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This is a new in-depth study of Christianization among the
Anglo-Saxons in the period c597-c730. It is the first work on the
subject to combine a historical approach with the insights provided
by ethnography and anthropology, in particular from that of the
relatively new academic discipline of cognitive anthropology.By
adopting an interdisciplinary approach, it studies the process of
Christianization from a completely new basis, deepens significantly
our knowledge of the subject and period and provides a fresh
starting point for other studies of Christianization in medieval
Europe. Using insights gained from various anthropological and
ethnographical studies, the book outlines the differences between
'doctrinal' and 'imagistic' modes of religiosity and discusses how
these can help our understanding of the fundamental characteristics
of both Anglo-Saxon paganism (imagistic) and Christianity
(doctrinal) religion. Another central feature of the book, which
will contribute greatly to its impact, is its study of death and
the dead.It explores the differences between Christian and
non-Christian beliefs about the dead and the nature of the soul. It
is the first book to apply cognitive theories of ritual to an
examination of Anglo-Saxon ritual sites and objects. At the same
time, its theoretical approaches are grounded firmly in a
historical context and it provides new insights into familiar
sources such as Bede's "Ecclesiastical History".
This ground-breaking study offers a new paradigm for understanding
the beliefs and religions of the Goths, Burgundians, Sueves, Franks
and Lombards as they converted from paganism to Christianity
between c.350 and c.700 CE. Combining history and theology with
approaches drawn from the cognitive science of religion, Belief and
Religion in Barbarian Europe uses both written and archaeological
evidence to challenge many older ideas. Beginning with a
re-examination of our knowledge about the deities and rituals of
their original religions, it goes on to question the assumption
that the Germanic peoples were merely passive recipients of
Christian doctrine, arguing that so-called 'Arianism' was first
developed as an 'entry-level' Christianity for the Goths. Focusing
on individual ethnic groupings in turn, it presents a fresh view of
the relationship between religion and politics as their rulers
attempted to opt for Catholicism. In place of familiar debates
about post-conversion 'pagan survivals', contemporary texts and
legislation are analysed to create an innovative cognitive
perspective on the ways in which the Church endeavoured to bring
the Christian God into people's thoughts and actions. The work also
includes a survey of a wide range of written and archaeological
evidence, contrasting traditional conceptions of death, afterlife
and funerary ritual with Christian doctrine and practice in these
areas and exploring some of the techniques developed by the Church
for assuaging popular anxieties about Christian burial and the
Christian afterlife.
'This book seamlessly blends theory with practical, real-life
applications and activities that can be completed quickly and
easily in both school and homemmunity settings. This encourages a
partnership between all stakeholders to help students
succeed'-Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum
Coordinator, Walker Intermediate School, Fort Knox, KY 'Using
real-world examples and applications, this book makes cognitive
psychology and cognitive education accessible to all who work with
children and other learners. I immediately felt more confident in
applying my new thinking and understanding to my practice'-Wendy
Holley, School Psychologist, Bend-La Pine School District, OR Based
on Instrumental Enrichment (IE), a cognitive education approach
pioneered by internationally renowned psychologist and child
development expert Reuven Feuerstein, this updated volume provides
practitioners with much-needed techniques to develop students'
thinking skills and "bridge" these skills to the home and
community. This user-friendly book outlines fourteen core thinking
skills that increase students' cognitive capacity, including
organization, comparison, categorization, and problem solving. The
authors demonstrate how teachers can mediate learning in the
classroom and help parents, social workers, counsellors, and other
adults who work with youth to extend learning beyond the classroom.
Each chapter features: - An introduction to and description of a
specific skill - Examples and applications for formal and informal
learning contexts - An outline of how the skill aligns with
Feuerstein's theories of Mediated Learning and Cognitive
Modifiability Expanded to include an overview of many IE-related
research studies and quotes to stimulate reflection on each skill,
this second edition of Bridging Learning is a dynamic resource for
creative educators dedicated to enhancing thinking skills in all
learners.
This groundbreaking work treats the Christianization of the
Anglo-Saxons as a process of religious change and is the first to
establish the importance of Christian doctrines and popular
intuitions about death and the dead in the transition, focusing on
the outbreak of epidemic disease between 664 and 687 as a crucial
period for the survival of Christianity in Anglo-Saxon England. It
analyzes Anglo-Saxon conceptions of the soul and afterlife as well
as traditional mortuary rituals, re-interpreting archaeological
evidence to argue that the change from furnished to unfurnished
burial in the late seventh and early eighth century demonstrates
the success of the church's attempts to counter popular fears that
the plague was caused by the return of the dead to carry off the
living. The study employs ethnographic comparisons and
anthropological theory to further our understanding of pagan
Anglo-Saxon deities, ritual and ritual practitioners, and also
considers the challenges confronting the Anglo-Saxon church, as it
faced not only popular attachment to traditional values and
beliefs, but also gendered responses to, or syncretistic
constructions of, Christianity.
'This book seamlessly blends theory with practical, real-life
applications and activities that can be completed quickly and
easily in both school and homemmunity settings. This encourages a
partnership between all stakeholders to help students
succeed'-Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum
Coordinator, Walker Intermediate School, Fort Knox, KY 'Using
real-world examples and applications, this book makes cognitive
psychology and cognitive education accessible to all who work with
children and other learners. I immediately felt more confident in
applying my new thinking and understanding to my practice'-Wendy
Holley, School Psychologist, Bend-La Pine School District, OR Based
on Instrumental Enrichment (IE), a cognitive education approach
pioneered by internationally renowned psychologist and child
development expert Reuven Feuerstein, this updated volume provides
practitioners with much-needed techniques to develop students'
thinking skills and "bridge" these skills to the home and
community. This user-friendly book outlines fourteen core thinking
skills that increase students' cognitive capacity, including
organization, comparison, categorization, and problem solving. The
authors demonstrate how teachers can mediate learning in the
classroom and help parents, social workers, counsellors, and other
adults who work with youth to extend learning beyond the classroom.
Each chapter features: - An introduction to and description of a
specific skill - Examples and applications for formal and informal
learning contexts - An outline of how the skill aligns with
Feuerstein's theories of Mediated Learning and Cognitive
Modifiability Expanded to include an overview of many IE-related
research studies and quotes to stimulate reflection on each skill,
this second edition of Bridging Learning is a dynamic resource for
creative educators dedicated to enhancing thinking skills in all
learners.
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