Rooted in a clear understanding of the indispensable authority of God's word, Transforming Preaching provides a wealth of practical wisdom and advice for anyone approaching the task of preaching for the first time. It also serves as a useful refresher for all who want to increase the effectiveness of their preaching ministry. Basing his advice on the latest research into the way people listen, learn and grow in the Christian life, David Heywood looks at ways of constructing and delivering more successful sermons, while also providing a stimulating guide to the principles and benefits of interactive preaching.

Breslau ist im englischsprachigen Raum als Ort der Aufklärung fast völlig in Vergessenheit geraten. Darüber hinaus ist Breslau im Kontext der jüdischen Aufklärung nie als Ort des interkulturellen Austauschs zwischen deutschsprachigen jüdischen, protestantischen und katholischen Intellektuellen diskutiert worden. Eine intellektuelle Biographie von Moses Hirschel bietet ein hervorragendes Fallbeispiel, um die komplexen wechselseitigen Beziehungen zwischen jüdischen und nichtjüdischen Aufklärern in einer wohlhabenden und einflussreichen mitteleuropäischen Stadt an der Wende zum 18. Jahrhundert zu untersuchen.

How do we learn about God? In an age of competing world-views, what is the basis of the Christian claim to offer the truth about God, the world and ourselves? David Heywood charts a path through the study of human knowledge, showing how the insights of theology, philosophy and psychology complement and amplify one another, and bringing the experience of revelation within the scope of the study of human learning. He shows the relationship between human psychology and the work of the Holy Spirit and demonstrates the credibility of the Christian claim to a transforming knowledge of God in Jesus Christ. Offering a new model for the relationship of theology to the natural and social sciences, David Heywood shows how the claim of Christian theology to deal in issues of universal truth can be upheld. For Christian education, this book provides a theological rationale for the use of methods of teaching and learning of educationally proven effectiveness.

Breslau has been almost entirely forgotten in the Anglophone sphere as a place of Enlightenment. Moreover, in the context of the Jewish Enlightenment, Breslau has never been discussed as a place of intercultural exchange between German-speaking Jewish, Protestant and Catholic intellectuals. An intellectual biography of Moses Hirschel offers an excellent case-study to investigate the complex reciprocal relationship between Jewish and non-Jewish enlighteners in a prosperous and influential Central European city at the turn of the 18th century.

Breslau has been almost entirely forgotten in the Anglophone sphere as a place of Enlightenment. Moreover, in the context of the Jewish Enlightenment, Breslau has never been discussed as a place of intercultural exchange between German-speaking Jewish, Protestant and Catholic intellectuals. An intellectual biography of Moses Hirschel offers an excellent case-study to investigate the complex reciprocal relationship between Jewish and non-Jewish enlighteners in a prosperous and influential Central European city at the turn of the 18th century.

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

The Church is currently experiencing a transition in the way it understands and practises both mission and ministry. It is to be outward-looking, engaging with the wider community, involving all its members in mission and clergy are to play the role of enablers and equippers of the ministry of the whole church. However, ministerial formation in colleges and courses throughout the country lags behind this emerging consensus. 'Theological education' is still largely based on academic models. Reimagining Ministerial Formation offers a new way forward, where 'ministry' comes to be about the whole church, and ministerial formation is about collaboration between clergy and laity. It argues strongly for a shift away from 'front-loaded' training, to a new focus on formation as a life-long process.

For generations most churchgoers have been encouraged to see the responsibility for the life and mission of the church in the hands of the trained clergy. A church embracing God's call to mission requires these same worshippers to see themselves as 'missionary disciples' with a vital part to play in the church's ministry. How is a change of this magnitude to be accomplished? Drawing on the discipline of adult education and his own research into the way people learn, David Heywood explains how churches can become learning communities in which people grow as disciples and find their place in a collaborative pattern of ministry. He challenges the prevailing approach to ministerial training as overly theoretical and individualistic, and points towards a model of training based around shared reflection on practice. Contents: Introduction: Learning for Discipleship and Ministry 1. Adult Learning in God's Kingdom 2. Learning to Connect Life and Faith 3. Leading the Learning Community 4. Learning for Ministry Together

eimagining Ministry is a response to growing dissatisfaction with existing models of ministry. David Heywood diagnoses the problems of our traditional understanding and proposes a new model that embraces both the ministry of the whole Church and of the ordained within it. He places mission at the heart of the Church's life, explaining the way in which the Church's understanding of mission has developed over the past generation and showing how the shape of the Church and its ministry grow out of the mission of God. Reimagining Ministry is an intensely practical book, drawing on concrete examples, placing these within a well-argued biblical and theological framework and making proposals for the future of ministry. REIMAGININGMINISTRYDAVID HEYWOOD David Heywood has been an ordained minister in the Church of England for over twenty years. He is currently Director of Pastoral Studies at Ripon College Cuddesdon. Every generation of Christians needs to both practise the ministry they are given, and to imagine the ministry that could be, in order to face the day-to-day challenges of contemporary life. Christians also need to reach for fresh vision that actually helps to transform the everyday situations that ministers face. David Heywood is well-qualified - as both a practitioner and theological reflector - to lead our thinking in this area, and offer new insights for the shaping of ministry today. In this timely, wise and illuminating book, he offers a manifesto for ministry that will help the whole Church - all members of Christ's body - to re-think, re-imagine and re-work the particular paradigms for mission and ministry that need addressing. This is a 'must read' book for all those who practise ministry and for all who want to glimpse some fresh vision for tomorrow's Church.' Martyn Percy, Principal, Ripon College Cuddesdon