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In Constitutive Visions, Christa Olson presents the rhetorical history of republican Ecuador as punctuated by repeated arguments over national identity. Those arguments—as they advanced theories of citizenship, popular sovereignty, and republican modernity—struggled to reconcile the presence of Ecuador’s large indigenous population with the dominance of a white-mestizo minority. Even as indigenous people were excluded from civic life, images of them proliferated in speeches, periodicals, and artworks during Ecuador’s long process of nation formation. Tracing how that contradiction illuminates the textures of national-identity formation, Constitutive Visions places petitions from indigenous laborers alongside oil paintings, overlays woodblock illustrations with legislative debates, and analyzes Ecuador’s nineteen constitutions in light of landscape painting. Taken together, these juxtapositions make sense of the contradictions that sustained and unsettled the postcolonial nation-state.
In volume one of The Seven Signs, Pastor Mike answered the question of why the Holy Spirit had John choose only those seven miracles out of all those that Jesus performed to convince people to put their faith in Him. However, one critical piece of evidence needed for one to put his or her faith in Christ remains to be revealed. What is that piece of crucial evidence? Join Pastor Mike on a journey through the remainder of this incredible Gospel to discover the answer to this question in volume two of The Seven Signs. The Seven Signs is a practical commentary written to help laypersons and ministers alike to better understand and communicate this amazing Gospel to others, especially to those who have not yet put their faith in Jesus Christ as their Lord and Savior. Its purpose is to bring to light the spiritual truths of John's Gospel and their application to our lives in a clear, concise, and thought-provoking manner. Bro. Mike is Senior Pastor of Northrich Baptist Church in Richardson, Texas. He holds a Master of Science in Business Administration from the University of Memphis and a Master of Divinity with Biblical Languages from Southwestern Baptist Theological Seminary. This is the second volume of two written by Bro. Mike. John chapters 12-21 are expounded upon in this volume, while his discussion of John chapters 1-11 can be found in volume one.
What do a headwaiter, an officer of the king, a deserted cripple, a starving crowd, twelve men in a boat, a man blind from birth, and a decaying corpse all have in common? Join Pastor Mike on a journey to discover the answer to this question. Don't be surprised if along the way you find your own faith being strengthened and your ability and motivation to share it with others greatly enhanced. The Seven Signs is a practical commentary written to help laypersons and ministers alike to better understand and communicate this amazing Gospel to others, especially to those who have not yet put their faith in Jesus Christ as their Lord and Savior. Its purpose is to bring to light the spiritual truths of John's Gospel and their application to our lives in a clear, concise, and thought-provoking manner. Bro. Mike is Senior Pastor of Northrich Baptist Church in Richardson, Texas. He holds a Master of Science in Business Administration from the University of Memphis and a Master of Divinity with Biblical Languages from Southwestern Baptist Theological Seminary. This is the first volume of two written by Bro. Mike. John chapters 1-11 are expounded upon in this volume, while his discussion of John chapters 12-21 can be found in volume two.
Praise for What Our Stories Teach Us “In her new book What Our Stories Teach Us, Linda Shadiow invites college faculty to use their personal and professional stories to reflect more critically and meaningfully on their teaching practice. Guiding her readers with a gentle but sure hand, Shadiow painstakingly shows that by systematically examining our educational and pedagogical biographies from a range of perspectives, we gain deeper insight into the pivotal moments that enliven our teaching and sustain our commitment to ongoing professional growth. I expect to be learning from this humane book for many years to come.” —STEPHEN PRESKILL, Distinguished Professor of Civic Engagement and Leadership, Wagner College “Essential reading for every educator who strives to be a better teacher. Shadiow’s book offers us a fascinating process to mine our personal teaching and learning stories for the valuable lessons they contain.” —JIM SIBLEY, Centre for Instructional Support, University of British Columbia “In this well-conceived and well-written book, Linda Shadiow gently guides faculty along a path toward unearthing the rich stories of their lives that offer deep and enduring insight into their practice.” —DANNELLE D. STEVENS, professor and author, Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight, and Positive Change
Can religious faith be critical and remain recognizable as faith? Or is the idea of a critical faith a contradiction in terms? In this book an emerging new voice in the philosophy of religion argues in favor of critical faith. Playing on a double meaning of the word 'critical', the title of the book suggests that faith is not only a critical (crucial) component of human life, but also a component that can and should develop in a critical (intellectually vigilant) way. Taking John Locke's reflections on the relationship between faith and reason as his point of departure, the author weaves his discussion around a wide array of intellectual figures and conversations. In addition to addressing important elements in the work of such historical figures as Aquinas and Locke, Kuipers also incorporates themes from recent discussions in the philosophy of science, feminist epistemology, philosophy of language, liberal theology, and critical theory. The book ends with a discussion of elements in Jurgen Habermas's theory of communicative action, and offers a critical assessment of the merit of Habermas's notion of critical rationality as a normative yardstick for the achievement of a critical faith.
Based on William Anderson's groundbreaking work, Analysis of Teaching Physical Education (1980), this text is designed to help physical education teachers meet National Association for Sport and Physical Education's Standards for Advanced Programs in Teacher Education. Specifically, it addresses the Standards on Sound Teaching Practices; Assessment; Methods of Inquiry; Collaboration, Reflection, Leadership, and Professionalism; and Mentoring. --Book Jacket.
Commonplace Witnessing examines how citizens, politicians, and civic institutions have adopted idioms of witnessing in recent decades to serve a variety of social, political, and moral ends. The book encourages us to continue expanding and diversifying our normative assumptions about which historical subjects bear witness and how they do so. Commonplace Witnessing presupposes that witnessing in modern public culture is a broad and inclusive rhetorical act; that many different types of historical subjects now think and speak of themselves as witnesses; and that the rhetoric of witnessing can be mundane, formulaic, or popular instead of rare and refined. This study builds upon previous literary, philosophical, psychoanalytic, and theological studies of its subject matter in order to analyze witnessing, instead, as a commonplace form of communication and as a prevalent mode of influence regarding the putative realities and lessons of historical injustice or tragedy. It thus weighs both the uses and disadvantages of witnessing as an ordinary feature of modern public life.
Commonplace Witnessing examines how citizens, politicians, and civic institutions have adopted idioms of witnessing in recent decades to serve a variety of social, political, and moral ends. The book encourages us to continue expanding and diversifying our normative assumptions about which historical subjects bear witness and how they do so. Commonplace Witnessing presupposes that witnessing in modern public culture is a broad and inclusive rhetorical act; that many different types of historical subjects now think and speak of themselves as witnesses; and that the rhetoric of witnessing can be mundane, formulaic, or popular instead of rare and refined. This study builds upon previous literary, philosophical, psychoanalytic, and theological studies of its subject matter in order to analyze witnessing, instead, as a commonplace form of communication and as a prevalent mode of influence regarding the putative realities and lessons of historical injustice or tragedy. It thus weighs both the uses and disadvantages of witnessing as an ordinary feature of modern public life.
What is meant by pedagogy? How does our conception of pedagogy inform good teaching and learning? Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom. A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved. Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.