The figure of Jesus has fascinated Western civilization for centuries. As the year 2000 approaches, eliciting connections with Jesus' birth and return, excitement grows -- as does the number of studies about Jesus. Cutting through this mass of material, "Whose Historical Jesus?" provides a collection of penetrating, jargon-free, intelligently organized essays that convey well both the centrality and the complexity of deciphering the historical Jesus.

Contributors include such eminent scholars as John Dominic Crossan, Burton L. Mack, Sean Freyne and Peter Richardson. Essays range from traditional to modern and postmodern and address both recent and enduring concerns. Introductions and reflections augment these lucid essays, provide context and help the reader focus on the issues at stake. "Whose Historical Jesus?" will be of interest to all who wish to understand the current controversies and historical debates, who want insightful critiques of those views or who would like guidance on the direction of future studies.

International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike. The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.

Over the centuries, New Testament texts have inspired both peace activism and violence towards others. Most Christians, including New Testament scholars, continue to find peace at the core of these scriptures, and consider that the use of violence misrepresents basic Christian beliefs. This challenging study contends that the New Testament promotes violence as strongly as it promotes peace. Through close analysis of a wide range of texts, Desjardins shows how foundational both peace and violence are in the New Testament, and then suggests that the leading interpretative theories in this area do not do justice to the complexity of the primary sources.

International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike. The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.