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Over the next decade, the mathematical community and the nation's colleges and unversities must restructure fundamentally the culture, content, and context of undergraduate mathematics. Acknowledging the weaknesses in the present college mathematics curriculum and the ways in which it is taught, this book cites exemplary programs that point the way toward achieving the same world-wide preeminence for mathematics education that the United States enjoys in mathematical research. Moving Beyond Myths sets forth ambitious goals for collegiate mathematics by the year 2000 and provides a sweeping plan of action to accomplish them. It calls on mathematics faculty, their departments, their professional societies, colleges and universities, and government agencies to do their parts to implement the plan, help the public move beyond commonly held myths about mathematics, and bring about a revitalization of undergraduate mathematics.
For hundreds of years, scholars have debated the meaning of Jesus' central theological term, the 'kingdom of God'. Most of the argument has focused on its assumed eschatological connotations and Jesus' adherence or deviation from these ideas. Within the North American context, the debate is dominated by the work of Norman Perrin, whose classification of the kingdom of God as a myth-evoking symbol remains one of the fundamental assumptions of scholarship. According to Perrin, Jesus' understanding of the kingdom of God is founded upon the myth of God acting as king on behalf of Israel as described in the Hebrew Bible. Moving Beyond Symbol and Myth challenges Perrin's classification, and advocates the reclassification of the kingdom of God as metaphor. Drawing upon insights from the cognitive theory of metaphor, this study examines all the occurrences of the 'God is king' metaphor within the literary context of the Hebrew Bible. Based on this review, it is proposed that the 'God is king' metaphor functions as a true metaphor with a range of expressions and meanings. It is employed within a variety of texts and conveys images of God as the covenantal sovereign of Israel; God as the eternal suzerain of the world, and God as the king of the disadvantaged. The interaction of the semantic fields of divinity and human kingship evoke a range of metaphoric expressions that are utilized throughout the history of the Hebrew Bible in response to differing socio-historical contexts and within a range of rhetorical strategies. It is this diversity inherent in the 'God is king' metaphor that is the foundation for the diversified expressions of the kingdom of God associated with the historical Jesus and early Christianity.
Moving Beyond The Christian Myth takes the next step beyond Sloat's first book on spirituality, A Handbook For Heretics. He explores the roots of the Christian faith, tracing them back to their pagan origins in ancient religions. Then, one by one, he analyzes the essential beliefs of Christianity, showing how they cannot literally be true. The various chapters contend that: Christianity is a religious myth We don't need a savior The Bible is not the Word of God Jesus is not God The church is more political than spiritual The remainder of the book is filled with stories of mystical experiences which demonstrate how the spirit world is an integral part of our daily lives. These topics include: Out-of-Body Experiences, Visions, Past Life Recalls, After Death Communication, Angel Communication, Pre-Birth Experiences and Coincidence. Sloat argues that these stories reveal spiritual truths which are not part of the traditional teachings of religion. He asks the church to admit that its story is based on myth rather than literal truth, he urges the church to incorporate these experiences into its belief system, and he concludes by presenting a vision of a future in which people can worship God as the creator, not of a religion based on the fear of hell, but of a spiritual kingdom founded on love, light and hope. This book will be an inspiration to all those who are seeking something beyond the mythological teaching of the past. About the Author John W. Sloat, a former Presbyterian minister, served churches in Pennsylvania and Ohio for over 40 years. He holds a B.A. from Denison University, 1954; an M.Div. from Princeton Seminary, 1957; and a Th.M. from Pittsburgh Seminary, 1977. Previous books include Lord, Make Us One (non-fiction, 1986); The Other Half (fiction, 2001); Memories of My Misadventures (fiction, 2008); and A Handbook For Heretics (non-fiction, second edition, 2009). Several of his sermons have been included in Pulpit Digest, a national preaching journal. He has been married to Helen Burdick Sloat, a psychiatric nurse, for 56 years, and they have three children, eight grandchildren, and four great-grandchildren. A pianist and organist, Sloat also plays the French horn, is a scratch model builder, and leads spirituality groups.
The main thesis of this book is based on the Rastafarian Movement. This book presents information about this movement, in one place, that is largely not know by the many adherents of the faith. Moreover, this book presents a unique view of the Movement; a view embedded in a Grenadian Caribbean experience. This view, however, is not narrowly placed, but is argued within a wider world context, and, thus, explains whether the Rastafarian movement can be a force for good, both within the black community and the world at large. Editor and author Norm R. Allen Jr. said that "This well-researched book expertly demolishes the ridiculous notion among Rastafarians that Emperor Haile Selassie of Ethiopia is God. Moreover, Lewis offers many excellent critiques of theism, the Bible, Rastafarianism, Afrocentric thought and religion in general." This book is informative to everyone.
We expect our leaders to be superhuman, to provide all the answers and never fail. Amanda Sinclair offers an alternative and more realistic approach to leadership based on personal growth, drawing on Eastern philosophies.
Perfect companion guide to solidify the Truth and effectively destroy the myths.All readers of Moving Beyond the Myths will want a copy of this companion study guide. It is designed for an eight-week study with assignments of approximately 35 minutes per week and small group discussion of 45 minutes. While it is perfect for a small group format, readers will greatly benefit from the individual study and application it provides.
Texan Identities rests on the assumption that Texas has distinctive identities that define “what it means to be Texan,” and that these identities flow from myth and memory. Each contributor to this volume provides in some fashion an answer to the following questions: What does it mean to be Texan? What constitutes a Texas identity and how may such change over time? What myths, memories, and fallacies contribute to making a Texas identity, and how have these changed for Texas? Are all the myths and memories that define Texas identity true or are some of them fallacious? Is there more than one Texas identity? Many Texans do believe the story of their state’s development manifesting singular, unique attributes, which are prone to expression as stereotypical, iconic representations of what it means to be Texan. Each of the essays in this volume addresses particular events, places, and people in Texas history and how they are related to Texas identity, myth, and memory. The discussion begins with the idealized narrative and icons revolving around the Texas Revolution, most especially the Alamo. The Texas Rangers in myth and memory are also explored. Other essays expand on traditional and increasingly outdated interpretations of the Anglo-American myth of Texas by considering little known roles played by women, racial minorities, and specific stereotypes such as the cattleman.
Six myths lie at the heart of the American experience. Taken as aspirational, four of those myths remind us of our noblest ideals, challenging us to realize our nation's promise while galvanizing the sense of hope and unity we need to reach our goals. Misused, these myths allow for illusions of innocence that fly in the face of white supremacy, the primal American myth that stands at the heart of all the others.
Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning.