iWatch: All Christians are called to make a difference. This book is for you because you will learn -  10 Characteristics of a Watchman (Leader)  5 Contemporary Christian Challenges from the OT Church  Satanic Virus in the Churches today  Myanmar Christians Toward the Rohingya  Seven Reasons to Serve  Seven Hermeneutical Principles of Saint Augustine  The 4Ds of Influence  10 Reasons Why Young People are Leaving the Church  Five Reasons Why the Church Fails at Helping the Youth  What If the Youth Discover Their Giftedness?  The MESI of Leadership Failures  12 Reasons Why the Church Members Get Discouraged  12 Consequences When People Get Discouraged  7 Reasons Why Some Leaders Leave Their Ministries  10 Korean Christian Identities  And many more...

Start Discussions That Matter to Your High Schoolers About God. About themselves, their, beliefs, their questions, their lives.[Burst: More than a quarter-million copies sold in this series!]More High School TalkSheets—Updated! contains the same kind of provocative, compelling, discussion-starting questions that are hallmarks of the best-selling TalkSheets series—now updated for new-millennium high schoolers. Here are 50 more creative discussions that focus on relevant, real-life topics:The FutureDeathPrioritiesAIDSHeaven & HellPremarital SexPrayerKnowing GodHomosexualityMaterialism & Consumerism. . . and 40 more subjects of perennial interest to teenagers.TalkSheets are convenient, effective one-page reproducible handouts with intriguing questions that will get churched kids and unchurched kids alike talking and thinking about the Bible—and how its principles affect their daily lives.Use TalkSheets to launch your own lesson—or use them as stand-alone Bible studies. Each TalkSheet comes with detailed information and suggestions for discussion leaders: Bible references galore, Internet resources, further group exploration, and activities to pursue during and after the meeting.More High School TalkSheets—Updated! is the perfect discussion-starting resource for youth meetings, small groups and cell groups, Sunday school, and camps and retreats.

This collection of essays is based on presentations given at the 4th conference in an annual endowed series held at Duquesne University, USA. It addresses emerging concerns and pivotal problems about our planet’s environment and ecology. The contributions gathered here highlight the inter-relation of topics and expertise regarding science and philosophy, ethics, religion, global issues, and generational perspectives. The book concludes with an ethical analysis of the multiple and over-lapping challenges that require urgent attention and long-term resolution. It will appeal to scholars and students in a variety of disciplines and fields that deal with the earth’s survival and flourishing.

Stanley Hauerwas is one of the most widely read and oft-cited theologians writing today. A prolific lecturer and author, he has been at the forefront of key developments in contemporary theology, ranging from narrative theology to the “recovery of virtue.” Yet despite his prominence and the esteem reserved for his thought, his work has never before been collected in a single volume that provides a sense of the totality of his vision. The editors of The Hauerwas Reader, therefore, have compiled and edited a volume that represents all the different periods and phases of Hauerwas’s work. Highlighting both his constructive goals and penchant for polemic, the collection reflects the enormous variety of subjects he has engaged, the different genres in which he has written, and the diverse audiences he has addressed. It offers Hauerwas on ethics, virtue, medicine, and suffering; on euthanasia, abortion, and sexuality; and on war in relation to Catholic and Protestant thought. His essays on the role of religion in liberal democracies, the place of the family in capitalist societies, the inseparability of Christianity and Judaism, and on many other topics are included as well. Perhaps more than any other author writing on religious topics today, Hauerwas speaks across lines of religious traditions, appealing to Methodists, Jews, Anabaptists or Mennonites, Catholics, Episcopalians, and others.

The art of interpreting Holy Scriptures flourished throughout the culturally heterogeneous pre-modern Orient among Jews, Christians and Muslims. Different ways of interpretation developed within each religion not without considering the others. How were the interactions and how productive were they for the further development of these traditions? Have there been blurred spaces of scholarly activity that transcended sectarian borders? What was the role played by mutual influences in profiling the own tradition against the others? These and other related questions are critically treated in the present volume.

"As a start or an addition to your library, few books would make a better choice than The Christian Educator's Handbook series offered by Baker Books. Noted Christian education authorities such as Kenneth Gangel, James Wilhoit, Howard Hendricks, and Robert Choun have edited or written these books. Their scope ranges from adult to children's education and covers spiritual formation, teaching, and family life ministries."--Christian Education Counselor

Challenges to Moral and Religious Belief contains fourteen original essays by philosophers, theologians, and social scientists on challenges to moral and religious belief from disagreement and evolution. Three main questions are addressed: Can one reasonably maintain one's moral and religious beliefs in the face of interpersonal disagreement with intellectual peers? Does disagreement about morality between a religious belief source, such as a sacred text, and a non-religious belief source, such as a society's moral intuitions, make it irrational to continue trusting one or both of those belief sources? Should evolutionary accounts of the origins of our moral beliefs and our religious beliefs undermine our confidence in their veracity? This volume places challenges to moral belief side-by-side with challenges to religious belief, sets evolution-based challenges alongside disagreement-based challenges, and includes philosophical perspectives together with theological and social science perspectives, with the aim of cultivating insights and lines of inquiry that are easily missed within a single discipline or when these topics are treated in isolation. The result is a collection of essays—representing both skeptical and non-skeptical positions about morality and religion—that move these discussions forward in new and illuminating directions.

In Teaching to Justice, Citizenship, and Civic Virtue, a group of teachers considers how students learn and what students need in order to figure out what God is requiring of them. The teachers hear from experts in the fields of civic education, the arts, politics, business, technology, and athletics. In addition, they talk about their own learning and what they want students to know about life after high school. This book, along with its discussion questions, will help parents, teachers, school board members, and administrators talk about what it means to help students work toward God's shalom in a broken but redeemed world.

This book brings together a group of teachers and teacher educators who have researched their own students’ learning in schools and universities as part of the EC funded REDCo Project. Combining the methods of action and practitioner research with the key concepts of Robert Jackson’s interpretive approach, the book illustrates the collaborative research of a group of professionals working together as a community of practice. • Part one sets out the key ideas of the interpretive approach and action research. • Part two reports case studies from individual researchers’ projects carried out in diverse though related settings: different schools, teacher education and local authority teacher training. • Part three traces the ideas of the ‘interpretive approach’, ‘action research’ and ‘community of practice’ across the individual studies. • Part four connects the research with wider themes and findings from the European Commission REDCo Project on religion, education, dialogue and conflict. The book is highly relevant to the work of teachers and teacher trainers in the field of religions and education, to researchers in this field, and to all interested in action research, practitioner research and communities of practice.