wholly new contrast of suffering as intercessory in the crucifixion of Christ, Son of God, appearing to the world as 'impossible'. Holmén considers many issues in his discussion, including the context of providence and covenant, and the problem that Jesus' death causes for theodicy. He also examines other perspectives, such as the writings of Paul, and practical considerations of coping with anguish. Taken as a whole, this study provides a fresh examination of the crucifixion's central role for understanding New Testament approaches to suffering.
Theodicy and Hope in the Book of the Twelve (The Library of Hebrew Bible/Old Testament Studies)
This volume explores the themes of theodicy and hope in both individual portions of the Twelve (books and sub-sections) and in the Book of the Twelve as a whole, as the contributors use a diversity of approaches to the text(s) with a particular interest in synchronic perspectives. While these essays regularly engage the mostly redactional scholarship surrounding the Book of Twelve, there is also an examination of various forms of literary analysis of final text forms, and engagement in descriptions of the thematic and theological perspectives of the individual books and of the collection as a whole. The synchronic work in these essays is thus in regular conversation with diachronic research, and as a general rule they take various conclusions of redactional research as a point of departure. The specific themes, theodicy and hope, are key ideas that have provided the opportunity for contributors to explore individual books or sub-sections within the Twelve, and the overarching development (in both historical and literary terms) and deployment of these themes in the collection.
Themes, Issues and Debates in Psychology
by Richard GrossThemes, Issues and Debates in Psychology presents an integrated view of Psychology by identifying underlying themes (such as the scientific nature of Psychology, cultural and gender differences), issues (ethical, methodological and conceptual), and debates (such as heredity vs. environment, free will vs. determinism, normality vs. abnormality) which permeate the discipline as a whole. The text adopts a critical approach to ‘mainstream Psychology’, attempting to identify and challenge some of the underlying assumptions that are traditionally made about ‘human nature’ and how it can be investigated in ways based on the scientific study of the natural world. What makes Psychology unique is the view of Psychologists as part of their own subject-matter: trying to study other people cannot be done by copying the methods of the physicist or chemist. Psychology draws on and brings together a number of different theories and methodologies from a wide range of other disciplines, including philosophy, biology, anthropology and sociology. Themes, Issues and Debates in Psychology also includes chapters on Parapsychology, Positive Psychology and Religion and Spirituality, which are rarely found together in a single text. Not only are these not mainstream, but they highlight some of the themes, issues and debates discussed in earlier chapters. The topics in this fifth edition of this book are inflected by a new concern with decolonizing the curriculum, and discussions of cultural and gender-based issues are integrated into all aspects of the text to offer a new and critical perspective on issues such as political and scientific colonialism. Additionally, the text features ‘Question Time’ breaks that relate to methodological, theoretical and other issues; these are all aimed at helping the reader assimilate the material. Some of the issues raised could form the basis of seminar papers/discussions. Themes, Issues and Debates in Psychology is ideal reading for all students and is relevant to undergraduate courses in psychology.
Themes, Issues and Debates in Psychology
by Richard GrossThemes, Issues and Debates in Psychology presents an integrated view of Psychology by identifying underlying themes (such as the scientific nature of Psychology, cultural and gender differences), issues (ethical, methodological and conceptual), and debates (such as heredity vs. environment, free will vs. determinism, normality vs. abnormality) which permeate the discipline as a whole. The text adopts a critical approach to ‘mainstream Psychology’, attempting to identify and challenge some of the underlying assumptions that are traditionally made about ‘human nature’ and how it can be investigated in ways based on the scientific study of the natural world. What makes Psychology unique is the view of Psychologists as part of their own subject-matter: trying to study other people cannot be done by copying the methods of the physicist or chemist. Psychology draws on and brings together a number of different theories and methodologies from a wide range of other disciplines, including philosophy, biology, anthropology and sociology. Themes, Issues and Debates in Psychology also includes chapters on Parapsychology, Positive Psychology and Religion and Spirituality, which are rarely found together in a single text. Not only are these not mainstream, but they highlight some of the themes, issues and debates discussed in earlier chapters. The topics in this fifth edition of this book are inflected by a new concern with decolonizing the curriculum, and discussions of cultural and gender-based issues are integrated into all aspects of the text to offer a new and critical perspective on issues such as political and scientific colonialism. Additionally, the text features ‘Question Time’ breaks that relate to methodological, theoretical and other issues; these are all aimed at helping the reader assimilate the material. Some of the issues raised could form the basis of seminar papers/discussions. Themes, Issues and Debates in Psychology is ideal reading for all students and is relevant to undergraduate courses in psychology.
Themes In Indian History Part 2 class 12 - NCERT
by National Council of Educational Research and TrainingAn apt choice of textbook for students of Class 12, this textbook "Themes in Indian History Part - 2" will give the students an insight of Indian history. It has been published by NCERT and strictly follows the guidelines and syllabus defined by the Central Board of Secondary Education (CBSE). This book has been designed to enrich the knowledge of the students about the Mughal Empire, Agrarian Society and other past events. The significant events have been explained in a chronological order to have a better understanding of historical occurrences and their causes.
Themes and Stories in Youthwork Practice
by Mark KruegerLearn to follow the rhythms of building a relationship with youth at riskThemes and Stories in Youth Work Practice takes a refreshing look at the creative possibilities of working with youth in a variety of group care and developmental settings. Author Mark Krueger presents an innovative approach to developing relationships through shared experiences that plays out like modern dance, choreographed according to individual needs and strengths but always open to improvisations that follow the rhythms of life. The book also promotes a framework of understanding youth work through personal stories constructed alone and together by youth and youth workers.Themes and Stories in Youth Work Practice offers a unique perspective on theory and practice as it examines human interaction as an interpersonal, inter-subjective, and contextual process. The book recounts a day in the life of a youth worker, examines qualitative inquiries conducted by youth workers, recalls personal stories, and addresses the ways youth workers' experiences influence their interactions with youth. Counselors working in community centers, group homes, treatment centers, and community and group care programs will discover how to use the interactive dance between workers and youth at risk to create human compositions, advancing the story and getting a feel of where they are in moments of connection, discovery, and empowerment.From the author:"Youth work is like a modern dance. We bring ourselves to the moment and try to interact in synch with youths' rhythms for trusting and growing. As we interact, we are in a sense, in-and passing through-youth. The challenge is to know ourselves so that we can know each other, and this comes about in part through a constant exploration of our stories. It also comes about when we are in youth work with youth, learning how to dance."Geared toward experienced youth workers but equally relevant for students and anyone new to the field, Themes and Stories in Youth Work Practice is an enlightening read for anyone working in, or for, residential treatment centers, group homes, shelters, foster care, juvenile justice programs, community-based youth serving organizations, after school programs, recreation programs, camps, churches, and neighborhood centers.
Themes and Stories in Youthwork Practice
by Mark KruegerLearn to follow the rhythms of building a relationship with youth at riskThemes and Stories in Youth Work Practice takes a refreshing look at the creative possibilities of working with youth in a variety of group care and developmental settings. Author Mark Krueger presents an innovative approach to developing relationships through shared experiences that plays out like modern dance, choreographed according to individual needs and strengths but always open to improvisations that follow the rhythms of life. The book also promotes a framework of understanding youth work through personal stories constructed alone and together by youth and youth workers.Themes and Stories in Youth Work Practice offers a unique perspective on theory and practice as it examines human interaction as an interpersonal, inter-subjective, and contextual process. The book recounts a day in the life of a youth worker, examines qualitative inquiries conducted by youth workers, recalls personal stories, and addresses the ways youth workers' experiences influence their interactions with youth. Counselors working in community centers, group homes, treatment centers, and community and group care programs will discover how to use the interactive dance between workers and youth at risk to create human compositions, advancing the story and getting a feel of where they are in moments of connection, discovery, and empowerment.From the author:"Youth work is like a modern dance. We bring ourselves to the moment and try to interact in synch with youths' rhythms for trusting and growing. As we interact, we are in a sense, in-and passing through-youth. The challenge is to know ourselves so that we can know each other, and this comes about in part through a constant exploration of our stories. It also comes about when we are in youth work with youth, learning how to dance."Geared toward experienced youth workers but equally relevant for students and anyone new to the field, Themes and Stories in Youth Work Practice is an enlightening read for anyone working in, or for, residential treatment centers, group homes, shelters, foster care, juvenile justice programs, community-based youth serving organizations, after school programs, recreation programs, camps, churches, and neighborhood centers.
Themes and Debates in Early Childhood (1st edition) (PDF)
by Alison Street Dr Mary WildEarly Childhood is a complex and diverse field. This text is designed to help students understand and engage with current themes in early childhood, supporting the development of critical thinking skills. Key themes such as children's voice, child wellbeing, identities and professional relationships are presented and opened up for the reader through essential theory and selected extracts. Thought provoking activities in all chapters help students to get a deeper understanding of contemporary themes in early childhood, supporting them in assignment writing and in linking theory to practice. About the Early Years Series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and further reading suggestions, including useful websties, are included to help students access extended learning in each topic. Other titles in the series are Early Childhood Studies, Child Development for Early Childhood Studies, Child Observation for the Early Years and Exploring Play for Early Childhood Studies.
Themes and Debates in Early Childhood (1st edition)
by Dr Mary Wild Alison StreetEarly Childhood is a complex and diverse field. This text is designed to help students understand and engage with current themes in early childhood, supporting the development of critical thinking skills. Key themes such as children's voice, child wellbeing, identities and professional relationships are presented and opened up for the reader through essential theory and selected extracts. Thought provoking activities in all chapters help students to get a deeper understanding of contemporary themes in early childhood, supporting them in assignment writing and in linking theory to practice. About the Early Years Series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and further reading suggestions, including useful websties, are included to help students access extended learning in each topic. Other titles in the series are Early Childhood Studies, Child Development for Early Childhood Studies, Child Observation for the Early Years and Exploring Play for Early Childhood Studies.
Themenzentrierte Interaktion (TZI) und pädagogische Professionalität von Lehrerinnen und Lehrern: Erfahrungen und Reflexionen
by Friedrich EwertTZI, eine auf Gedanken der Psychoanalyse und der Humanistischen Psychologie basierende Methode der Gruppenarbeit, erweist sich als ein wichtiger Baustein zur Steigerung der pädagogischen Professionalität von Lehrenden, um über die Vermittlung von Fachwissen hinaus die Lernenden in allen As-pekten ihrer Persönlichkeit ganzheitlich wahrzunehmen und zu fördern.
Themed Activities for People with Learning Difficulties
by Melinda HutchinsonUser-friendly and practical, this is an excellent resource for all professionals looking to run creative sessions with people with profound and complex learning difficulties. Using a selection of twenty everyday objects, it provides resource materials, ideas and flexible structures to extend and complement professionals' existing approaches. It examines a range of teaching approaches, ideas for adapting activities and equipment, and how to present materials and tasks to the student while providing ideas, work outlines, activities and methods, recording sheets and photocopiable materials. It can be used with individuals and groups in a variety of settings, including educational establishments, day provisions or at home and is designed to provide opportunities for participation at all ability levels. With the help of this book, the list of object-based activities is endless!
Themed Activities for People with Learning Difficulties
by Melinda HutchinsonUser-friendly and practical, this is an excellent resource for all professionals looking to run creative sessions with people with profound and complex learning difficulties. Using a selection of twenty everyday objects, it provides resource materials, ideas and flexible structures to extend and complement professionals' existing approaches. It examines a range of teaching approaches, ideas for adapting activities and equipment, and how to present materials and tasks to the student while providing ideas, work outlines, activities and methods, recording sheets and photocopiable materials. It can be used with individuals and groups in a variety of settings, including educational establishments, day provisions or at home and is designed to provide opportunities for participation at all ability levels. With the help of this book, the list of object-based activities is endless!
Theme of the Pentateuch (The Library of Hebrew Bible/Old Testament Studies)
by David J. ClinesThis popular textbook regards the Pentateuch as a literary whole, with a single theme that binds it together. The overarching theme is the partial fulfilment of the promises to the patriarchs. Though the method of the book is holistic, the origin and growth of the theme is also explored using the methods of traditional source analysis. An important chapter explores the theological function of the Pentateuch both in the community for which the Pentateuch was first composed and in our own time. For this second, enlarged edition, the author has written an Epilogue reassessing the theme of the Pentateuch from a more current postmodern perspective.
The Theme of Temple Christology in John's Gospel (The Library of New Testament Studies #312)
by Stephen UmThis study not only carefully investigates the Jewish tradition of water and Spirit as the normative background of John 4, but also develops temple Christology by connecting these distinct traditions of water and the Spirit as eschatological life for John's use of Spirit as the source of new creational life.The aim of this thesis is to answer the following three crucial questions in order to sustain the development of the temple Christological theme in John 4: 1) What does the image of water represent?; 2) What does it mean to worship in Spirit and truth?, and 3) How do the disparate parts (water scene [4:6-15] and the Spirit scene [4:20-26]) function as a whole?
The Theme of Recompense in Matthew's Gospel (The Library of New Testament Studies)
by Blaine CharetteMatthew's theology of the Spirit has received scant scholarly attention, a regrettable oversight since the evangelist is careful to note that the eschatological redemption described in his Gospel is the direct result of the activity of God's Spirit. Matthew's narrative of God's restoring work, which begins with Jesus and continues through his followers, is informed by, even as it extends, the larger biblical narrative concerning God's creative, redemptive, and restorative work at the centre of which stands his Spirit, his active presence. As the study elaborates upon the broad sweep of Matthew's interest in the Spirit, the operation of the Spirit is examined in relation to the three theological categories of christology, soteriology, and ecclesiology.
Theme-Centered Interaction (TCI) in Higher Education: A Didactic Approach for Sustainable and Living Learning
by Sylke Meyerhuber Helmut Reiser Matthias ScharerThis book presents thoughts on and experiences with the introduction of Theme-centered Interaction (TCI) into academia. TCI is a systematic didactic, ‘living learning’ approach originally developed by social psychologist and pedagogue Ruth C. Cohn. The book explains and introduces the method, attitude and theory of TCI to a broader, higher education audience and relates it to such questions as: How does a teacher in academia achieve a lively and engaging atmosphere in their seminars? How do young academics as leaders-to-be learn how to act socially sustainably in groups? Using practical examples, the book shows how TCI can work in higher education to achieve participation and integration, reflectivity and humane connectedness of academic teachers and students, and professional development of senior and junior academics.
Theme and Thematic Progression in Chinese College Students’ English Essays
by Jing WeiThis book focuses on how instruction affects English learners’ use of Theme and thematic progression (thematic organization). While thematic organization in learner English has been extensively studied, little research has been done to investigate the effects of instruction on the use of Theme and thematic progression. Adopting a Systemic Functional Grammar approach, this study explores how a ten-week instruction on thematic organization affects Chinese college students’ use of Theme and thematic progression by comparing their English essays before and after the instruction, with native-speaker essays as the research baseline. Second-language acquisition researchers, curriculum developers and foreign language teachers will find this book useful as it not only presents a clear and detailed report of how Chinese college students learn to make better thematic choices, but also provides a well-developed instructional package on Theme and thematic progression.
Thematisierungsweisen guter Arbeit: Eine empirische Untersuchung im Feld der Kinder- und Jugendwohngruppenarbeit (Kasseler Edition Soziale Arbeit #3)
by Cora HerrmannCora Herrmann untersucht, wie sich SozialarbeiterInnen aus dem Bereich der Kinder- und Jugendwohngruppenarbeit gegenüber neuen Steuerungsweisen der Kinder- und Jugendhilfe verhalten. Damit stellt sie die Frage, ob und wie aktuelle, im Kontext gewandelter wohlfahrtsstaatlicher Arrangements entstandene Thematisierungsweisen „guter Arbeit“ Effekte in der alltäglichen Arbeit generieren, dort fort- und/oder umschrieben werden. Zu ihren Ergebnissen gehört, dass sich die interviewten SozialarbeiterInnen gegenüber den gewollten Veränderungen als machtlos präsentieren. Zugleich enthalten ihre Berichte Beschreibungen von Distanzierungs-, Begrenzungs-, Aneignungs- und Gestaltungsweisen. Diese Ergebnisse können als ein empirischer Beleg dafür gelesen werden, dass SozialarbeiterInnen sowohl als „hergestellte“ als auch im Handeln „herstellende“ Subjekte gelten können.
Their Vicious Games
by Joelle Wellington*Squid Game at an American High School - the twisty YA thriller that everyone will be talking about in 2023.*Twelve girls. Three rounds. One ultimate prize . . . for the last one left alive.Edgewater Academy is a school for the very rich and very powerful.Adina Walker is neither of those things. Alone and outcast, when she gets into a fight with a fellow student (and former friend), her scholarship to a top college is revoked, and her world falls apart.Until she's invited to The Finish.Annual games for the brightest and the best, hosted by power-family The Remingtons, the winning prize for The Finish is everything Adina wants. This is her chance at the life she's dreamed of.Then the contestants start to die.Love, revenge, pride - all are on the line. This isn't a game any more . . .Horrific and engrossing in equal measure, THEIR VICIOUS GAMES is also a thoughtful and clever commentary on race and class. Ace of Spades meets The Inheritance Games, this is a game you'll want to see through to the finish.
Their Highest Potential: An African American School Community in the Segregated South
by Vanessa Siddle WalkerAfrican American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community's parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school's needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina
The Theban Plays (Penguin Classics): (pdf)
by Sophocles E. F. Watling (Translator Introduction‘O Light! May I never look on you again, Revealed as I am, sinful in my begetting, Sinful in marriage, sinful in shedding of blood!’ The legends surrounding the royal house of Thebes inspired Sophocles (496–406 BC) to create a powerful trilogy of mankind’s struggle against fate. King Oedipus tells of a man who brings pestilence to Thebes for crimes he does not realise he has committed, and then inflicts a brutal punishment upon himself. With profound insights into the human condition, it is a devastating portrayal of a ruler brought down by his own oath. Oedipus at Colonus provides a fitting conclusion to the life of the aged and blinded king, while Antigone depicts the fall of the next generation, through the conflict between a young woman ruled by her conscience and a king too confident in his own authority. E. F. Watling’s masterful translation is accompanied by an introduction, which examines the central themes of the plays, the role of the Chorus, and the traditions and staging of Greek tragedy. For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators.
Theatricalising Narrative Research on Women Casual Academics
by Gail CrimminsThis book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
Theatricalising Narrative Research on Women Casual Academics
by Gail CrimminsThis book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
The Theatrical Professoriate: Contemporary Higher Education and Its Academic Dramas
by Emily RoxworthyThis book argues that today’s professoriate has become increasingly theatrical, largely as a result of neoliberal policies in higher education, but also in response to an anti-intellectual scrutiny that has become pervasive throughout the Western world. The Theatrical Professoriate: Contemporary Higher Education and Its Academic Dramas examines how the Western professoriate increasingly finds itself enacting command performances that utilize scripting, characterization, surrogation, and spectacle—the hallmarks of theatricality—toward neoliberal ends. Roxworthy explores how the theatrical nature of today’s professoriate and the resultant glut of performances about academia on stage and screen have contributed to a highly ambivalent public fascination with academia. She further documents the "theatrical turn" witnessed in American higher education, as academic institutions use performance to intervene in the diversity issues and disciplinary disparities fueled by neoliberalism. By analyzing academic dramas and their audience reception alongside theoretical approaches, the author reveals how contemporary academia drives the professoriate to perform in what seem like increasingly artificial ways. Ideal for practitioners and students of education, ethnic, and science studies, The Theatrical Professoriate deftly intervenes in Performance Studies’ still-unsettled debates over the differential impact of live versus mediated performances.