Is knowledge power? In Teach the Nation , Anne-Elizabeth Murdy explores the history and contradictions in the notion that education and literacy are vital means for improving social and political status in the US. By closely examining the rapidly shifting social context of education, and the emerging literature by and for African-American women during the 1890s, Murdy proves that the histories of education and literature are deeply connected and argues that their current lives must be regarded as mutually dependent. Teach the Nation offers a new understanding of literacy and pedagogical study and identifies how literary history enhances current feminist and anti-racist teachings. By excavating notions about education in the 1890s-as turbulent a time for American public education as today-Murdy asks readers to step back from this historical moment to better understand the contexts and institutions within which we theorize learning and teaching. In doing so, she compels readers to reimagine the potential for gaining social power through education and literature.

No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.

The Teach the Text Commentary Series utilizes the best of biblical scholarship to provide the information a pastor needs to communicate the text effectively. The carefully selected preaching units and focused commentary allow pastors to quickly grasp the big idea and key themes of each passage of Scripture. Each unit of the commentary includes the big idea and key themes of the passage and sections dedicated to understanding, teaching, and illustrating the text.

The following book is a series of lectures delivered by Ernest Holmes, who was an eminent Anglican priest and author. The intent of the lectures, as the author says it himself is: (1) to remind an instructed congregation of that which they knew already—and to make them more grateful for the often underrated privilege of being members of the Catholic Church; and (2) to suggest some simple lines of instruction which they might pass on to others.

This book is an experienced analysis of the failures of American schools to provide learning for a majority of its students including those known as the forgotten half-and the reasons for those failures. It explores who is being educated, and what is known about learning in terms of prerequisites, brain differences and cultures. The book describes the failed initiatives of more money, class size reduction, school choice, magnet schools, vouchers, and merit pay for teachers. Charter schools don't cut it for a majority of our children. No Child Left Behind (NCLB) and Race To the Top (RTT) are expensive, unmitigated disasters. The American schools have mostly missed the promise of change and technology and are now engaged in massive fallacious testing, resulting in little benefit to the nation and significant harm to the children. Outrageously priced Higher Education has little to offer to improve the national education malaise, and lumbers on in its dismal, disorderly state. However, American schools in their INNOCENCE are a product of and restricted by their governmental, economic, civic, and ecologic environment. As described in the closure of the book, The Future, the major structural changes needed to re-create our national learning system have overrun national planning and thinking capacity. Fortunately, there are promising patterns of change in progress.

The Teach the Text Commentary Series utilizes the best of biblical scholarship to provide the information a pastor needs to communicate the text effectively. The carefully selected preaching units and focused commentary allow pastors to quickly grasp the big idea and key themes of each passage of Scripture. Each unit of the commentary includes the big idea and key themes of the passage and sections dedicated to understanding, teaching, and illustrating the text.

On March 31, 1968, over 500 Black nationalists convened in Detroit to begin the process of securing independence from the United States. Many concluded that Black Americans' best remaining hope for liberation was the creation of a sovereign nation-state, the Republic of New Afrika (RNA). New Afrikan citizens traced boundaries that encompassed a large portion of the South--including South Carolina, Georgia, Alabama, Mississippi, and Louisiana--as part of their demand for reparation. As champions of these goals, they framed their struggle as one that would allow the descendants of enslaved people to choose freely whether they should be citizens of the United States. New Afrikans also argued for financial restitution for the enslavement and subsequent inhumane treatment of Black Americans. The struggle to "Free the Land" remains active to this day. This book is the first to tell the full history of the RNA and the New Afrikan Independence Movement. Edward Onaci shows how New Afrikans remade their lifestyles and daily activities to create a self-consciously revolutionary culture, and argues that the RNA's tactics and ideology were essential to the evolution of Black political struggles. Onaci expands the story of Black Power politics, shedding new light on the long-term legacies of mid-century Black Nationalism.

Reproduction of the original: The Church by E.E Holmes

Yucel Yanikdag explores how, during the First World War, Ottoman prisoners of war and military doctors discursively constructed their nation as a community, and at the same time attempted to exclude certain groups from that nation. Those excluded were not always from different ethnic or religious groups as you might expect. The educated officer prisoners excluded the uncivilised and illiterate peasants from their concept of the nation, while doctors used international socio-medicine to exclude all those "e; officers, enlisted men, civilians "e; they deemed to be hereditarily weak.