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Theology of Paul the Apostle
by James D. DunnUsing Paul's letter to the Romans as the foundation for his monumental study of Paul's theology, James D. G. Dunn describes Paul's teaching on God, sin, humankind, Christology, salvation, the church, and the nature of the Christian life.
The Theology of the Book of Proverbs (Old Testament Theology)
by null Katharine J. DellIn this volume, Katharine Dell offers a guide to the nature and character of the Book of Proverbs. She explores its key messages and major theological themes, notably God as creator and Wisdom as mediator, standing at the center of a profound theological relationship between God and humanity. Dell provides an overview of scholarly evaluations of these writings, which explore its literary forms, subdivisions, content, purpose, and social contexts. Summarizing important modern debates, she also examines the intertextual and canonical relationship of Proverbs to other biblical books, the afterlife of Proverbs in wisdom material from the Apocrypha, Qumran, and the New Testament, and the place of Proverbs in the history of interpretation. Her book will help readers to understand the nature and character of the book of Proverbs. It also enables them to assess its key messages and to see its wider context within the canon of scripture and its relevance within the history of interpretation.
Theology of the Gospel of Mark: A Semantic, Narrative, and Rhetorical Study of the Characterization of God
by Paul L. DanovePaul L. Danove presents the first full-length study of God and the theology of God in the Gospel of Mark. In dialogue with scholars who assume that texts are designed to guide their own interpretation, Danove develops and applies methods of analysis to describe the actions and attributes of God in the Gospel of Mark. Danove presents his argument in a threefold structure, beginning with outlining a set of complementary semantic, narrative, and rhetorical methods for investigating characterization. He then moves to examine the semantic and narrative content related to the character of God in the Gospel of Mark and then formulates this information under the guidance of the narrative rhetoric into statements of God's fifty-six repeated and sixty-two non-repeated actions and attributes, arranged according to God's portrayal as semantic agent, benefactive, content of human experience, experiencer, goal, instrument, patient of predication, source, theme, and topic of faith.
Theology of the Gospel of Mark: A Semantic, Narrative, and Rhetorical Study of the Characterization of God
by Paul L. DanovePaul L. Danove presents the first full-length study of God and the theology of God in the Gospel of Mark. In dialogue with scholars who assume that texts are designed to guide their own interpretation, Danove develops and applies methods of analysis to describe the actions and attributes of God in the Gospel of Mark. Danove presents his argument in a threefold structure, beginning with outlining a set of complementary semantic, narrative, and rhetorical methods for investigating characterization. He then moves to examine the semantic and narrative content related to the character of God in the Gospel of Mark and then formulates this information under the guidance of the narrative rhetoric into statements of God's fifty-six repeated and sixty-two non-repeated actions and attributes, arranged according to God's portrayal as semantic agent, benefactive, content of human experience, experiencer, goal, instrument, patient of predication, source, theme, and topic of faith.
Theology Philosophy and Religion for 13+ Revision Guide
by Michael WilcocksonThis indispensable revision guide is mapped precisely to the new Theology, Philosophy and Religion syllabus for 13+ Common Entrance, and provides students with a concise summary of everything they need to know for the latest exam beginning autumn 2019. Endorsed by ISEB, it covers all key content in an accessible format and includes test-yourself questions that embed knowledge as students work through the book.- Endorsed by ISEB- Summarises the key content for the new Theology, Philosophy and Religion syllabus replacing Religious Studies A- Guided activities and test-yourself questions enable pupils to recall knowledge and build exam-room confidence- Includes a handy glossary for easy reference throughout the book
Theophanic "Type-Scenes" in the Pentateuch (The Library of Hebrew Bible/Old Testament Studies)
by Nevada Levi DeLappAn examination of the presence of theophanic scenes in the final form of the Pentateuch, which argues that rather than there being a single, over-arching theophanic “type-scene” there are multiple such scenes which reflect the individual theological tendencies of the biblical books within which they appear. The Genesis type-scene revolves around YHWH's promises in crisis situations (i.e., YHWH only appears when there is a crisis or threat to the Abrahamic promise). The Exodus type-scene typically includes the appearance of YHWH's dangerous fiery presence (Kabod Adonai), a communal setting, and divine action constituting or preserving Israel as a people in preparation for the Abrahamic inheritance. In Leviticus the theophanies augment the Exodus type-scene with a liturgical setting where a specific priestly action brings forth a theophanic response. DeLapp then shows how Numbers recontextualizes each of the preceding type-scenes as it retells the exodus narrative post-Sinai. When read synchronically the three type-scenes build on each other and follow the developing narrative logic of Israel's larger story. Deuteronomy then re-reads the Exodus type-scene (and indirectly the Genesis type-scene) to ensure that later readers read the theophanies appropriately (i.e., YHWH only appeared as “formless” and shrouded in “fire”).
Theopoetry of the Psalms
by C.J.A. VosIn Theopoetry of the Psalms Cas J.A. Vos explores the beauty of the Psalms and examines their meaning within the context of exegesis, homiletics and poetry. By investigating the structure, literary genre, history and theology of the Psalms he traces the ways in which they continue to be relevant to contemporary readers and to modern worship. Vos scrutinizes the Psalms as a volume of poetry and a work of art; considers hermeneutical approaches and difficulties, providing not only a verse-by-verse analysis but also a contextual history; outlines a comprehensive homiletic theory for preaching the Psalms; and concludes with a study of the Psalms in liturgy. Theopoetry of the Psalms is valuable to those Biblical scholars who wish to explore the theological and exegetical interpretation of the Psalms as well as to those readers who are interested in liturgics and practical theology for preaching and worship.
Theoretical and Empirical Foundations of Critical Global Citizenship Education (Critical Global Citizenship Education)
by Carlos Alberto TorresIn the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship-building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework. Taking into account post-colonial perspectives, political realities at play, and practical implications, Torres provides a succinct but comprehensive understanding of how global citizenship education can expand the concept of civic education in a global society and interrupt inequality. This volume considers the ways that global citizenship education has been incorporated and is used by international institutions, governments, and the academy, and provides a clear framework for anyone struggling to make sense of the tensions and complexities of global citizenship education today.
Theoretical and Empirical Foundations of Critical Global Citizenship Education (Critical Global Citizenship Education)
by Carlos Alberto TorresIn the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship-building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework. Taking into account post-colonial perspectives, political realities at play, and practical implications, Torres provides a succinct but comprehensive understanding of how global citizenship education can expand the concept of civic education in a global society and interrupt inequality. This volume considers the ways that global citizenship education has been incorporated and is used by international institutions, governments, and the academy, and provides a clear framework for anyone struggling to make sense of the tensions and complexities of global citizenship education today.
Theoretical and Historical Evolutions of Self-Directed Learning: The Case for Learner-Led Education (Routledge Research in Education)
by Caleb CollierThis book analyses the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of Self-Directed Learning. It utilises philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that Self-Directed Learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed ‘Eudemonic Self-Directed Learning’, for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.
Theoretical and Historical Evolutions of Self-Directed Learning: The Case for Learner-Led Education (Routledge Research in Education)
by Caleb CollierThis book analyses the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of Self-Directed Learning. It utilises philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that Self-Directed Learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed ‘Eudemonic Self-Directed Learning’, for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.
Theoretical and Practical Advances in Computer-based Educational Measurement (Methodology of Educational Measurement and Assessment)
by Bernard P. Veldkamp Cor SluijterThis open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.
Theoretical and Practical Developments in English Speech Assessment, Research, and Training: Studies in Honour of Ewa Waniek-Klimczak (Second Language Learning and Teaching)
by Anna Jarosz Veronica G. SardegnaThis edited book presents and discusses theoretical, practical, and research developments in English pronunciation in order to establish evidence-based directions and recommendations for best practices in English speech assessment, research, and training. It features leading pronunciation experts from diverse contexts who share cutting-edge research and valuable insights. The collection consists of six parts. Part 1 introduces the aims, focus, and structure of the book, and describes its intended audience. Part 2 reviews, provides empirical evidence, and offers critical analyses guiding different aspects of English speech assessment. Parts 3 and 4 report empirical findings and research perspectives on the perception and production of English speech. Part 5 shares current practices in phonetic training and their effect on learners and listeners. Part 6 presents theoretical perspectives on the acquisition of phonology in multilinguals.
Theoretical Foundations of Learning Environments
by Susan Land David JonassenTheoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas. The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to Metacognition, Argumentation, and other key contemporary theories.
Theoretical Foundations of Learning Environments
by Susan Land David JonassenTheoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas. The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to Metacognition, Argumentation, and other key contemporary theories.
Theoretical Investigations: Philosophical Foundations of Group Cognition (Computer-Supported Collaborative Learning Series #18)
by Gerry StahlComputers have transformed how we think, discuss and learn—as individuals, in groups, within cultures and globally. However, social media are problematic, fostering flaming, culture wars and fake news. This volume presents an alternative paradigm for computer support of group thinking, collaborative learning and joint knowledge construction. This requires expanding concepts of cognition to collectivities, like collaborative groups of networked students. Theoretical Investigations explores the conditions for group cognition, supplying a philosophical foundation for new models of pedagogy and methods to analyze group interaction. Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL)—both in Stahl’s own research and during the first decade of the CSCL journal.The volume begins with two new reflections on the vision and theory that result from this research. Representing both ethnomethodological and social-constructivist research paradigms, the investigations within this volume comprise a selection of seminal and influential articles and critical commentaries that contribute to an understanding of concepts and themes central to the CSCL field. The book elaborates an innovative theory of group cognition and substantiates the pedagogical potential of CSCL. Theoretical Investigations: Philosophical Foundations of Group Cognition is essential as a graduate text for courses in educational theory, instructional design, learning and networked technologies. The investigations will also appeal to researchers and practitioners in those areas.
Theoretical Issues of Using Simulations and Games in Educational Assessment: Applications in School and Workplace Contexts (Routledge Research in Digital Education and Educational Technology)
by Harold F. O'NeilPresenting original studies and rich conceptual analyses, this volume reports on theoretical issues involved in the use of simulations and games in educational assessment. Chapters consider how technologies can be used to effectively assess, modify, and enhance learning and assessment in education and training. By highlighting theoretical issues arising from the use of games and simulations as assessment tools for selection and classification, training, and evaluation across educational and workplace contexts, the volume offers both broad conceptual views on assessment, as well as rich descriptions of various, context-specific applications. Through a focus that includes both quantitative and qualitative approaches, policy implications, meta-analysis, and constructs, the volume highlights commonalities and divergence in theoretical research being conducted in relation to K-12, post-secondary, and military education and assessment. In doing so, the collection enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
Theoretical Issues of Using Simulations and Games in Educational Assessment: Applications in School and Workplace Contexts (Routledge Research in Digital Education and Educational Technology)
by Ray S. Perez Harold F. O'Neil Eva L. Baker Stephen E. WatsonPresenting original studies and rich conceptual analyses, this volume reports on theoretical issues involved in the use of simulations and games in educational assessment. Chapters consider how technologies can be used to effectively assess, modify, and enhance learning and assessment in education and training. By highlighting theoretical issues arising from the use of games and simulations as assessment tools for selection and classification, training, and evaluation across educational and workplace contexts, the volume offers both broad conceptual views on assessment, as well as rich descriptions of various, context-specific applications. Through a focus that includes both quantitative and qualitative approaches, policy implications, meta-analysis, and constructs, the volume highlights commonalities and divergence in theoretical research being conducted in relation to K-12, post-secondary, and military education and assessment. In doing so, the collection enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
The Theoretical Minimum: What You Need to Know to Start Doing Physics (The Theoretical Minimum)
by Leonard Susskind George HrabovskyA master teacher presents the ultimate introduction to classical mechanics for people who are serious about learning physics"Beautifully clear explanations of famously 'difficult' things," --Wall Street JournalA Wall Street Journal Best Book of 2013If you ever regretted not taking physics in college--or simply want to know how to think like a physicist--this is the book for you. In this bestselling introduction, physicist Leonard Susskind and hacker-scientist George Hrabovsky offer a first course in physics and associated math for the ardent amateur. Challenging, lucid, and concise, The Theoretical Minimum provides a tool kit for amateur scientists to learn physics at their own pace.
Theoretical Models and Processes of Literacy
by Donna E. Alvermann Norman J. Unrau Misty Sailors Robert B. RuddellThe Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.
Theoretical Models and Processes of Literacy
by Donna E. Alvermann Norman J. Unrau Misty Sailors Robert B. RuddellThe Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.
Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation #4)
by Evan OrtliebThis text provides rich discussions of learning processes and subsequent pedagogical approaches to the implementation of these new theories in practice. Section One emphasizes how students learn, retain, and synthesize new information from print and digital literacies using cognitive and social psychology lenses. Section Two presents models for deep, contextualized learning needed to obtain content mastery. Section Three focuses on revised learning, or adjusting previously held misconceptions within educational development. This text not only contributes substantially to understanding the mental constructs involved in the reading and writing process but also offers novel perspectives on how to optimize instruction using current theoretical lenses to bolster literacy achievement. Theoretical Models of Literacy Development serves as an invaluable resource for researchers, teacher educators, curriculum directors, and graduate students in their efforts to help individuals learn to read and understand information in the global information age.
Theoretical Perspectives on Historians' Autobiographies: From Documentation to Intervention (Routledge Approaches to History)
by Jaume AurellE. H. Carr wrote, "study the historian before you begin to study the facts." This book approaches the life, work, ideas, debates, and the context of key 20th- and 21st-century historians through an analysis of their life writing projects viewed as historiographical sources. Merging literary studies on autobiography with theories of history, it provides a systematic and detailed analysis of the autobiographies of the most outstanding historians, from the classic texts by Giambattista Vico, Edward Gibbon and Henry Adams, to the Annales historians such as Fernand Braudel, Philippe Ariès and Georges Duby, to Marxist historians such as Eric Hobsbawm and Annie Kriegel, to postmodern historians such as Carolyn Steedman, Robert A. Rosenstone, Carlos Eire, Luisa Passerini, Elisabeth Roudinesco, Gerda Lerner and Sheila Fitzpatrick, and to "interventional" historians such as Geoff Eley, Jill Ker Conway, Natalie Davis and Gabrielle Spiegel. Using a comparative approach to these texts, this book identifies six historical-autobiographical styles: humanistic, biographic, ego-historical, monographic, postmodern, and interventional. By privileging historians' autobiographies, this book proposes a renewed history of historiography, one that engages the theoretical evolution of the discipline, the way history has been interpreted by historians, and the currents of thought and ideologies that have dominated and influenced its writing in the 20th and 21st centuries.
Theoretical Perspectives on Historians' Autobiographies: From Documentation to Intervention (Routledge Approaches to History #15)
by Jaume AurellE. H. Carr wrote, "study the historian before you begin to study the facts." This book approaches the life, work, ideas, debates, and the context of key 20th- and 21st-century historians through an analysis of their life writing projects viewed as historiographical sources. Merging literary studies on autobiography with theories of history, it provides a systematic and detailed analysis of the autobiographies of the most outstanding historians, from the classic texts by Giambattista Vico, Edward Gibbon and Henry Adams, to the Annales historians such as Fernand Braudel, Philippe Ariès and Georges Duby, to Marxist historians such as Eric Hobsbawm and Annie Kriegel, to postmodern historians such as Carolyn Steedman, Robert A. Rosenstone, Carlos Eire, Luisa Passerini, Elisabeth Roudinesco, Gerda Lerner and Sheila Fitzpatrick, and to "interventional" historians such as Geoff Eley, Jill Ker Conway, Natalie Davis and Gabrielle Spiegel. Using a comparative approach to these texts, this book identifies six historical-autobiographical styles: humanistic, biographic, ego-historical, monographic, postmodern, and interventional. By privileging historians' autobiographies, this book proposes a renewed history of historiography, one that engages the theoretical evolution of the discipline, the way history has been interpreted by historians, and the currents of thought and ideologies that have dominated and influenced its writing in the 20th and 21st centuries.
Theoretische Physik für Studierende des Lehramts 1: Quantenmechanik (Springer-Lehrbuch)
by Peter SchmüserDas zweibändige Lehrbuch vermittelt die Grundlagen der theoretischen Physik und berücksichtigt dabei besonders die Quantenmechanik, die spezielle Relativitätstheorie und die Elektrodynamik für den Unterricht an Gymnasien. Band 1 umfasst eine systematische Einführung in die Quantentheorie und bezieht moderne Experimente mit ein. Der Zugang zur Theorie ist so gewählt, dass auch diejenigen folgen können, die nicht Mathematik im 2. Fach studieren. Darüber hinaus erleichtern Diskussionen zu experimentellen Daten und didaktische Anmerkungen das Verstehen.