There is a great deal of interest in bringing a better appreciation of ritual into religious studies classes, but many teachers are uncertain how to go about doing this. Religious studies faculty know how to teach texts, but they are often unprepared to teach something for which the meaning lies in the doing. How much doing should a class do? How does the teacher talk about religious concepts that exist in practical relationships, not textual descriptions? These practical issues also give rise to theoretical questions. Giving more attention to ritual effectively suggests a reinterpretation of religion itselfless focused on what people have thought and written, and more focused on how they order their universe. Much of the useful analysis of ritual derives from anthropological and sociological premises, which are often foreign to religious studies faculty and are seen by some as theologically problematic. This is the first resource to address the issues specific to teaching this subject. A stellar cast of contributors, who teach ritual in a wide variety of courses and settings, explain what has worked for them in the classroom, what hasn't, and what they've learned from experience. Their voices range from personal to formal, and their topics from Japanese theatre to using field trips. The result is a thoughtful guide for teachers who are new to the subject as well as experienced ones looking for fresh angles and approaches.

Ritual studies today figures as a central element of religious discourse for many scholars around the world. Ritual Theory, Ritual Practice, Catherine Bell's sweeping and seminal work on the subject, helped legitimize the field. In this volume, Bell re-examines the issues, methods, and ramifications of our interest in ritual by concentrating on anthropology, sociology, and the history of religions. Now with a new foreword by Diane Jonte-Pace, Bell's work is a must-read for understanding the evolution of the field of ritual studies and its current state.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Rituals and traditions in preschool programs have the power to - Connect children, families, and staff - Foster a sense of belonging - Create a positive learning environment The information in this book answers the questions of why rituals and traditions are important and how teachers can incorporate them into their daily, weekly, monthly, and yearly plans to create a supportive, caring community.

It is widely accepted that moral education is quintessential to facilitating and maintaining prosocial attitudes. What moral education should entail and how it can be effectively pursued remain hotly disputed questions. In Confucian Ritual and Moral Education, Colin J. Lewis examines these issues by appealing to two traditions that have until now escaped comparison: Vygotsky’s theory of learning and psychosocial development and ancient Confucianism’s ritualized approach to moral education. Lewis argues first, that Vygotsky and the Confucians complement one another in a manner that enables a nuanced, empirically sound understanding of how the Confucian ritual education model should be construed and how it could be deployed; and second, just as ritual education in the Confucian tradition can be explicated in terms of modern developmental theory, this ancient notion of ritual can also serve as a viable resource for moral education in a contemporary, diverse world.

The first book dedicated to the propagation of the Mass in late Imperial China unfolds dynamic interactions between this essential Catholic ritual and various cultural expressions in Chinese society, including traditional religion, architecture, art, literature, government, and theology.

The Witch School teaching series offers instruction and intiation in Correllian Wicca, one of the largest and fastest-growing Wiccan traditions in the world. As an additional bonus, WitchSchool.com offers many optional interactive features to enhance your learning experience. Master the Art of Ritual From the Dance of Death for Samhain to fire jumping for Bealteine, ritual is at the heart of religious devotion. Reverend Donald Lewis-Highcorrell, author of the Witch School series, is back with an in-depth exploration of ritual from a Correllian perspective. The Wheel of the Year is an ideal framework for mastering the art of ritual. Moving through the sabbats, Lewis-Highcorrell covers every step of formal ritual--casting the circle, invoking the quarters, performing the magical working, sharing the offering, and closing the circle. Encouraging improvisation and innovation, Lewis-Highcorrell also offers tips for keeping ceremonies fresh. There are suggestions for decorating, costumes, colors, and props. Sample ceremonies, which can easily be adapted for solitary practitioners, are offered as inspiration for creating your own effective and moving rituals.

In this insightfully honest and moving memoir about the realities of teaching in an inner-city school, Ed Boland "smashes the dangerous myth of the hero-teacher [and] shows us how high the stakes are for our most vulnerable students" (Piper Kerman, author of Orange is the New Black). In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them. Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.

The rise of early Christianity has been examined from a myriad of perspectives, but until recently ritual has been a neglected topic. Ritual and Christian Beginnings: A Socio-Cognitive Analysis argues that ritual theory is indispensable for the study of Christian beginnings. It also makes a strong case for the application of theories and insights from the Cognitive Science of Religion, a field that has established itself as a vigorous movement in Religious Studies over the past two decades. Risto Uro develops a 'socio-cognitive' approach to the study of early Christian rituals, seeking to integrate a social-level analysis with findings from the cognitive and evolutionary sciences. Ritual and Christian Beginnings provides an overview of how ritual has been approached in previous scholarship, including reasons for its neglect, and introduces the reader to the emerging fields of Ritual Studies and the Cognitive Science of Religion. In particular, it explores the ways in which cognitive theories of ritual can shed new light on issues discussed by early Christian scholars, and opens up new questions and avenues for further research. The socio-cognitive approach to ritual is applied to a number of test cases, including John the Baptist, the ritual healing practiced by Jesus and the early Christians, the social life of Pauline Christianity, and the development of early Christian baptismal practices. The analysis creates building blocks for a new account of Christian beginnings, highlighting the role of ritual innovation, cooperative signalling, and the importance of bodily actions for the generation and transmission of religious knowledge.