The Conflict of the Ages Teacher III They Deliberately Forgot: The Flood and the Ice Age


Book Description

Includes full student text, review questions, vocabulary, and answer keys. The worldwide Flood is one of the most discounted records in the Scriptures. Yet it is supported around the world by historical accounts. Take a look at feasibility studies on the safety and the stocking of the Ark. The Geologic Column ought to prove that fossils reveal the age of the earth. They show progression from simple to complex organisms over millions of years. But do they? Take a look at "living fossils." Meet the extinct creature found only in the "oldest" layers but more complex than "later" life forms. Consider the real conditions that surrounded the Flood and the Ice Age.







The Concept of Freedom in the Writings of St. Francis de Sales


Book Description

Through the examination of the concept of freedom in the writings of St Francis de Sales the author concludes that, in contradistinction to a contemporary understanding of freedom perceived as self-determination, a Salesian understanding privileges freedom's relationship to 'the good'. This situates St Francis de Sales in the classical Thomistic tradition of freedom's necessary relationship to the good, but involves a methodological shift as he employs the Renaissance starting point of 'the turn to the subject'. This study demonstrates how St Francis arrives inductively at what St Thomas demonstrated deductively, namely, the essential relationship of freedom to the good. Along with this Thomistic influence, the author analyses the Salesian indebtedness to Augustinian anthropology which explains the primacy St Francis gives to the will, and consequently, to love. Love, understood as the heart's movement towards the good, allows the Salesian approach to move beyond the confines of a traditional faculty psychology to embrace a more biblical understanding of the human person. This examination of love's relationship to freedom reveals their teleological and archaeological natures, coming back to our origins wherein we discover the source of our freedom bestowed on us as a gift from God.







The Freedom of a Christian, 1520


Book Description

Timothy J. Wengert skillfully provides a clear understanding of the historical context from which the treatise The Freedom of a Christian and his accompanying Letter to Pope Leo X arose. As controversy concerning his writings grew, Luther was instructed to write a reconciliation-minded letter to Pope Leo X (14751521). To this letter he appended a nonpolemical tract describing the heart of his beliefs, The Freedom of a Christian. Luthers Latin version added an introduction and a lengthy appendix not found in the German edition. The two editions arose out of the different audiences for them: the one addressed to theologians, clerics, and church leaders (for whom Latin was the common language), and one addressed to the German-speaking public, which included the nobility, townsfolk, many from the lesser clergy, and others who could read (or have Luthers writings read to them). This volume is excerpted from The Annotated Luther series, Volume 1. Each volume in the series contains new introductions, annotations, illustrations, and notes to help shed light on Luthers context and to interpret his writings for today. The translations of Luthers writings include updates of Luthers Works, American Edition, or new translations of Luthers German or Latin writings.




Schooling and the Making of Citizens in the Long Nineteenth Century


Book Description

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.




English University Life In The Middle Ages


Book Description

This work presents a composite view of medieval English university life. The author offers detailed insights into the social and economic conditions of the lives of students, their teaching masters and fellows. The experiences of college benefactors, women and university servants are also examined, demonstrating the vibrancy they brought to university life. The second half of the book is concerned with the complex methods of teaching and learning, the regime of studies taught, the relationship between the universities in Oxford and Cambridge, as well as the relationship between "town" and "gown".




Freedom to Teach and Learn Literature


Book Description

This book is based on the author's practice in teaching and learning literature. It approaches this subject as a privileged context for critical thinking, knowledge construction, and autonomy both for teachers and learners. It emphasizes practice though linking it with theory. Readers will fi nd many examples to clarify explanations. It presents concept mapping as a powerful tool to facilitate one's expression of thinking+feeling+acting when experiencing a literary text. The book offers the opportunity of a hands-on participation in working with concept maps and of interacting with the author through email, if the reader feels like doing it. The aim here is to suggest ways to achieve a context of freedom and autonomy in literature classes as well as to encourage more readers to love reading and literature.




Freedom to Offend


Book Description

In the postwar era, the lure of controversy sold movie tickets as much as the promise of entertainment did. In Freedom to Offend, Raymond J. Haberski Jr. investigates the movie culture that emerged as official censorship declined and details how the struggle to free the screen has influenced our contemporary understanding of art and taste. These conflicts over film content were fought largely in the theaters and courts of New York City in the decades following World War II. Many of the regulators and religious leaders who sought to ensure that no questionable content invaded the public consciousness were headquartered in New York, as were the critics, exhibitors, and activists who sought to expand the options available to moviegoers. Despite Hollywood’s dominance of film production, New York proved to be not only the arena for struggles over film content but also the market where the financial fates of movies were sealed. Advocates for a wider range of cinematic expression eventually prevailed against the forces of censorship, but Freedom to Offend is no simple homily on the triumph of freedom from repression. In his analysis of controversies surrounding films from The Bicycle Thief to Deep Throat, Haberski offers a cautionary tale about the responsible use of the twin privileges of free choice and free expression. In the libertine 1970s, arguments in favor of the public’s right to see challenging and artistic films were twisted to provide intellectual cover for movies created solely to lure viewers with outrageous or titillating material. Social critics who stood against this emerging trend were lumped in with the earlier crusaders for censorship, though their criticism was usually rational rather than moralistic in nature. Freedom to Offend calls attention to what was lost as well as what was gained when movie culture freed itself from the restrictions of the early postwar years. Haberski exposes the unquestioning defense of the doctrine of free expression as a form of absolutism that mirrors the censorial impulse found among the postwar era’s restrictive moral guardians. Beginning in New York and spreading across America throughout the twentieth century, the battles between these opposing worldviews set the stage for debates on the social effects of the work of artists and filmmakers.




Academic Freedom in a Plural World


Book Description

The notion of academic freedom dates back to the creation of universities and has long been understood to be central to their vocation. This freedom has come under attack by different actors throughout its history. In the current context, rising threats to democracy and human liberties, the corporatization of research, concerns about diversity and increased societal polarization, are putting a considerable pressure on its exercise. However, academic freedom is also a concept that suffers from persistent ambiguities associated with the general notion of freedom as well as debates about the function of universities. This edited collection addresses the question of academic freedom by situating it in its broader global context. More conceptual treatments contribute to an understanding of academic freedom as distinct and separate from, although related to, freedom of expression, or student rights. These conceptual treatments are combined with studies of actual struggles over the scope of academic freedom in specific universities. The contributions come from a broad variety of sites seek to deprovincialize the conversation beyond North America or the English-speaking world.