This book examines the transformative potential of collaborative teacher research. Specifically, Kalin shares the perspectives of educators as they investigate the teaching and learning of drawing within their own elementary classrooms and within the context of an action research group. The innovative a/r/tographic design of the project provides a rich balance between the arts and educational research, as it allows for the complex unfolding of relational transformation, alongside the artistic renditions of each person exploring their understandings of drawing. The products and processes of this book provide alternative approaches for the design of future pre-service and in-service programs that aim to serve teachers as learners rather than teachers as teachers. In this vein, the book offers worthy insights into how the arts and collaborative action research groups assist participants in finding other ways of seeing, imaging, and knowing the world. The book will appeal to practitioners, teacher educators, educational researchers, as well as those interested in professional development, complexity thinking, curriculum studies, collaborative action research, and arts-based educational research methodologies.

Most of us have become accustomed to the constant preaching and teaching of guilt and condemnation. This slowly but surely pulls our eyes off of the loveliness of the finished work and onto the unfinished areas of our lives. We know that we are flawed; we don't need someone screaming at us to figure that out. Our problem is not the absence of knowledge that we need help. Rather, it is the utter inability to help ourselves. Calvary was God's intervention in all of our issues. By relieving us of the punishment of sin, He is freeing us from the weight of guilt and the fear of death. The author of Hebrews said that when Jesus died, He did so to "deliver them who through fear of death were all their lifetime subject to bondage" (Hebrews 2:15). Jesus has delivered us from fear of eternal punishment by being punished in our place!

Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services. The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counseling, social work, marriage and family therapy).

This collection entitled Caribbean Integration: From Crisis to Transformation and Repositioning, captures the thinking of and prescriptions offered by some of the best minds of the Caribbean and further afield at a Conference held at The University of the West Indies in 2011 under the theme The Caribbean and the Commonwealth: Collective Responsibility for the 21st Century. In examining the challenges faced by the Region in moving the Integration process forward, a number of papers boldly assess what needs to be done to avert the crisis which threatened the Caribbean as they advocate for a rethinking of the strategies currently employed by the Caribbean Community. This book is highly recommended to senior policy makers, serious academicians and a public deeply interested in the challenges and triumphs of the Caribbean peoples.

'The Constitution of Shelley's Poetry' is a close philosophical reading of 'Prometheus Unbound' and other Shelley works from the perspective of the argument or drama of language played out in its pages. The book urges and practises close reading, but in the thought of Stanley Cavell, it finds and develops philosophical grounds for this ostensibly old-fashioned approach, and it implicitly proposes an understanding of language very different from those currently assumed in literary studies.

In today’s church, use of the term transformation has become commonplace. Various perspectives are offered on what a Christian view of transformation is—and on how it may be achieved. These often-conflicting views suggest an ecclesial landscape characterized by pluralism, division, fragmentation, confusion, relativism, individualism, pragmatism, and subjectivism. Despite the current interest in transformational theology, the absence of a common, coherent, and integrated vision (and the lack of transformation) is often accepted and affirmed. Re-Envisioning Transformation looks at the possibility of moving toward a vision of transformational theology that is cohesive, unified, broad, effectual, and distinctly Christian. In this book, the contributions of two radically different“theologians of the Christian life” are examined. This provides the basis from which to develop a comprehensive and integrated framework of transformational theology—pointing God’s people toward the need to express and live out a distinctly Christian vision.