Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle-sometimes overlapping, at other times competing-resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.

These essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of exciting aspects of history, observation, problem-solving, restoration, and scientific understanding, by the projects outlined here by professional practitioners. These interdisciplinary case studies, ranging from the cinematic to the hands-on, show how inspiration concerning science and the past can give intellectual pleasure as well as authentic learning to new participants, who might include people like you: students, teachers, curators, and the interested and engaged public. Contributors are Dominique Bernard, Paolo Brenni, Roland Carchon, Elizabeth Cavicchi, Stephane Fischer, Peter Heering, J.W. Huisman, Francoise Khantine-Langlois, Alistair M. Kwan, Janet Laidla, Pierre Lauginie, Panagiotis Lazos, Pietro Milici, Flora Paparou, Frederique Plantevin, Julie Priser, Alfonso San-Miguel, Danny Segers, Constantine (Kostas) Skordoulis, Trienke M. van der Spek, Constantina Stefanidou, and Giorgio Strano.

Disputed Messiahs: Jewish and Christian Messianism in the Ashkenazic World during the Reformation is the first comprehensive study that situates Jewish messianism in its broader cultural, social, and religious contexts within the surrounding Christian society. By doing so, Rebekka Vo?f shows how the expressions of Jewish and Christian end-time expectation informed one another. Although the two groups disputed the different messiahs they awaited, they shared principal hopes and fears relating to the end of days. Drawing on a great variety of both Jewish and Christian sources in Hebrew, Yiddish, German, and Latin, the book examines how Jewish and Christian messianic ideology and politics were deeply linked. It explores how Jews and Christians each reacted to the other's messianic claims, apocalyptic beliefs, and eschatological interpretations, and how they adapted their own views of the last days accordingly. This comparative study of the messianic expectations of Jews and Christians in the Ashkenazic world during the Reformation and their entanglements contributes a new facet to our understanding of cultural transfer between Jews and Christians in the early modern period. Disputed Messiahs includes four main parts. The first part characterizes the specific context of Jewish messianism in Germany and defines the Christian perception of Jewish messianic hope. The next two parts deal with case studies of Jewish messianic expectation in Germany, Italy and Poland. While the second part focuses on the messianic phenomenon of the prophet Asher Lemlein, part 3 is divided into five chapters, each devoted to a case of interconnected Jewish-Christian apocalyptic belief and activity. Each case study is a representative example used to demonstrate the interplay of Jewish and Christian eschatological expectations. The final part presents Vo?f's general conclusions, carving out the remarkable paradox of a relationship between Jewish and Christian messianism that is controversial, albeit fertile. Scholars and students of history, culture, and religion are the intended audience for this book.

Rural life is more complex than it is perhaps credited. This edited volume explores several themes that highlight such complexities, particularly in terms of what they imply for rural teaching and learning. These themes include the geographic, demographic, and socioeconomic diversity within and across rural communities; the notion that rurality is not a deficit but rather a context; and the array of novel and interesting ways to build upon rural assets and overcome challenges so that rural students are not afforded fewer educational opportunities simply by virtue of their zip code. More practically, this book offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.