For those who want to develop a deeper, more joyful inner life through the practice of Christian spiritual disciplines, this one-year journal-workbook helps readers find new ways to reflect on, experience, and integrate the disciplines into their lives.

A volume in International Review of History Education Series Editor Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived ""skills vs. content"" debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a 'framework' for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume."" Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?

Readers' Choice Awards Honorable Mention Distinguished Honorable Mention, from Byron Borger, Hearts and Minds Bookstore "No matter how old you are or how many degrees you have or don't have-when grace takes you to school, you start in kindergarten." This was the experience of Reverend Glandion Carney when he was given the life-altering news that he has Parkinson's disease. He was plunged into denial and despair. This was not supposed to be his journey. How could he face it? With poignant vulnerability, The Way of Grace describes one man's journey into a new land of God's amazing grace. Both his honesty and his resilience will inspire and inform your own times of difficulty. In each chapter we are introduced to a spiritual practice that can carry us through difficult days: acceptance, relinquishment, community, simplicity and more. And a guide at the end of each chapter carries us into a brief and refreshing experience with each of the practices. God's unmerited grace saves us, strengthens us and sanctifies us. We too can experience lives full of grace and truth, courageously searching out God's wonders every day.

The Bible has the astounding power to transform lives. The stories of people like Francis of Assisi, Antony of Egypt, Augustine of Hippo, Martin Luther and Martin Luther King Jr. vividly demonstrate this. Why aren't more of us transformed by Scripture today? Too often we study biblical texts without believing that God truly inhabits this book. Scripture seeks to capture our minds, not merely educate them. In these pages Chris Webb explains that we can transform our Christian life by reading as lovers rather than as theorists. This is possible by coming to the text prayerfully, expectantly, in humility and empty-handed. When we open the Bible, it does not say to us, "Listen: God is there " Instead, the voice of the Spirit whispers through each line, "Look: I am here." Reading the Bible this way can reconfigure the habits of your heart, refresh your imagination and memory, reshape and redeem your emotions, realign your reality individually and communally for kingdom life, and take us beyond the Bible into a renewed way of life. Here is the work of today--which is also the work of the whole of life--to open your heart afresh to the living Word of God.

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted ""truth"" about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom.It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing ""neutral"" knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

The ROSE OF DARBLEY is a story set in the Victorian era about a young man named Fredric (Freddie) Allon Harrington, who at the age of twenty attends Trinity College at Cambridge in England during mid-1840s. His close knit family lives at Greenhaven Estate near Cary, England, an agrarian community in Hampshire. His soon-to-be brother-in-law describes him as "the son of a country gentleman with all the charm and delights that position can bring. He is extremely intelligent. His country manners are--delightful. He is unpretentious, witty, likable, discernible, and amiable. He could be confortable in the society of the lowest field worker or the Queen of England." At the age of fourteen, after a severe illness, Freddie experiences a spiritual vision that has given direction for his life until he meets JoAnna Fleming, the young sister of William Fleming. It is JoAnna who keeps Freddie faithful to his vision.

This exciting collection of essays explores the complex area of madness and performance. The book spans from the 18th century to the present and unearths the overlooked history of theatre and performance in, and about, psychiatric asylums and hospitals. The book will appeal to historians, social scientists, theatre scholars, and artists alike.

British Archives is the most comprehensive guide to archive resources in the UK. Since publication of the first edition more than ten years ago, it has established itself as an indispensable source for essential information about access archives and archive repositories in England, Scotland, Wales, and Northern Ireland. Over 1,200 entries provide detailed information on the nature and extent of the collection as well as the organization holding it.

Fifty-two readings on living in intentional Christian community to spark group discussion. Gold Medal Winner, 2017 Illumination Book Awards, Christian Living Silver Medal Winner, 2017 Benjamin Franklin Award in Religion, Independent Book Publishers Association Why, in an age of connectivity, are our lives more isolated and fragmented than ever? And what can be done about it? The answer lies in the hands of God’s people. Increasingly, today’s Christians want to be the church, to follow Christ together in daily life. From every corner of society, they are daring to step away from the status quo and respond to Christ’s call to share their lives more fully with one another and with others. As they take the plunge, they are discovering the rich, meaningful life that Jesus has in mind for all people, and pointing the church back to its original calling: to be a gathered, united community that demonstrates the transforming love of God. Of course, such a life together with others isn’t easy. The selections in this volume are, by and large, written by practitioners—people who have pioneered life in intentional community and have discovered in the nitty-gritty of daily life what it takes to establish, nurture, and sustain a Christian community over the long haul. Whether you have just begun thinking about communal living, are already embarking on sharing life with others, or have been part of a community for many years, the pieces in this collection will encourage, challenge, and strengthen you. The book’s fifty-two chapters can be read one a week to ignite meaningful group discussion. Contributors include: John F. Alexander, Eberhard Arnold, J. Heinrich Arnold, Johann Christoph Arnold, Alden Bass, Benedict of Nursia, Christoph Friedrich Blumhardt, Leonardo Boff, Dietrich Bonhoeffer, Joan Chittister, Stephen B. Clark, Andy Crouch, Dorothy Day, Anthony de Mello, Elizabeth Dede, Catherine de Hueck Doherty, Fyodor Dostoyevsky, Jenny Duckworth, Friedrich Foerster, Richard J. Foster, Jodi Garbison, Arthur G. Gish, Helmut Gollwitzer, Adele J Gonzalez, Stanley Hauerwas, Joseph H. Hellerman, Roy Hession, David Janzen, Rufus Jones, Emmanuel Katongole, Arthur Katz, Søren Kierkegaard, C. Norman Kraus, C.S. Lewis, Gerhard Lohfink, Ed Loring, Chiara Lubich, George MacDonald, Thomas Merton, Hal Miller, José P. Miranda, Jürgen Moltmann, Charles E. Moore, Henri J. M. Nouwen, Elizabeth O’Connor, John M. Perkins, Eugene H.Peterson, Christine D. Pohl, Chris Rice, Basilea Schlink, Howard A. Snyder, Mother Teresa, Thomas à Kempis, Elton Trueblood, and Jonathan Wilson-Hartgrove.

St. Augustine, Thomas Merton, Fredrick Buechner, Evelyn Underhill, A.W. Tozer, G.K. Chesterton, Thomas More, Martin Luther King, Jr., Amy Carmichael, Simone Weil, Pierre Teilhard de Chardin, Hildegard of Bingen, John Milton, Dorothy Day, Leo Tolstoy, Gerard Manley Hopkins, and more. . .

From nearly two thousand years of Christian writing comes Spiritual Classcs,fifty-two selections complete with a profile of each author, guided meditations for group and individual use, and reflections containing questions and exercises. Editors Richard Foster and Emilie Griffith offer their expertise by selecting inspirational writings and including their own commentary and recommendations for further guided reading and exploration.

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not "our knowledge" born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

Understanding Authenticity in Chinese Cultural Heritage explores the construction of "authenticity" and its consequences in relation to Chinese cultural heritage - those objects, texts, and intangible practices concerned with China's past. Including contributions from scholars around the world reflecting on a range of different materials and time periods, Understanding Authenticity emphasizes the situatedness and fluidity of authenticity concepts. Attitudes towards authenticity change over time and place, and vary between communities and object types, among stakeholders in China as they do elsewhere. The book examines how "authenticity" relates to four major aspects of cultural heritage in China - Art and Material Culture; Cultural Heritage Management and Preservation; Living and Intangible Heritage; and Texts and Manuscripts - with individual contributions engaging in a critical and interdisciplinary conversation that weaves together heritage management, art history, archaeology, architecture, tourism, law, history, and literature. Moving beyond conceptual issues, the book also considers the practical ramifications for work in cultural heritage management, museums, and academic research. Understanding Authenticity in Chinese Cultural Heritage provides an opportunity for reflection on the contingencies of authenticity debates - not only in relation to China, but also anywhere around the world. The book will be of interest to scholars and students in a variety of fields, including heritage studies, Asian studies, art history, museum studies, history and archaeology.

This guide explores how God has communicated with individuals in the Bible and throughout history. From Adam and Eve's direct contact with God in "Genesis" 1-11 to Jacob's wrestling with God, from hearing God through visions and dreams like Teresa of Avila to experiencing communion with God through nature like Francis of Assisi, this guide will recognize the different ways God has communicated with people throughout the ages and guide the reader into an experience of individual interaction with God.

Here is a complete guide for librarians seeking to launch or refine their systematic review services. Conducting searches for systematic reviews goes beyond expert searching and requires an understanding of the entire process of the systematic review. Just as expert searching is not fully mastered by the end of a library degree, mastering the systematic review process takes a great deal of time and practice. Attending workshops and webinars can introduce the topic, but application of the knowledge through practice is required. Running a systematic review service is complicated and requires constant updating and evaluation with new standards, more efficient methods, and improved reporting guidelines. After a brief introduction to systematic reviews, the book guides librarians in defining and marketing their services, covering topics such as when it is appropriate to ask for co-authorship and how to reach out to stakeholders. Next, it addresses developing documentation and conducting the reference interview. Standards specific to systematic reviews, including PRISMA, Institute of Medicine, and Cochrane Collaboration, are discussed. Search strategy techniques, including choosing databases, harvesting search terms, selecting filters, and searching for grey literature are detailed. Data management and critical appraisal are covered in detail. Finally, the best practices for reporting the findings of systematic reviews are highlighted. Experts with experience in both systematic reviews and librarianship, including the editors of the book, contributed to the chapters. Each step (or piece) of the review process (Planning the review, Identifying the studies, Evaluating studies, Collecting and combining data, Explaining the results, and Summarizing the review into a report), are covered with emphasis on information roles. The book is for any librarian interested in conducting reviews or assisting others with reviews. It has several applications: for training librarians new to systematic reviews, for those developing a new systematic review service, for those wanting to establish protocols for a current service, and as a reference for those conducting reviews or running a service. Participating in systematic reviews is a new frontier of librarianship, in which librarians can truly become research partners with our patrons, instead of merely providing access to resources and services.

Why has God not answered my prayers? What should I be praying for? If everything I prayed for came true, would I be ready? In this spiritual classic, Eberhard Arnold mines the riches of biblical teaching on prayer and the example of Jesus, the Hebrew prophets, and the early Christians to point us back to the prayer that pleases God most - prayer that has the power to transform our lives and our world. In a new reflective response, much-loved author Richard J. Foster relates Arnold's words to our contemporary reality.

Come. Accept pastor Joshua Choonmin Kang's invitation to walk slowly, paying attention to God's work in you and around you, to walk intentionally, using spiritual disciplines to develop Christlike character, to walk purposefully, experiencing deeper grace and vision. In this book you'll encounter fifty-two brief readings, ideal for weekly sabbath reflection or daily devotional use. They point to the path of peace in the midst of life's turmoil, to hope in the midst of brokenness, where you'll become "like a tree planted by streams of water, which yields its fruit in season and whose leaf does not wither" (Ps 1:3). It's the path to becoming deep-rooted in Christ.