There are plenty of secular counselors who believe there is no place for the teaching of Scripture in counseling. There are also plenty of conservative evangelical Christians who love the Bible but believe it is a revelation of limited scope, which is not sufficient for counseling. Only authentically biblical counselors believe that faithful counseling is impossible without the Bible. This book celebrates our 40th anniversary, our rich theological tradition, and our commitment to Scripture by publishing a special edition of some historic articles on sufficiency that have been published throughout the years.

Combines a serious examination of the state of today's church and a powerful solution: reclaiming the gospel of grace found in the confessional truths of the Reformation. Though the Christian church has achieved a worldly sort of success-big numbers, big budgets, big outreaches-these are not good days for evangelicalism. Attendance is down, and it is increasingly difficult to distinguish so-called "believers" from their non-Christian neighbors-all because the gospel of grace has been neglected. In this work, now in paperback, the late James Montgomery Boice identifies what's happened within evangelicalism and suggests how the confessional statements of the Reformation-Scripture alone, Christ alone, grace alone, faith alone, and glory to God alone-can ignite full-scale revival. "A church without these convictions has ceased to be a true church, whatever else it may be," he wrote, but "if we hold to these doctrines, our churches and those we influence will grow strong."

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self-Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues face by low-income, low-literate adults as they seek learning for economic self-sufficiency. The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provide specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population.

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.