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This volume contains the papers presented at the 2017 meeting of
the SBL Program Unit on Deuterocanonical and Cognate Literature in
Boston, MA. The theme of the sessions was the interpretation of
Torah in deuterocanonical literature. The contributions cover a
variety of concepts and themes related to Torah and trace these
through the Hebrew Bible, into the Septuagintal deuterocanonical
books and other relevant and cognate literature.
This volume brings together a lively set of papers from the first
session of the Deuterocanonical and Cognate Literature program unit
of the Society of Biblical Literature Annual Meeting in 2016.
Together with a few later contributions, these essays explore a
number of thematic and textual issues as they trace the reception
history of the Book of Isaiah in Deuterocanonical and cognate
literature.
This collection of original essays, from both established scholars
and newcomers, takes up a recent debate in philosophy, sociology,
and disability studies on whether disability is intrinsically a
harm that lowers a person's quality of life. While this is a new
question in disability scholarship, it also touches on one of the
oldest philosophical questions: what is the good human life?
Historically, philosophers have not been interested in the topic of
disability, and when they are it is usually only in relation to
questions such as euthanasia, abortion, or the moral status of
disabled people. Consequently disability has been either ignored by
moral and political philosophers or simply equated with a bad human
life, a life not worth living. This collection takes up the
challenge that disability poses to basic questions of political
philosophy and bioethics, among others, by focusing on fundamental
issues and practical implications of the relationship between
disability and the good human life.
Author and poet Barbara Schmitz offers a heartful, funny, and
deeply moving "spiritual autobiography" that brings the reader
along on each stage of her fervent inner quest for mystical
experience. Beginning with a Catholic girlhood in Nebraska, she
graduates to an unlikely apprenticeship with Allen Ginsberg at the
Naropa Institute; a dedicated transcendental meditation practice;
and finally to thirty years of joys and struggles with a Sufi
teacher (Shahabuddin Less) with whom she travels to Bali, Turkey,
India, Kashmir, and the Holy Land. Incisive as lightning-the
meaning of her Sufi name, Vajra-her questions and yearning are our
own, and she doesn't let God, her teacher, or herself off the hook.
"Always the Detail" represents the nuances of relationships.
Barbara Schmitz writes about daily life, bringing to life such
intricate encounters as animals and plants, mineral and liquids.
Schmitz leaves no stone unturned. With beautiful imagery and
astounding cadences, Schmitz comes to life in her poetry.
AFTER MY GRANDMOTHER'S FUNERAL
All the other mourners are off
to the funeral lunch of ham,
scalloped potatoes and church-lady cake.
Only me and my husband with my brother
in the still bare spring cemetery
sharing a joint in his white Corvette.
Out of the shadows the gaunt-cheeked
priest appears in his surplice and cassock
proceeding in slow procession to
my Grandma still perched there
above her wide-mouthed grave.
He pats her casket, recites his tender
farewell, "Goodbye, Old Girl" and
drifts away like a last leaf left
after winter's brutal sweep.
Wer kennt es nicht?! Ein Kind will nicht still sitzen, oder nicht
im eigenen Bett schlafen, vielleicht hat es Schwierigkeiten in der
Schule oder rumt nie auf... Es ist zum Verzweifeln!! Auf einfache
und unterhaltsame Art knnen Sie diesen Kindern helfen. Nach dem
Prinzip von "Lernen im Halbschlaf" sind die Geschichten so
gestaltet, dass die Probleme angesprochen werden und auch Lsungen
vorgeschlagen werden. Eltern brauchen nur noch eine Geschichte vor
dem Schlafengehen vorzulesen... und whrend des Schlafes im Traum
kann das Kind eine Geschichte wirken lassen, bearbeiten und sich
verndern... frher oder spter. " Ach" sagte Timo, "alles nicht so
einfach!" "Was meinst du damit, alles nicht so einfach?," fragte
der Drache. "Na ja, in der Schule halt," antwortete Timo. "Die
anderen Kinder rgern mich und provozieren mich und wenn ich das
dann zurck mache, kriege ich rger." "So, so," meinte der Drache.
"Ich helfe dir. Hre mir nur gut zu!"
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