How do you imagine the unimaginable or touch the untouchable? Through the characteristic use of teaching methods identified in Wisdom Literature, Adrian Hinkle discusses how religious training is described within the Hebrew Bible. Through her vivid discussion of the biblical texts, readers gain insight into teaching methodologies that stimulate new discussions and impact modern church leaders and educators.

Every generation must accept the responsibility of training the next. Yet, are modern Christian pastors and educators using teaching paradigms that impact memory and long-term memory retention? Pedagogical Theory of the Hebrew Bible is a cross-disciplinary book that connects religious education with active learning theory and demonstrates how these two areas are intimately connected within the biblical texts of Genesis through 2 Kings. Through vivid discussion of the literary texts, Adrian Hinkle demonstrates that religious educators never used isolated oral stories or instructions. Instead, these are purposefully connected with other learning formats to increase memory retention and ensure each generation experiences the traditions of Yahweh.

This book lays out a new vision for the teaching of English, building on themes central to Wilhelm's influential "You Gotta BE The Book." With portraits of teachers and students, as well as practical strategies and advice, they provide a roadmap to educational transformation far beyond the field of English. --from publisher description

The refugee that has come to your church, the pastor of the immigrant church in your town, and you yourself all come before the same Bible, even the same verse, and walk away with completely different understandings and applications. In an increasingly globalized and multicultural world, how can we learn to see beyond our own cultural influences, understand those of others, and learn from each other in order to better understand and apply the word of God? How do we stay faithful to the text when our contemporary cultural perspective is so different from the original author’s? This book will enable you to understand the common pitfalls and dangers related to cross-cultural hermeneutics while also equipping you with principles and real-life examples for how to interpret Scripture in such situations. Additionally, given the fact that our world is increasingly digitized and people are less and less likely to read, we will consider the issue of oral hermeneutics and how those who can’t read or choose not to read can interpret Scripture faithfully.

The European Union and the Middle East presents a concise but thorough historical analysis of the relationship between the European Union and its predecessors and the Middle East, from the early 1950s to the present day. The authors provide a survey of the evolution of the foreign policy mechanisms of the EU and an outline of the relevant aspects of modern Middle East history. They examine the relationship betwen the two regions from 1950 to the end of the Cold War, with special emphasis on the period following the 1973/4 oil crisis. They go on to look at the post-Cold War era discussing the conflict with Iraq and examining the EU's continuing involvement in the Middle East peace process.

Written by two of the most-recognized names in the field, the heart of this book revolves around the seven “modes of inquiry” that serve as guiding principles for designing curriculum that meets the needs of students, educators, parents, and the community at large. Coverage carefully balances theory and practicality, draws inspiration from a wide range of disciplines and contexts, and incorporates the wisdom of practicing curriculum designers from this country and others. Chapter titles include Curriculum Wisdom in Democratic Societies, Pragmatism: A Philosophy for Democratic Educators, The Arts of Inquiry: Toward Holographic Thinking, Personal and Structural Challenges, and Implications for Educational Practice. For teachers and administrators responsible for designing and implementing curriculum.

In this volume, a list of esteemed scholars engage with the literary readings of prophetic and poetic texts in the Hebrew Bible that revolve around sensitivity to the complexity of language, the fragility of meaning, and the interplay of texts. These themes are discussed using a variety of hermeneutical strategies. In Part 1, Poets and Poetry, some essays address the nature of poetic language itself, while others play with themes of love, beauty, and nature in specific poetic texts. The essays in Part 2, Prophets and Prophecy, consider prophets and prophecy from a number of interpretive directions, moving from internal literary analysis to the reception of these texts and their imagery in a range of ancient and modern contexts. Those in Part 3, on the other hand, Texts in Play, take more recent works (from Shakespeare to Tove Jansson's Moomin books for children) as their point of departure, developing conversations between texts across the centuries that enrich the readings of both the ancient and modern pieces of literature.

A topic ignored in mainstream scientific inquiry for decades, wisdom is beginning to return to the place of reverence that it held in ancient schools of intellectual study. A Handbook of Wisdom, first published in 2005, explores wisdom's promise for helping scholars and lay people to understand the apex of human thought and behavior. At a time when poor choices are being made by notably intelligent and powerful individuals, this book presents analysis and review on a form of reasoning and decision-making that is not only productive and prudent, but also serves a beneficial purpose for society. A Handbook of Wisdom is a collection of chapters from some of the most prominent scholars in the field of wisdom research. Written from multiple perspectives, including psychology, philosophy, and religion, this book gives the reader an in-depth understanding of wisdom's past, present, and possible future direction within literature, science, and society.

Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic, and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. The book explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children and contains a variety of scenes involving children’s play and involvement with literature and fiction. It portrays how engaging with children’s play can be a philosophical and pedagogical investigation where children’s own philosophising is taken seriously, where children’s thoughts are put on a par with established research and philosophy. Moreover, the book engages with a range of different forms of literature – picture books, novels, auto-fiction, poetry – and develops these as portrayals that serve as a basis for non-theoretical and poetic pedagogical research. Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.