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This book explores the life and spirituality of John Cennick
(1718-1755) and argues for a new appreciation of the contradictions
and complexities in early evangelicalism. It explores Cennick's
evangelistic work in Ireland, his relationship with Count
Zinzendorf and the creative tension between the Moravian and
Methodist elements of his participation in the eighteenth-century
revivals. The chapters draw on extensive unpublished correspondence
between Cennick and Zinzendorf, as well as Cennick's unique diary
of his first stay in the continental Moravian centres of
Marienborn, Herrnhaag and Lindheim. A maverick personality, John
Cennick is seen at the centre of some of the principal
controversies of the time. The trajectory of his emergence as a
prominent figure in the revivals is remarkable in its intensity and
hybridity and brings into focus a number of themes in the landscape
of early evangelicalism: the eclectic nature of its inspirations,
the religious enthusiasm nurtured in Anglican societies, the
expansion of the pool of preaching talent, the social tensions
unleashed by religious innovations, and the particular nature of
the Moravian contribution during the 1740s and 1750s. Offering a
major re-evaluation of Cennick's spirituality, the book will be of
interest to scholars of evangelical and church history.
Received the 'highly commended' award by the Society for
Educational Studies for books published in 2010. What is learned in
universities today? Is it what students expect to learn? Is it what
universities say they learn? How far do the answers to questions
such as these differ according to what, where and how one studies?
As higher education has expanded, it has diversified both in terms
of its institutional forms and the characteristics of its students.
However, what we do not know is the extent to which it has also
diversified in terms of 'what is learned'. In this book, the
authors explore this question through the voices of higher
education students, using empirical data from students taking 15
different courses at different universities across three subject
areas - bioscience, business studies and sociology. The study
concentrates on the students' experiences, lives, hopes and
aspirations while at university through data from interviews and
questionnaires, and this is collated and assessed alongside the
perspectives of their teachers and official data from the
universities they attend. Through this study the authors provide
insights into 'what is really learned at university' and how much
it differs between individual students and the universities they
attend. Notions of 'best' or 'top' universities are challenged
throughout, and both diversities and commonalities of being a
student are demonstrated. Posing important questions for higher
education institutions about the experiences of their students and
the consequences for graduates and society, this book is compelling
reading for all those involved in higher education, providing
conclusions which do not always follow conventional lines of
thought about diversity and difference in UK higher education.
Received the highly commended award by the Society for
Educational Studies for books published in 2010.
What is learned in universities today? Is it what students
expect to learn? Is it what universities say they learn? How far do
the answers to questions such as these differ according to what,
where and how one studies?
As higher education has expanded, it has diversified both in
terms of its institutional forms and the characteristics of its
students. However, what we do not know is the extent to which it
has also diversified in terms of what is learned . In this book,
the authors explore this question through the voices of higher
education students, using empirical data from students taking 15
different courses at different universities across three subject
areas bioscience, business studies and sociology. The study
concentrates on the students experiences, lives, hopes and
aspirations while at university through data from interviews and
questionnaires, and this is collated and assessed alongside the
perspectives of their teachers and official data from the
universities they attend.
Through this study the authors provide insights into what is
really learned at university and how much it differs between
individual students and the universities they attend. Notions of
best or top universities are challenged throughout, and both
diversities and commonalities of being a student are demonstrated.
Posing important questions for higher education institutions about
the experiences of their students and the consequences for
graduates and society, this book is compelling reading for all
those involved in higher education, providing conclusions which do
not always follow conventional lines of thought about diversity and
difference in UK higher education.
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To the Rockies and Beyond, or A Summer on the Union Pacific Railway and Branches - Saunterings in the Popular Health, Pleasure, and Hunting Resorts of Nebraska, Dakota, Wyoming, Colorado, New Mexico, Utah, Montana and Idaho, With Descriptions of The... (Paperback)
Robert E (Robert Edmund) Strahorn
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R519
Discovery Miles 5 190
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Ships in 10 - 15 working days
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