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Judith Butler is regarded as one of the most popular philosophers of the present. Famous for her theory of gender her wide-ranging work explored such themes as language, power, recognition, vulnerability, mourning, and grievability, revolutions, democratic movements, and resistance. This book provides an overview of Butler’s rich scholarship and utilizes selected examples to present opportunities for a theological approach to her work. Of particular interest in this regard are the clear parallels between Butler’s thought and progressive theologies, such as Liberation Theology or the New Political Theology founded by Johann Baptist Metz. With attention to Butlers Jewish background, this unique interdisciplinary investigation bridges Butler’s thought, political philosophy, and Christian theology. Judith Butler and Theology considers how the reflections and insights of this critical intellectual can help set a constructive theology for the challenges of our century.
Max Scheler, Helmuth Plessner und Nicolai Hartmann in Köln – historische und systematische Perspektiven
Die philosophische Anthropologie des 20. Jahrhunderts ist ohne sie undenkbar: Plessner, Scheler und Hartmann. Dass die drei Denker nicht nur Pioniere einer philosophischen, sondern auch einer interdisziplinären Anthropologie waren, macht sie zu idealen Dialogpartnern für die großen Fragen unserer Gegenwart und Zukunft.
Der Band liefert eine einzigartige Standortbestimmung der philosophischen Anthropologie und Ontologie von Max Scheler, Nicolai Hartmann und Helmuth Plessner. Der Band dokumentiert auf umfassende Weise, wie die Denker an der nach dem 1. Weltkrieg neu gegründeten Kölner Universität einen nachhaltigen interdisziplinären Dialog initiierten und dabei eine erhebliche internationale Strahlkraft entfalteten.
Editor / Translator: Paul Sidwell
Not only is May otherwise undescribed in writing, it is the only small Vietic language documented and analysed in such detail, and one of few endangered Austroasiatic languages described so thoroughly.
May is predominantly monosyllabic, yet retains traces of affixes and consonant clusters that reflect older disyllabic forms. It is tonal, and also manifests breathy phonation and vowel ongliding, yeilding a remarkable complexity of syllable types. The lexicon, which is extensively documented, has a substantial achaic component. Consequently, the volume provides an invaluable resource for comparative historical and typological studies.
This book is an English translation of the 2018 Russian language monograph by Babaev and Samarina.
Fr. Luis Martín García was superior general of the Society of Jesus during one of the most fractious periods in western history, 1892 to his death in 1906. Fortunately for both the church and his order, he was endowed with remarkable gifts of mind and spirit. He was also troubled with personal challenges that he had to face almost entirely on his own. As an aid, he kept a memoir, prodigious in both size and content, to be published posthumously. The memoir appeared in a critical Spanish edition in 1988. David Schultenover herewith provides a condensed English version along with his interpretation that engages the question. Why would a Jesuit superior general leave to posterity such a candid memoir? The subtitle “Showing Up” provides a clue.
The Image of a Ruler in the Latin Text of The Chronicle of the Priest of Duklja
The Chronicle of the Priest of Duklja is considered to be among the most important and mysterious narrative sources discussing the Slavic presence on the Adriatic coast and its hinterland. It is also one of the most controversial. This detailed study examines the Latin version of the chronicle, and it explores the deeper meanings hidden behind the history of the contrived monarchy, acknowledging the tradition regarding the fate of its leading rulers. The work focuses on four representatives of the royal family, rulers during key periods in the narrative. Each of the kings presented a different pattern of rule, and each of them, in his own way, established new rules for the functioning of the Kingdom of the Slavs.
This book forms an introduction to the emerging discipline of “psychology of migration”, which is an interdisciplinary field of reflection and research, joining together diverse subfields of psychology with anthropological, sociological, demographic and historical inquiry on migration processes. The introductory chapter marks the borders of this borderline discipline, defines important notions and the subject of inquiry, and presents its main research themes together with prospective paths for the discipline’s development. The second chapter presents research methods applied in psychology of migration. Acculturation processes and their psychological analysis as well an impact on the mental health of migrants are the main topics of interest in the third chapter. The last chapter covers issues of mutual relations between religion and migration. Conclusive remarks on contemporary psychology of migration facing cultural and religious diversity in COVID-19 pandemic times are outlined, pointing at challenges the discipline will surely meet in the future.
Volume Editor: Jayaluxmi Naidoo
Within the era of the Fourth Industrial Revolution, we are living in a technologically advanced society, and students and teacher educators need to be adequately prepared to succeed within this progressive society. Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution is an edited volume that situates teaching and learning for the 21st century within diverse contexts globally so that teacher educators could make sense of their professional knowledge, curriculum, classroom contexts and diverse students.

This book intends to frame and explore the different responsive and innovative pedagogies that are used for embracing the Fourth Industrial Revolution. Additionally, it aims to clarify some key concepts (for example blended learning, coding, digital, E-Learning, Internet, M-Learning, simulation and tools) in addition to other issues that surround teaching and learning for the 21st century. The book also exemplifies authentic case studies located within global contexts focusing on: the 21st-century curriculum, the 21st-century classroom environment, teachers in the 21st century and students in the 21st century.

Contributors from around the world (Australia, Indonesia, Mauritius, South Africa, Tanzania and the United States of America) share their innovations in education by interrogating research experiences and examples of good practice.