Decolonizing Interreligious Educationexplores multiple injustices, focusing on the lived experience, unaddressed grief, and acts of resistance and resilience of populations most impacted by coloniality and white supremacy. It lifts up the voices of those speaking from embodied experience of suffering multiple oppressions based on negative constructs of race, religion, skin color, nationality, etc. Engaging ideological critique, construction of knowledge beyond dominant lenses, and acts of resistance are presented from the perspective of those most impacted by systemic injustice. It challenges interreligious education to frame encounters where the impact of intergeneration trauma and the realities of power differentials are recognized and the contributions of all voices are truly integrated. It challenges the fields of religious and interreligious education to imagine a broadened view that includes recognition of the role played by religion in harm done and to take a leadership role in engaging processes of accountability and redress.

"Weapons of Mass Distraction" is a compilation of sermons that challenge us to think and act responsibly on current social issues that promise to have a huge impact on the planet's well-being in the coming century.

Globalization, the attack on democracy, the mistreatment of women, and the growing AIDS pandemic are but a few of the topics taken on by these courageous sermons that dare to challenge the prevailing mindset that labels democratic protest as unpatriotic.

This collection of hope-inspiring messages, accessible to persons of all faiths, is anything but anti-American. In fact, they speak to the very core values held high by this country for so long.

"Weapons of Mass Distraction" is a welcomed theological dialogue with the great social issues of our generation, coming from the perspective of the "silenced majority" those who's protest cries against wars of aggression did not make the evening news; and who's votes in the 2000 presidential election were ignored to the detriment of millions.

Finally, "Weapons of Mass Distraction" is a call to action; a call to all those who "see the trouble we are in" and have the courage enough to do the work of rebuilding the walls.

This study undertakes a comprehensive inquiry into the concept of experience in the thought of George Tyrrell from his earliest writings to 1900. No aspect of experience is passed over in its human, religious, Christian, and Catholic inflections. Tyrrell pursued a vast array of subjects and addressed them in often novel ways, even in his formative years, and at every stage of his thought he encountered the question of experience wherever he roamed. A study of experience in Tyrrell’s early works thus effectively offers a sweeping survey of the full gamut of his early thought. In the beginning we see that he came to recognize only gradually the significance of this category for all his inquiries. While scholars have traced experience in Tyrrell’s mature thought and researched its role in such targeted fields as ecclesiology and fundamental theology, the early writings by contrast have been largely passed over. This suggests a need for an unrestricted search at the origin of Tyrrell’s thought that tracks his discovery, formation, and evolution of this concept. We discover that its flexible and enigmatic character shapes and unifies the various questions that Tyrrell addressed over the years, thus marking his mature theology with a distinct character that was passed on to others in the universe of experience.

When the Secular Becomes Sacred: Religious Secular Humanism and its Effects Upon America's Public Learning Institutions is an analysis of American K-16 public learning institutions from a unique perspective. Secular teachings, such as social-emotional learning, and sexual and identity philosophies, are behind movements to capture the minds and hearts of America's students. Contemporary learning institutions resemble places of worship in several ways. This book will explain how this is the case. From educational philosophy to classroom practices, this book exposes tactical intersections between secular humanism and religion. In today's secular culture there is strong evidence to support the notion that worship of the self, the individual, has usurped the historically sacred place reserved for a transcendent deity. The fact is that this worship of the individual is certainly more fashionable and attractive than traditional orthodoxy or evangelical theology, in a today's society. Bolstering this self-worship are mandated programs, such as those found in states' controversial History-Social Science Frameworks, English-Language Arts Frameworks, and new sex education programs. The intention of this book is to provide the reader a realistic look into the effects of religious humanism upon America's schools and students. Readers will be challenged with the notion that separation of church and state is being ignored for the political advantage of some. Furthermore, the reader will be presented with the argument that self-worship has become more attractive than traditional Judeo-Christian religious teachings, leading to the individual becoming both the worshipper and the object of such self-worship.

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.

What is the proper place of the Bible in Black Churches? Baker-Fletcher explores the Bible as a uniquely authoritative text within the context of Black church worship and service to the world. He analyzes the Bible's central role in three forms of witness: translation, proclamation, and empowerment. Trusting that the Bible is authentically "God's Word" that uses human language, Baker-Fletcher affirms the uniqueness of the Bible in the church's multiple tasks of preaching, teaching, and prophetic ministries. Finally, finding proverbial wisdom in rap music, the book concludes with a case study of the book of Romans.

This indispensable guide for teachers, students, and all those interested in the history and politics of pedagogy charts the course of religious education in England and Wales from 1944 to the present. The fully revised and updated second edition includes a major new chapter covering the years since the book's original publication in 1995, and places recent changes in the religious education system in context through judicious use of documentary sources and interviews with key policy makers and curriculum practitioners. As Terence Copley engagingly explores the interaction between religious thinkers, educators, and politicians, "Teaching Religion" suggests that our approach to the teaching of religion within the national education system offers insight into the type of society we aspire to be.

Have you ever taken the time to ask God some important questions about life or personal matters, or just asked for a little help in understanding the Bible? These are real questions from people of all walks of life; some of these questions are of a serious nature, and some are challenges to faith. I believe God has helped me to answer them from a biblical perspective. My own rocky walk through this valley of the shadow of death has taught me many things. Even as a Christian who has learned to rely on God, I still have my challenges; however, I can say with some confidence that the Lord is indeed my shepherd, and the answers I provide in this book come from that experience. My hope is that you will be awakened to deeper things and greater understanding of the God who loves you.

Some topics of interest: Studying and Comprehending the Bible Prayer Morality Christianity Jesus Church Theology Other Religions Spiritual Gifts and the Supernatural Science and the Bible Sex, Marriage, and Relationships

Religion and schooling has become a controversial issue across Europe. But we know little about how these tensions are experienced by children and their families. This groundbreaking book draws on an innovative, comparative study to examine how religious and/or secular beliefs are formed at school and in the family in five countries with very different educational systems (Belgium, Germany, Ireland, Malta, and Scotland). New information on how schools and families influence the development of children's religious identities is presented by placing the experiences of primary school children at the centre of the research, yielding fresh insights into their perspectives on religion and schooling. The book adopts a multidisciplinary perspective, thus providing a more holistic perspective on the processes at play. Importantly, it offers insights into key policy issues concerning the place of religion in the school system, illuminating current debates around religion and multiculturalism across Europe.

Down the Up Staircase: Tales of Teaching in Jewish Day Schools invites the reader to learn about day school teaching through the eyes of its newest practitioners. Ingall has created the first longitudinal study of Jewish school teachers, following three eager newcomers over a ten-year period. Weaving together excerpts from semi-structured interviews, artifacts like graduate school papers, reports, e-mail correspondence, and concept maps created by her collaborators, she draws rich portraits of three idealistic young women who reluctantly leave the field. Her analysis raises troubling questions about how Jewish day schools induct their new hires into the teaching profession and the culture of the school and how young teachers are nurtured and retained.

In 1990, under the direction of Ernest Boyer, the Carnegie Foundation for the Advancement of Teaching published a classic report on the loss of a meaningful basis for true community on college campuses-and in the nation. Now this expanded edition of Campus Life: In Search of Community reintroduces educational leaders to the Boyer report's proposals while offering up-to-date analysis and recommendations for Christian campuses today. Editors Drew Moser and Todd C. Ream have assembled pairs of academic and student-development leaders from top Christian colleges to offer a hopeful update on the practical contributions of Christian higher education to the practice of community. This volume includes new chapters, the long out-of-print Boyer report in its entirety, and a discussion guide to facilitate team conversations. Higher education now stands at a critical point, yet the contributors to this expanded edition of Campus Life see current challenges as an opportunity to revive Boyer's commitment to its formative power. Contributors include: Mark L. Sargent and Edee Schulze of Westmont College Randall Basinger and Kris Hansen-Kieffer of Messiah College Brad Lau and Linda Samek of George Fox University Stephen T. Beers and Edward Ericson III of John Brown University Paul O. Chelsen and Margaret Diddams of Wheaton College Doretha O'Quinn and Tim Young of Vanguard University Christian higher education now stands at a critical point, yet the contributors to this expanded edition of Campus Life see current challenges as an opportunity to revive Boyer's commitment to understanding the formative power of Christian higher education.

A book on teaching and learning in theological education, Decolonial Futures: Intercultural and Interreligious Intelligence for Theological Education is guided by the questions, "What makes education intercultural and interreligious?" "How might we rethink and redesign spaces of learning to be hospitable to cultural and religious differences as well as to dismantle the coloniality of theological education?" "How might we subvert traditionally colonial spaces to model the engaged intercultural and interreligious world that we seek?" The book helps educators and practitioners of intercultural and interreligious learning both deconstruct and reconstruct spaces of learning by centering interreligious and intercultural intelligence through the voices, experiences, and narratives of minoritized people.

Paul's letter to the people at Philippi serves as a reminder that if we search for joy in possessions, places, or people, we will always come up short. True, lasting joy comes only through faith in Jesus Christ, living in harmony with His followers, and serving others in the name of Christ. The life lived by the Philippians is still attainable today. In her comprehensive approach, Joyce Meyer takes a deep dive into well-known and beloved verses, identifying key truths and incorporating room for personal reflection.

Joyce's Philippians provides a key study tool that will help you develop a stronger relationship with God. If you take time to examine His word, you'll see how much He loves you and how much He desires that you live a joyful, content life on earth!

Technological innovation has changed nearly everything about human life, including how we teach and learn. Many Christian professors and institutions have embraced new technologies, especially online education. But as followers of Jesus Christ, we face the same call to grow in our faith. So how should we think about and approach Christian education in light of new technologies? Is it possible for us to grow spiritually through our digital communities? Steve Lowe and Mary Lowe, longtime proponents of online education, trace the motif of spiritual growth through Scripture and consider how students and professors alike might foster digital ecologies in which spiritual growth-even transformation-can take place. IVP Instructor Resources available.

The majority of books on religious education are written by those who are themselves adherents of particular religious beliefs and such books almost invariably reflect their authors' religious inclinations. Therefore a critical look at certain key aspects in religious education from a secular point of view was long overview when this title was f

This book addresses the question of human rights education in a world that is witnessing a resurgence of religion in public life, and a continuation of religion across much of the globe, long after secularization theories predicted its decline. Promoting a universal vision of human rights while acknowledging religious diversity is a challenge for schools. This book starts with the basic premise that human rights are grounded in a belief in the dignity and ultimate worth of the human person. Drawing on key philosophical and theological sources for understanding dignity, it builds a vision of human rights and religious education that seeks to square the impossible circle of universal human rights education in a religiously diverse world.

Understanding our religious neighbors is more important than ever-but also more challenging. In a world of deep religious strife and increasing pluralism it can seem safer to remain inside the "bubble" of our faith community. Christian college campuses in particular provide a strong social bubble that reinforces one's faith identity in distinction from the wider society. Many Christians worry that engaging in interfaith dialogue will require watering down their faith and accepting other religions as equally true. Bethel University professors Marion Larson and Sara Shady not only make the case that we can love our religious neighbors without diluting our commitment, but also offer practical wisdom and ideas for turning our faith bubbles into bridges of religious inclusion and interfaith engagement. Drawing on the parables of Jesus, research on interreligious dialogue, and their own classroom experience, Larson and Shady provide readers with the tools they need to move beyond the bubble. Interfaith dialogue is difficult, and From Bubble to Bridge is the timely guide we have been waiting for.