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Gill contends that the seeming loss of transcendence, in favor of naturalism (or overcome by thinking of intangible reality as it mediates and is mediated by tangible reality. He draws on well-seasoned theories of reality, knowledge, ethics, and language. Cloth edition, $26.50 (unseen). Annotation copyrighted by Book News, Inc., Portland, OR
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
A Theology for a Mediated God introduces a new way to examine the shaping effects of media on our notions of God and divinity. In contrast to more conventional social-scientific methodologies and conversations about the relationship between religion and media, Dennis Ford argues that the characteristics we ascribe to a medium can be extended and applied metaphorically to the characteristics we ascribe to God—just as earlier generations attempted to comprehend God through the metaphors of father, shepherd, or mother. As a result, his work both challenges and bridges the gap between students of religion and media, and theology.
This book explores the philosophical/religious thought of Soren Kierkegaard, Ludwig Wittgenstein, and Nikos Kazantzakis in relation to the concept of transcendence. Each of these thinkers has made a strong impact on Western religious and philosophical thought, but each from a nearly completely different angle as well as from a different national background. This comparative study therefore crosses both national and perspectival boundaries. Each of the three thinkers struggled with the notion of transcendence but in uniquely distinct fashion. The conclusion offers yet a third model, the author’s, for understanding transcendence focusing on the concept of “mediation”.
Dialectic of Salvation is issue oriented, coming to grips with the many criticisms of liberation theology—the criticisms of the Vatican, Schubert Ogden, and Dennis McCann. The critics are answered through a thorough analysis of the issues involved and a detailed presentation of the position of liberation theology. The book presents the first substantial discussion between the Vatican and liberation theology. It analyzes the Vatican's own theology of freedom and its social doctrine of liberation, focusing on its anthropological assumptions, and shows that the present conflict between the two parties is a conflict between two radically opposed horizons and modes of thinking, between the personalist and the dialectical. Min provides a Hegelian interpretation of liberation, arguing that it is the first theology to take the Hegelian-Marxian heritage seriously in the context of contemporary theology.
Pop music is now an ever-present force shaping citizens in the West. Even at funerals, pop music is often requested over hymns. But how does popular music work? And what roles does it play for listeners who engage it? This new addition to the critically acclaimed Engaging Culture series explores the theological significance of the ways pop music is listened to and used today. The authors show that popular music is used by religious and nonreligious people alike to make meaning, enabling listeners to explore human concerns about embodiment, create communities, and tap into transcendence. They assess what is happening to Christian faith and theology as a result. The book incorporates case studies featuring noted music artists of our day--including David Bowie, Michael Jackson, Sigur Rós, Pete Seeger, Bruce Springsteen, and Lady Gaga--and includes practical implications for the church, the academy, and daily musical listening. It also includes a foreword by Tom Beaudoin, author of Virtual Faith.
Creating an amalgamation of nursing, education and philosophy is one of the distinctive features of this book. While each of these disciplines is well established in their academic endeavors, the book provides a unique voice of nursing in the analysis of philosophy’s role in education. To that end, the book features nurses’ critiques of leading philosophers who have very valuable lessons for health care education. Each chapter has been written to capture aspects of the heart, mind and soul of nursing as appreciated through an exploration of a foremost philosopher. The contributors investigate their scholar’s history, the essential features and examination of their work and offer pragmatic discussion questions based upon their work. Personal transcendence of the authors occurred as an unexpected byproduct of their immersion with the philosophers. This book provides philosophical underpinnings of health care education that nurses, nursing educators, clinical specialists and general healthcare educators as well as academic faculty will appreciate.
Winner of the Pneuma Book Award 2018, from The Society for Pentecostal Studies. Pentecostalism is the most rapidly growing branch of Christianity since the 20th century, yet it does not lend itself well to a singular doctrine and there is, therefore, no single comprehensive account of Pentecostal theology worldwide. In this volume, Wolfgang Vondey suggests an account of Pentecostal theology that is genuine to Pentecostals worldwide while allowing for different adaptation and explication among the various Pentecostal groups. He argues that Pentecostal theology is fundamentally concerned with the renewal of the Christian life identified by the transforming work of the Holy Spirit and directed toward the kingdom of God. The book unfolds in two main parts illustrating the full gospel story and theology. Eleven chapters identify the spiritual underpinnings and motivations for Pentecostal theology, formulate a Pentecostal theology of action, translate, apply, and exemplify Pentecostal practices and experiences, and integrate Pentecostal theology in the wider Christian tradition.
Decades before educators began to draw teaching and learning implications from neuroscientists’ groundbreaking findings on brain plasticiy, Reuven Feuerstein had already theorized it and developed practices for teaching and developing higher level cognition and learning for all students, even those with Down syndrome and other learning disabilities. His mediated learning, enrichment instruments, and dynamic assessment are used in urban districts in the United States and around the world to raise student achievement, success levels, and self-regulation. In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. Featuring both educational and clinical case examples, it offers a more detailed picture of the practical applications than any other publication to date. Those familiar with Feuerstein’s methods will find this book an important resource in deepening their knowledge. It is also essential reading for all educators looking for approaches that promote thinking skills that improve educational outcomes for diverse learners. Book Features: Provides stories of Feuerstein’s inspirational journey as a teacher and learner, often working with special needs children and youth. Relates mediated learning to contemporary learning environments Explores theory and research on whether spiritual and behavioral practices change the brain. Includes chapters devoted to questioning techniques and the effects of modern media access to the development of thinking skills. “Reuven Feuerstein’s concepts will continue to enrich cognitive developmental thinking and research and to bring a richer, fuller cognitive development to children, youth, and adults around the world.” —From the Foreword by H. Carl Haywood, Vanderbilt University “Educators who are devoted to enhancing the intellectual functioning of learners need this book. The principles, skills, and strategies of Mediated Learning should become a prerequisite for all teachers. Reuven Feuerstein has made the world a more thoughtful place.” —Arthur L. Costa, professor emeritus, California State University and co-founder, Institute for Habits of Mind International