This book is addressed to teachers who know that the secondary literature curriculum in our public schools is in shambles. Unless experienced and well-read English teachers can develop coherent and increasingly demanding literature curricula in their schools, average high school students will remain at about the fifth or sixth grade reading level--where they now are to judge from several independent sources. This book seeks to challenge education policy makers, test developers, and educators who discourage the assignment of appropriately difficult works to high school students and make construction of a coherent literature curriculum impossible. It first traces the history of the literature curriculum in our middle schools and high schools and shows how it has been diminished and distorted in the past half-century. It then offers examples of coherent literature curricula and spells out the cognitive principles upon which coherence is based. Finally, it suggests what English teachers in our public schools could do to develop a literature curriculum that gives all their students an adequate basis for participation in an English-speaking civic culture.

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

Is unity of knowledge possible? Is it desirable? Two rival visions clash. One seeks a single way of explaining everything known and knowable about ourselves and the universe. The other champions diverse modes of understanding served by disparate kinds of evidence. Contrary views pit science against the arts and humanities. Scientists generally laud and seek convergence. Artists and humanists deplore amalgamation as a threat to humane values. These opposing perspectives flamed into hostility in the 1950s "Two Cultures" clash. They culminate today in new efforts to conjoin insights into physical nature and human culture, and new fears lest such syntheses submerge what the arts and humanities most value. This book, stemming from David Lowenthal’s inaugural Stockholm Archipelago Lectures, explores the Two Cultures quarrel’s underlying ideologies. Lowenthal shows how ingrained bias toward unity or diversity shapes major issues in education, religion, genetics, race relations, heritage governance, and environmental policy. Aimed at a general academic audience, Quest for the Unity of Knowledge especially targets those in conservation, ecology, history of ideas, museology, and heritage studies.

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other youth central novels, picture books that disrupt traditional narratives, graphic novels, video-games, other arts-based texts (film/novel hybrids) and even the lives of youth readers themselves as texts that offer rich possibilities for transformative literacy. Syllabi and concrete examples of classroom practices have been included by each chapter author

Most Americans had no idea what Common Core was in 2013, according to polls. But it had been creeping into schools nationwide over the previous three years, and children were feeling its effects. They cried over math homework so mystifying their parents could not help them, even in elementary school. They read motley assortments of “informational text” instead of classic literature. They dreaded the high-stakes tests, in unfamiliar formats, that were increasingly controlling their classrooms. How did this latest and most sweeping “reform” of American education come in mostly under the radar? Joy Pullmann started tugging on a thread of reports from worried parents and frustrated teachers, and it led to a big tangle of history and politics, intrigue and arrogance. She unwound it to discover how a cabal of private foundation honchos and unelected public officials cooked up a set of rules for what American children must learn in core K–12 classes, and how the Obama administration pressured states to adopt them. Thus a federalized education scheme took root, despite legal prohibitions against federal involvement in curriculum. Common Core and its testing regime were touted as “an absolute game-changer in public education,” yet the evidence so far suggests that kids are actually learning less under it. Why, then, was such a costly and disruptive agenda imposed on the nation’s schools? Who benefits? And how can citizens regain local self-governance in education, so their children’s minds will be fed a more nourishing intellectual diet and be protected from the experiments of emboldened bureaucrats? The Education Invasion offers answers and remedies.

The canon, as much an ideology as it is a body of texts perceived to be intrinsic to the high school English classroom, has come under scrutiny for maintaining status quo narratives about whiteness, masculinity, heterosexuality, ability, and even those associated with American ideals of self-reliance, the good life, and the self-made man. Teaching practices around these texts may also reinforce harmful practices and ways of thinking, including those connected to notions of culture, literary merit, and methods of reading, teaching, and learning. Teaching the Canon in 21st Century Classrooms offers innovative, critical ways of reading, thinking about, and teaching canonical texts in 21st century classrooms. Responding to the increasingly pluralized, digitized, global 21st century English classroom, chapter authors make explicit the ideologies of a canonical text of focus, while also elaborating a pedagogical approach that de-centers the canon, bridges past and present, applies critical theory, and celebrates the rich identities of 21st century readers. In using this book, teachers will be especially poised to take on the canon in their classroom and, thus, to open up their curricula to ideas, values, concerns, and narratives beyond those embedded in the canonical texts.

Historical Jesus research remains trapped in the positivistic historiographical framework from which it emerged more than a hundred and fifty years ago. This is confirmed by the nested assumptions shared by the majority of researchers. These include the idea that a historical figure could not have been like the Gospel portrayals and consequently the Gospels have developed in a linear and layered fashion from the authentic kernels to the elaborated literary constructions as they are known today. The aim of historical Jesus research, therefore, is to identify the authentic material from which the historical figure as a social type underneath the overlay is constructed. Anthropological historiography offers an alternative framework for dealing with Jesus of Nazareth as a social personage fully embedded in a first-century Mediterranean worldview and the Gospels as cultural artifacts related to this figure. The shamanic complex can account for the cultural processes and dynamics related to his social personage. This cross-cultural model represents a religious pattern that refers to a family of features for describing those religious entrepreneurs who, based on regular Altered State of Consciousness experiences, perform a specific set of social functions in their communities. This model accounts for the wide spectrum of the data ascribed to Jesus of Nazareth while it offers a coherent framework for constructing the historical Jesus as a social personage embedded in his worldview. As a Galilean shamanic figure Jesus typically performed healings and exorcisms, he controlled the spirits while he also acted as prophet, teacher and mediator of divine knowledge.

It began in 1968 when Roland Barthes published The Death of the Author? and picked up steam the next year with Michel Foucault's What Is An Author? Together they posited that authors were no longer important, and even repressive in interpretation. Irwin (philosophy, King's College, Pennsylvania) begins with translations of these two essays, and reprints 11 others to demonstrate the supporters and opponents of the notion. c. Book News Inc.

The controversial Bible scholar and author of The Evolution of Adam recounts his transformative spiritual journey in which he discovered a new, more honest way to love and appreciate God’s Word. Trained as an evangelical Bible scholar, Peter Enns loved the Scriptures and shared his devotion, teaching at Westminster Theological Seminary. But the further he studied the Bible, the more he found himself confronted by questions that could neither be answered within the rigid framework of his religious instruction or accepted among the conservative evangelical community. Rejecting the increasingly complicated intellectual games used by conservative Christians to “protect” the Bible, Enns was conflicted. Is this what God really requires? How could God’s plan for divine inspiration mean ignoring what is really written in the Bible? These questions eventually cost Enns his job—but they also opened a new spiritual path for him to follow. The Bible Tells Me So chronicles Enns’s spiritual odyssey, how he came to see beyond restrictive doctrine and learned to embrace God’s Word as it is actually written. As he explores questions progressive evangelical readers of Scripture commonly face yet fear voicing, Enns reveals that they are the very questions that God wants us to consider—the essence of our spiritual study.

Sacred and secular worldviews have long held a place in U.S. higher education, although non-religious perspectives have usually been privileged in the modern era. This book illustrates the importance of cultivating multiple worldviews.