Popular and groundbreaking crime novelist Sara Paretsky earned a PhD in history at the University of Chicago in the mid-1970s, with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. This edition of that work analyzes attempts by theologians at the Andover Seminary to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. As Paretsky shows, the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and this failure incited reactionary forces within Calvinism. Leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky s work fits into the contemporary study of religion. Paretsky s foreword offers a sobering picture of what it was like to be a female graduate student at the University of Chicago in the 1970s."

Crime writer Sara Paretsky is known the world over for her acclaimed series of mysteries starring Chicago private investigator V. I. Warshawski, now in its seventeenth installment. Paretsky’s work has long been inflected with history—for her characters the past looms large in the present—and in her decades-long career, she has been recognized for transforming the role of women in contemporary crime fiction. What’s less well-known is that before Paretsky began her writing career, she earned a PhD in history from the University of Chicago with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. Now, for the first time, fans of Paretsky can read that earliest work, Words, Works, and Ways of Knowing. Paretsky here analyzes attempts by theologians at Andover Seminary, near Boston, to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. She carefully shows how the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and how this failure then incited reactionary forces within Calvinism. That conflict between science and religion in the American past is of interest on its face, but it also sheds light on contemporary intellectual battles. Rounding out the book, leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky’s work fits into the contemporary study of religion. And in a sobering—sometimes shocking—preface, Paretsky paints a picture of what it was like to be a female graduate student at the University of Chicago in the 1970s. A treat for Paretsky’s many fans, this book offers a glimpse of the development of the mind behind the mysteries.

The crucial challenge for theology is that when it is read the reader thinks, "This is true." Recognizing claims that are "true" enables readers to identify an honest expression of life's complexities. The trick is to show that theological claims--the words that must be used to speak of God--are necessary if the theologian is to speak honestly of the complexities of life. The worst betrayal of the task of theology comes when the theologian fears that the words he or she must use are not necessary. This new collection of essays, lectures, and sermons by Stanley Hauerwas is focused on the central challenge, risk, and difficulty of this necessity--working with words about God. The task of theology is to help us do things with words. "God" is not a word peculiar to theology, but if "God" is a word to be properly used by Christians, the word must be disciplined by Christian practice. It should, therefore, not be surprising that, like any word, we must learn how to say "God."

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

The importance of learning in the workplace has long been recognised in clinical education, however the twin demands of the explosion in clinical knowledge and the changing dynamics of the clinical workplace have exposed the shortcomings of existing clinical learning practices and understandings of clinical learning in the workplace. There is a growing demand for conceptual and methodological tools that can help to develop understanding of the complex set of relationships involved in learning in professional healthcare contexts. This ground-breaking volume brings together the work of pioneering scholars of learning and is unique in providing a detailed account of socio-cultural theory in relation to clinical education. Work-based Learning in Clinical Settings clearly illustrates the potential breadth of application and the strength and diversity of research in this field. Each chapter engages with a distinct issue and follows a specific structure to present an extended case-based presentation of the research that explains the: .architecture of the concept or theory .application of the concept/theory to clinical education .methodological approaches used as well as the implications and limitations . understanding of the workplace clinical learning that emerged as a result of the research It is ideal for professionals in clinical education, healthcare policy makers and shapers, and postgraduate students who will find the thorough, innovative research enlightening.

The Word Works By: Gerald Gray Learn the word of God from a trusted source. The Word Works will help one understand the complexity of God’s words through a collection of articles written by Gerald Gray. The interpretation that is presented in these articles are based solely on Scripture and not on his personal opinion—with a couple of exceptions where the Bible does not give us a clear understanding of the meaning. His hope is that this book will help someone to hunger and thirst for more of God and seek out the truths in His Word.

Words for Working ofereix una revisió actualitzada de conceptes, competències, habilitats comunicatives i recursos essencials per a l'aprenentatge i ús efectiu de l'anglès professional i acadèmic a l'entorn de l'economia i l'empresa internacional. El volum facilita als lectors el coneixement i el domini de la variació lingüística existent dins del llenguatge especialitzat (variació intercultural, geogràfica, textual, etc.), així com del seu funcionament en àrees de comunicació professional fonamentals en aquest àmbit (anglès empresarial, econòmic, financer, jurídic, etc.). El seu contingut inclou estratègies comunicatives i activitats didàctiques pràctiques tant per a la llavor professional com per a l'estudi i la investigació en anglès dins d'aquestes disciplines en el nou Espai Europeu d'Educació Superior.

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Inspired by the work of the philosopher Judith Butler, influenced by Marx’s theory of alienation and intrigued by theories of death, this book develops an anti-methodological approach to studying working lives. Distinctions are drawn between labour (the tasks we do in our jobs) and work (self-making activities that are carried out at the workplace): between the less than human, zombie-like laborer and the working human self. Nancy Harding argues that the experience of being at work is one in which the insistence on practising one’s humanity always provides a counter-point to organisational demands.