Originally published in 1904, this concise volume presents the content of a lecture delivered at King's College Women's Department during October 1904. The text focuses on the relationship between general learning and biblical instruction, putting forward reasons for bringing the two together in order to encourage 'the full satisfaction of both the intellectual and the spiritual needs of man'. This book will be of value to anyone with an interest in religious education, biblical studies and pedagogical history.

What is discernment? Who was Peter Faber? Why do the Jesuits exude such optimism? Awareness. Emotions. Love. Work. We use such words every day in normal conversation, but those same words take on special meaning when used in the context of Ignatian spirituality. Other words and phrases, such as finding God in all things, are distinctly associated with the Ignatian approach to spiritual development. Acquiring a general grasp of these terms will prove invaluable to those who desire a better understanding of the Jesuit / Ignatian way of life. With Ignatian Spirituality A to Z, Jim Manney has provided a brief, informative, and entertaining guide to key concepts of Ignatian spirituality and essential characters and events in Jesuit history. The lexicon format allows readers to find terms quickly, and the concise descriptions are ideal for those new to the Ignatian story. From Pedro Arrupe to Francis Xavier, from Ad Majorem Dei Gloriam to Zeal, this book uncovers the rich language of the Jesuits. It will be an indispensable tool to anyone interested in Ignatian spirituality, to staff, faculty, and students at Jesuit institutions and schools, and to clergy and spiritual directors who advise others about prayer and spiritual matters.

Six leading scholars--representing Orthodox, Conservative, Reform, and secular perspectives--formulate their variant models of an ideal Jewish education for the contemporary world. This book addresses the multiple challenges of the open society to Jewish continuity by considering different versions of Jewish education appropriate for our time. It emphasizes the continuity of theory and practice, translating theory into practice as well as articulating theory embodied in practice. The book shows how all religious and ethnic communities might deepen the impact of their educational programs.

Six leading scholars--representing Orthodox, Conservative, Reform, and secular perspectives--formulate their variant models of an ideal Jewish education for the contemporary world. This book addresses the multiple challenges of the open society to Jewish continuity by considering different versions of Jewish education appropriate for our time. It emphasizes the continuity of theory and practice, translating theory into practice as well as articulating theory embodied in practice. The book shows how all religious and ethnic communities might deepen the impact of their educational programs.

Visions had by orphaned beggar boys in China during a revival in the early 20th century. The Bakers started Adullam Rescue Mission for street children in Yunnan Province, China. The children in the home, mostly boys aged from six to eighteen, had a revival during which they had visions of heaven, Paradise, angels, and even hell. The children also had visions of the Antichrist, the Rapture, Resurrection, and Day of Judgment. H. A. Baker worked for years with little fruit and he almost gave up, until the Holy Spirit came with power, but he never put the spiritual above the Word and searched the Scriptures to make sure what was happening agreed with the Bible. This is reflected in his books as he includes Scripture references in most chapters.

Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. Traditional Charlotte Mason schooling is firmly based on Christianity, although the method is also used successfully by secular families and families of other religions. Here in one affordable volume is her complete Homeschooling Series: Home Education: Six lectures by Charlotte Mason about the raising and educating of young children (up to the age of nine), for parents and teachers. She details how lessons in various school subjects can be done using her approach. She concludes with remarks about the Will, the Conscience, and the Divine Life in the Child. Parents and Children: A collection of 26 articles from the original Parent's Review magazines to encourage and instruct parents. School Education: Thoughts about the teaching and curriculum of children aged 9-12, either at school or at home. Ourselves: A character curriculum book written directly to children. Book I, Self-Knowledge, is for elementary school students; Book II, Self-Direction, is for older students. Formation of Character: Includes case studies of children (and adults) who cured themselves of bad habits; reflections on subjects including both schooling and vacations (or "stay-cations" as we now call them); various aspects of home schooling, with a special section detailing the things that Charlotte Mason thought were important to teach to girls in particular; and examples of how education affected outcome of character in famous writers of her day. Towards a Philosophy of Education: Charlotte Mason's final book, written after years of seeing her approach in action. This volume gives the best overview of her philosophy, and includes the final version of her 20 Principles. This book is particularly directed to parents of older children, about ages 12 and up, but is a valuable overview for parents of younger children as well, covering both theory and practice.

"We enter now on a new course of sermons for the young. The subject of these sermons will be Bible Natural History. We shall take up one after another of the different beasts and birds mentioned in the Bible, and, in their habits and characters, try to find illustrations of some of the truths taught us in the Bible, and of the duties that spring out of these truths." -from the Author "Just the thing to put into the hands of the young folks. Dr. Newton is a prince among writers to the young." - The British Weekly

"Make Yourself a Teacher" is a teaching book and a book about teaching. It discusses three dramatic, well-known stories about the student and teacher Rabbi Eliezer ben Hyrcanus from the Oral Torah. The stories of R. Eliezer serve as teaching texts and models for reflection on the teacher/student relationship in the Jewish tradition and in contemporary culture, with special emphasis on the hevruta mode of Jewish learning, a collaborative process that invites the reader into a dialogue with teachers past and present.

Susan Handelman considers how teacher/student relations sustain and renew the Jewish tradition, especially during troubled times. As a commentary on historical and contemporary educational practices, she asks a range of questions about teaching and learning: What is it that teachers do when they teach? How do knowledge, spirituality, and education relate? What might Jewish models of study and commentary say about how we teach and learn today? Handelman not only presents pedagogical issues that remain controversial in today's debates on education but she also brings the stories themselves to life. Through her readings, the stories beckon us to sit among the sages and be their students.

Susan Handelman is professor of English at Bar-Ilan University, Israel.

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

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.

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."