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A Love Letter to Twentysomethings Everywhere
These days, I hear postcollege friends wishing their way through their twenties, hoping for better days. Relationships are a burden, work is a burden, finances are a burden--everything is a burden. The thought seems to be that if they can just get to their thirties, they'll have everything figured out and can finally feel like successful adults. But that's an illusion, as anyone who is in or has already passed through their thirties knows. We don't grow up because we hit some chronological age; we grow up when we decide to live, when we reach out and grasp hope by the tail and allow it to pull us into the future. I'm a professor of undergraduate students and I attend a church populated by twentysomethings, so I spend at least six days a week with college- and postcollege-aged folk. Since in my mind I'm still in my twenties, I'm obviously in my element. But I've been through some stuff and have had a few days of growing up, so I wanted to share some of those stories.
A Love Letter to Twentysomethings Everywhere
These days, I hear postcollege friends wishing their way through their twenties, hoping for better days. Relationships are a burden, work is a burden, finances are a burden—everything is a burden. The thought seems to be that if they can just get to their thirties, they’ll have everything figured out and can finally feel like successful adults. But that’s an illusion, as anyone who is in or has already passed through their thirties knows. We don’t grow up because we hit some chronological age; we grow up when we decide to live, when we reach out and grasp hope by the tail and allow it to pull us into the future. I’m a professor of undergraduate students and I attend a church populated by twentysomethings, so I spend at least six days a week with college- and postcollege-aged folk. Since in my mind I’m still in my twenties, I’m obviously in my element. But I’ve been through some stuff and have had a few days of growing up, so I wanted to share some of those stories.
How Shall We Then Care?
Though much has been written about ethic of care and its importance in education, little is available to guide Christian educators who desire to demonstrate a disposition of care toward self, learners, colleagues, and community. As this book makes clear, a Christian ethic of care serves to illuminate our relationship with God while also helping to flesh out what care looks like in various contexts, including and especially teaching and teacher education. How Shall We Then Care? invites engagement with questions not just about what teachers should know about care, but about how they are to care for those in their circle of influence, what it means to care, what counts as care, what practices ...
Choices
Choices: God's and Ours is a collection of stories and thoughts about how God's choices and our choices work together to advance His Kingdom. Written from the perspective of practical theology, the book is intended to help readers better understand the heart of God for us and the unlimited potential that exists when our moral will is aligned with His sovereign will.
Young Adult Literature and Spirituality
This book offers revolutionary approaches to in-class discussions about young adult literature. It shows teachers how to think more widely than the themes of a book to consider how they might operate as prayers of lament, yearning, anger, confession, thankfulness, reconciliation, joy, obedience, pilgrimage, contemplation, and equanimity. It also offers a variety of ways for classroom discussion to consider a representative sentence or two from a young adult novel, and from that allow students to connect to linked passages in the rest of the novel. These approaches for classroom discussion are drawn from a variety of contemplative traditions, including Jewish and Christian faith traditions an...
Mathematics on the Internet
This book helps teachers in elementary, middle, and high schools to become better acquainted with some of the resource materials and information available on the Internet for teaching mathematics. Chapter 1 is intended to familiarize teachers with the Internet. Chapter 2 provides substantial guidance on the learning of mathematics through a discussion of teaching scenarios that involve the Internet. Chapter 3 lists a wealth of websites containing resources consistent with the National Council of Teachers of Mathematics (NCTM) "Principles and ""Standards for School Mathematics," Chapter 4 is devoted to websites that concern professional development needs of teachers. Mathematics teachers (K-12) and other general inservice teachers.
Web-based Instruction
Provides readers with information related to design, development, delivery management and evaluation of WBI. Five main sections: Introduction to Web- based instruction, Web- based learning environment and critical issues, designing Web- based instruction delivery, Web-based instruction and case studies of Web- based courses.
Mathematics
This new series offers the most comprehensive views of key areas in the world of science. Each set explores all facets of the topic, offering not only descriptive and analytical information, but also cultural and ethical issues, and career opportunities in many fields of science.
