One of the most basic questions for any legal system is that of methodology: how one interprets, analyzes, weighs, and applies a mass of often competing legal rules, precedents, practices, customs, and traditions to reach final determinations and practical guidance about the correct legal-prescribed course of action in any given situation. Questions of legal methodology raise not only practical concerns, but theoretical and philosophical ones as well. We expect law to be more than the arbitrary result of a given decision maker's personal preferences, and so we demand that legal methodologies be principled as well as practical. These issues are especially acute in religious legal systems, where the stakes are raised by concerns for respecting not just human, but divine law. Despite this, the major scholars and codifiers of halakhah, or Jewish law, have only rarely explicated their own methods for reaching principled legal decisions. This book explains the major jurisprudential factors driving the halakhic jurisprudence of Rabbi Yehiel Mikhel Epstein, twentieth-century author of the Arukh Hashulchan-the most comprehensive, seminal, and original modern restatement of Jewish law since Maimonides. Reasoning inductively from a broad review of hundreds of rulings from the Orach Chaim section of the Arukh Hashulchan, the book teases out and explicates ten core halakhic principles that animate Rabbi Epstein's halakhic decision-making. Along the way, it compares the Arukh Hashulchan methodology to that of the Mishna Berura. This book will help any reader understand important methodological issues in both Jewish and general jurisprudence.

This book looks at various educational perspectives throughout history to equip educators today for the task of reclaiming Christian education.

Invites us to engage in the creative process, live creative, authentic, playful lives. Berryman invites the reader into a creative process that explores what it means to be spiritually mature, starting with Jesus' injunction to "become like a child." What does this mean at the literal level? the figurative level? the mystical level? the ethical level? The structure of the process parallels the book's organization and the structure of Christian worship, as well as the arc of life itself. The steps on this journey begin when we enter, and the world of childlike maturity opens to us as we respond with inarticulate wonder and gratitude. Berryman includes stories and examples from his long career working with children, which adds warmth and appeal to the book. He has described this volume as his "summary, theological statement."

A fascinating and detailed report on recent miracles and miraculous cures. Contents Include - Letter of Appreciation from H.H.Pius XII - Declaration - Translator's Introduction - Miracles - Miraculous Cures - Modern Miraculous Cures in Our Experience - Miracles Associated with Holy Persons - Church Procedure for Investigating - Canonisation Miracles - The Lourdes Medical Bureau - Cures Officially Recognised as Miraculous - Scientifically Extraordinary Cures not yet Canonically Recognised - An Unusual Cure - Daniel Kylmetis - Etiology and Physiology of Miraculous Cures

1925. Contents of Part One: Principles of Method: Can Religion Be Taught?; The Religious Factor in Native Equipment; Locating and Defining Objectives; The Use of Habit in Religious Development; Laws of Learning in Religion; Selection and Control of Subject Matter; Training of Mental Technique in Religion; Control of Classroom Response; Types of Teaching in Church Schools; The Teacher of Religion. Part Two: Applications to Classroom Procedure: Classroom Procedure; Project Teaching; Teaching Through the Story; Dramatization in Religious Education; Teaching Through the Manual Arts; Teaching Through Discussion; Training in Social Service; and Teaching the Art of Worship.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

By its very nature, the ideals of religion entail sin and failure. Judaism has its own language and framework for sin that expresses themselves both legally and philosophically. Both legal questions - circumstances where sin is permissible or mandated, the role of intention and action - as well as philosophical questions - why sin occurs and how does Judaism react to religious crisis - are considered within this volume. This book will present the concepts of sin and failure in Jewish thought, weaving together biblical and rabbinic studies to reveal a holistic portrait of the notion of sin and failure within Jewish thought.

This collection of essays constitute an extended argument for an anthropocentric, human-focused, study of religious practices. The basic premise of the argument, offered in the opening section, is that there is nothing special or extraordinary about human behaviors and constructs that are claimed to have uniquely religious status and authority. Instead, they are fundamentally human and so the scholar of religion is engaged in nothing more or less than studying humans across time and place and all their complex existence-that includes creating more-than-human beings and realities. As an extended and detailed example of such an approach, the second part of the book contains essays that address practices, rhetoric and other data in early Christianities within Greco-Roman cultures and religions. The underlying aim is to insert studies of the New Testament and non-canonical texts, most often presented as "biblical studies," into the anthropocentric study of religion proposed in the opening section. For a general reading of modern biblical scholarship makes clear the assumption that the Christian bible is a "sacred text" whose principal raison d'etre is to stand, fetish-like, as the foundational and highest authority in matters moral, ritual or theological; how might we instead approach the study of these texts if they are nothing more or less than human documents deriving from situations that were themselves all too human? Braun's Jesus and Addiction to Origins seeks to answer just that question-doing so in a way that readers working outside Christian origins will undoubtedly find useful applications for the people, places, and historical periods that they study.

What constitutes the field of religious studies? The 29 chapters in this introductory text offer an incisive look at the key approaches, methods, problems, and subjects that define contemporary academic research in the field of religious studies at universities in the German-speaking world. It provides a unique and polyphonic portrait of contemporary religious studies. The contributions are written in a clear, accessible style; an appendix with supplemental reading aids helps one to navigate the individual contributions.

Hiermit wird der Vortrag, den ich am 20. Januar 1971 in der Klasse fur Geisteswissenschaften der Rheinisch-Westfalischen Akademie der Wissen schaften gehalten habe, im Druck vorgelegt. Die ursprungliche Fassung ist betrachtlich erweitert und der Gang der Untersuchung stellenweise modi fiziert worden. Gemass einer mit dem damaligen Sekretar der Klasse, Herrn Prof. Kotting, und seinem Nachfolger im Amt, Herrn Prof. Dihle, getrof fenen Absprache sind hierbei auch die Beitrage zu der dem Vortrag folgenden Diskussion verwertet worden. An ihr haben sich als Mitglieder der Akade mie oder geladene Gaste die Herren Professoren Dihle, Hegel, Klinkenberg, Kotting, Landgrebe, Lausberg, Lubbe, Ohly und Schall er beteiligt, denen fur ihre kritischen Hinweise und erganzenden Ausfuhrungen auch hier herz lich zu danken ist. Die von Dieter Schaller in freundschaftlicher Weise ge botene Moglichkeit, mit ihm die Ergebnisse unmittelbar vor der Drucklegung erneut zu erortern, ist fur mich ein willkommener Anlass, um ihm meine dankbare Verbundenheit an dieser Stelle zu bezeugen. Die Veroffentlichung geht zufallig in einem Zeitpunkt zum Druck, in dem sich die Erhebung Gregors VII. auf den papstlichen Stuhl zum neunhundert sten Male jahrt. Anders als in der Sturmzeit des Kulturkampfs vor hundert Jahren, hat unsere Gegenwart von dem weltgeschichtlich folgenreichen Ereig nis, das sich am 22. April 1073 vollzogen hat, auffallend wenig Notiz ge nommen."

Mit der Einfuhrung der Bildungs- und Orientierungsplane fur die fruhe Bildung in Kindertagesstatten wird die Bedeutung von (inter)religiosen und philosophischen Kompetenzen von ErzieherInnen mit Nachdruck betont. Wie aber erleben die Professionellen in der fruhpadagogischen Praxis selbst die damit verbundenen Inhalte und Anforderungen? Am Beispiel baden-wurttembergischer Kindergarten wird dieser Frage in der vorliegenden Studie empirisch nachgegangen. Dabei ist ein Kennzeichen der Arbeit der Blick von der Eerziehungswissenschaft aus."