In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.

This book addresses the issue of de-spiritualization in education through an interdisciplinary lens. It draws on curriculum scholarship of Dwayne Huebner, Martin Heidegger’s interpretation of Plato’s allegory of the cave, Buddhism, theories and philosophies of quantum physics, and philosophical hermeneutics, among others. In doing so, the author identifies the relationship between spiritual truth and education and probes the nature of consciousness, self, and reality. On this basis, she works to explore curriculum as an experience of consciousness transformation vital to the essence and purpose of education and argues for reason with faith and faith with reason as well as the imperative of curriculum imbued with spiritual wisdom and lived experiences.

This book integrates the traditional understanding of a profession—a calling to selfless service for the public good, through the pursuit of a learned art—with that of vocation—work that offers a deep sense of personal fulfilment, meaning, and identity.

During the 1930s, Austrian film production companies developed a process to navigate the competing demands of audiences in Nazi Germany and those found in broader Western markets. In Screening Transcendence, film historian Robert Dassanowsky explores how Austrian filmmakers during the Austrofascist period (1933–1938) developed two overlapping industries: "Aryanized" films for distribution in Germany, its largest market, and "Emigrantenfilm," which employed émigré and Jewish talent that appealed to international audiences. Through detailed archival research in both Vienna and the United States, Dassanowsky reveals what was culturally, socially, and politically at stake in these two simultaneous and overlapping film industries. Influenced by French auteurism, admired by Italian cinephiles, and ardently remade by Hollywood, these period Austrian films demonstrate a distinctive regional style mixed with transnational influences. Combining brilliant close readings of individual films with thoroughly informed historical and cultural observations, Dassanowsky presents the story of a nation and an industry mired in politics, power, and intrigue on the brink of Nazi occupation.

A new approach to introducing theology As God's self-communication to humans, Jesus is the key to the human search for meaning, argues Thomas West. He therefore introduces the practice of theology through Christology. From the question of personal meaning and self-constitution and their relationship to transcendent meaning and value, he proceeds to discuss the figure and import of Jesus and then the ethical imperative engendered through encounter with him. Fresh and clear, West's book is an invitation to grapple with one's religious commitments, especially in light of recent insights in biblical studies and Continental, feminist, and liberation theologies. This new text will prove an engaging and effective introduction to theological thinking for both undergraduates and Christian adults.

Curriculum, Spirituality, and Human Rights towards a Just Public Education examines the integration of spirituality—not religion—into U.S. public education and curriculum. The volume challenges celebratory ‘curricularized’ forms of human rights and frames spirituality as a counter-hegemonic human right. Drawing on autobiography as inquiry, Rogério Venturini unpacks his spiritual struggles—‘from within’—and experiences as a progressive spiritual person and educator. The volume examines the subjectivity and objectivity of spirituality, exploring the lethal social impact triggered by the absence of spirituality at the table of the so-called curriculum conversations. This volume places the struggle for spirituality in our field as a political struggle and challenges the epistimicidal nature of such conversations. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.

The politics of wellbeing and the new science of happiness have shot up the agenda since Martin Seligman coined the phrase "positive psychology". After all, who does not want to live the good life? So ten years on, why is it that much of this otherwise welcome debate sounds like as much apple-pie - "work less", "earn enough", "keep fit", "find meaning", "enjoy freedoms"? The reason is not, ultimately, cynicism. Rather, it is because a central, tricky question is being glossed over: just what is wellbeing? Mark Vernon argues that positive psychology has overlooked and sidelined the ancient wisdom on wellbeing, notably from the Greek philosophers. Now is the time to pay it proper attention.Vernon shows, surprisingly, that wellbeing is not found in a focus on pleasure, or even the pursuit of happiness itself. Rather, it is a question of meaning and responding to the great challenge of our day: the search for transcendence. For at root, the life that is going well cultivates a way of life based upon love: it is that which draws you out of yourself - in friends, hopes and ultimately the contemplation of mystery - and orientates a life towards that which is good.

A ground-breaking collection exploring the rich array of emotions in biblical literature An international team of Hebrew Bible and New Testament scholars offers incisive case studies of passions displayed by divine and human figures in the biblical texts ranging from joy, happiness, and trust to grief, hate, and disgust. Essays address how biblical characters' feelings affect their relationship with God, one another, and the world and how these feelings mix together, for good or ill, for flourishing or vexation. Deeply engaged with both ancient and modern contexts, including the burgeoning interdisciplinary study of emotion in the humanities and sciences, these essays break down the artificial divide between reason and passion, cognition and emotion, thought and feeling in biblical study. Features Case studies drawn from multiple genres across the Bible: narrative, prophets, poetry, wisdom, Gospels, and letters Helpful select bibliographies of interdisciplinary resources at the end of each essay Critical balance between theory and practice and between method and close textual analysis Distinctive ancient Hebrew and Greek uses of emotional terms and concepts compared with each other and with evolving understandings in Western culture

Curriculum Visions challenges the singular, guiding vision that has dominated Western educational thought for the past four centuries, from Peter Ramus to Ralph Tyler and beyond. Influenced by the spirit of John Dewey, Curriculum Visions moves beyond his ghost to see what he never saw - a playful integration of the scientific, the storied, and the spiritful. In so doing, Curriculum Visions asks each of us to develop our own curricular vision, based on the logic of reason, the personality and culture of society, and the awesomeness and mystery of creation.

The Eighth Edition of Contemporary Curriculum: In Thought and Action prepares readers to participate in the discussion of curriculum control and other matters important to K-12 and university educators. The text highlights major philosophies and principles, examines conflicting conceptions of curriculum, and provides the intellectual and technical tools educators and administrators need for constructing and implementing curriculum.