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Discover the Good Life as you learn from the wise voices of the
past. We've lost ourselves. Disconnected from the past and
uncertain about the future, we are anxious about what our lives
will be and troubled by a nagging sense of meaninglessness. Adrift
in the world, many Christians have their identity completely
wrapped up in work, and their definition of the "good life" is
financial success. Fewer of are staying committed to the Christian
faith, finding it difficult to reconcile their experience with
their longings and desires. With so much uncertainty, where can we
find a true vision of "the Good Life"? Learning the Good Life
speaks to this malaise with a curated collection of voices from the
past, inviting Christians into an ages-old dialogue with some of
history's wisest and most reflective minds. Featuring
thought-provoking writings from a diverse lineup of over 35 writers
and thinkers: From the classic-including Confucius, Augustine, Sor
Juana Ines de la Cruz, Henry David Thoreau, and Frederick Douglass;
To the modern-including W.E.B. DuBois, Flannery O'Connor, T.S.
Eliot, and Simone Weil; To the contemporary-including Wendell
Berry, David Foster Wallace, and Marilynne Robinson. Together these
sages, writers, philosophers, and poets address important issues
such as virtue, beauty, community, wonder, suffering, and meaning.
Each of these texts are introduced by experts from a variety of
Christian colleges and universities to help provide a richer
narrative in which Christians can participate. Each text is also
accompanied by discussion questions to provoke further thought and
contemplation and to facilitate discussion when used in groups.
Learning the Good Life is ideal for any Christian seeking a deeper
connection to the wisdom of the past and wanting a more cohesive
vision of the good life. Though not all these writers were
themselves Christians, they all have a message for you. All of them
are calling you to die to yourself, to your habits of indulgence,
to your pride and ambition-and to dedicate your time to learning,
thinking, and loving.
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How Shall We Then Care? (Hardcover)
Paul Shotsberger, Cathy Freytag; Foreword by David I. Smith
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R1,252
R989
Discovery Miles 9 890
Save R263 (21%)
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Ships in 10 - 15 working days
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In Teaching and Christian Practices several university professors
describe and reflect on their efforts to allow historic Christian
practices to reshape and redirect their pedagogical strategies.
Whether allowing spiritually formative reading to enhance a
literature course, employing table fellowship and shared meals to
reinforce concepts in a pre-nursing nutrition course, or using
Christian hermeneutical practices to interpret data in an economics
course, these teacher-authors envision ways of teaching and
learning that are rooted in the rich tradition of Christian
practices, as together they reconceive classrooms and laboratories
as vital arenas for faith and spiritual growth.
This book invites Christian teachers to slow down, take a deep
breath, and allow their weary souls to recover. The authors -
experienced teachers themselves - encourage teacher-readers to
imagine their work differently, opening up possibilities for
reanimating how they view learning in a Christian context. In
Teaching and Christian Imagination David Smith and Susan Felch
creatively use three metaphors - journeys, gardens, and buildings -
to illuminate a fresh vision of teaching and learning. Stretching
beyond familiar cliches, they infuse these metaphors with rich
biblical echoes and theological resonances. "We need vision, not
just beliefs and techniques," the authors argue in their
introduction. "And that vision, if it is to sustain us, must be
deeply Christian."
This book sets out to explore the intersections between matters not
frequently yoked in academic discussions: spirituality, social
justice, and the learning of world languages. The contributing
authors contend not only that these intersections exist, but that
they are the site of issues and realities that require the
attention of language educators and point to avenues of growth for
the language teaching profession. The essays included seek to
indicate the possibilities of a neglected area of inquiry, not only
in terms of theory but also in terms of the practices of language
education. Given this aim of opening up fresh questions, the book
is arranged so as to show the relevance of the nexus of
spirituality and social justice to teacher education (chapters 3
and 4), language classroom practices (chapters 5 and 6), and the
theoretical sources that inform scholarly discussion of language
education (chapters 7 and 8). The opening chapters place these
explorations in a larger context by showing how they fit into
existing social contexts and academic discussions.
This book sets out to explore the intersections between matters not
frequently yoked in academic discussions: spirituality, social
justice, and the learning of world languages. The contributing
authors contend not only that these intersections exist, but that
they are the site of issues and realities that require the
attention of language educators and point to avenues of growth for
the language teaching profession. The essays included seek to
indicate the possibilities of a neglected area of inquiry, not only
in terms of theory but also in terms of the practices of language
education. Given this aim of opening up fresh questions, the book
is arranged so as to show the relevance of the nexus of
spirituality and social justice to teacher education (chapters 3
and 4), language classroom practices (chapters 5 and 6), and the
theoretical sources that inform scholarly discussion of language
education (chapters 7 and 8). The opening chapters place these
explorations in a larger context by showing how they fit into
existing social contexts and academic discussions.
A pioneering look at the implications of Christian faith for
foreign language education. It has become clear in recent years
that reflection on foreign language education involves more than
questioning which methods work best. This new volume carries
current discussions of the value-laden nature of foreign language
teaching into new territory by exploring its spiritual and moral
dimensions. David Smith and Barbara Carvill show how the Christian
faith sheds light on the history, aims, content, and methods of
foreign language education. They also propose a new approach to the
field based on the Christian understanding of hospitality.
Cultural differences increasingly impact our everyday lives.
Virtually none of us today interact exclusively with people who
look, talk, and behave like we do. David Smith here offers an
excellent guide to living and learning in our culturally
interconnected world. / Learning from the Stranger clearly explains
what "culture" is, discusses how cultural difference affects our
perceptions and behavior, and explores how Jesus' call to love our
neighbor involves learning from cultural strangers. Built around
three chapter-length readings of extended biblical passages (from
Genesis, Luke, and Acts), the book skillfully weaves together
theological and practical concerns, and Smith's engaging, readable
text is peppered with stories from his own extensive firsthand
experience. / Many thoughtful readers will resonate with this
insightful book as it encourages the virtues of humility and
hospitality in our personal interactions -- and shows how learning
from strangers, not just imparting our own ideas to them, is an
integral part of Christian discipleship.
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