Crimes unspeakable. A name synonymous with twisted brutality and hate. Jeffrey Dahmer. The most notorious serial killer of our time.A decade ago his story shocked our nation and the world. But we didnrsquo;t get the whole story. In prison Dahmerrsquo;s dark journey crossed paths with deep grace.Here is the whole story told by a man who at first tried to avoid meeting Jeffrey Dahmer but later became his friend and showed him the light of Godrsquo;s love.Itrsquo;s an unexpected story of first steps in faith of surprising questions about the Bible of light breaking into darkness. A story that will change what you thought you knew about grace.Jeffrey Dahmer. Christian.Grace unspeakable.

The Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the fourth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application, which is intended to be an authoritative and comprehensive series in the field. This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions: What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered? How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture? What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university? What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts? What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together? How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics' propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways?