The I AM statements exclusive to the Fourth Gospel are seen as the attempt of the author(s) of that Gospel to present the nature and purpose of the earthly life of Jesus by engaging the imaginative faculty of the reader. Succeeding generations of artists are considered as undertaking a similar task by engaging in an imaginative dialogue with the text. There are five narratives that are peculiar to the Fourth Gospel: The Wedding at Cana, the Woman of Samaria, the Woman Taken in Adultery, the Raising of Lazarus, and the Washing of Feet. Five paintings based upon each narrative are considered in context. These are taken from the early fourteenth century (Duccio and Giotto) to the twentieth and twenty-first centuries (Max Beckmann and the contemporary Icon writer, Constantina Wood). A sense of the loss experienced by the western church under the sanctions of the Protestant Reformation against visual imagery is conveyed. This leads to a suggestion that a reassertion of the role of the aesthetics of Christian worship might be a unifying factor for a generation jaded by the pedantry that divides the Christian Church.

This book is a longitudinal study of a 10-year experimental teacher education program. Follow-up studies and writing continued for 6 years after the program closed. This case study describes a search for effective and socially just practices within a long-term reform initiative intended to prepare teachers for urban schools. The program was run through a Professional Development School--a collaboration between a university program and a diverse group of practicing teachers; and the book was written collaboratively by many of the participants—faculty, mentor teachers, doctoral students, and teacher candidates/graduates. There are few longitudinal studies of teacher education programs, especially ones that focus on what was learned and told by those who did the learning. The narratives here are rich, diverse, and multivocal. They capture the complexity of a reform initiative conducted within a democratic context. It’s difficult, messy and as varied as is democracy itself. The program was framed by a sociocultural perspective and the focus was on learning through difference. Dialogue across difference, which is more than just talk, was both the method for doing research and the means for learning. The program described here began in the ferment of teacher education reform in the early 1990s, responding to the critics of the mid-1980s; and this account of it is finished at a time when teacher education is again under attack from a different direction. Criticized earlier for being too progressive, teacher education is now seen as too conservative. The longitudinal results of this program show high retention rates and ground the argument that quality teacher preparation programs for teaching in urban schools may well be cost effective, as well as provide increased student learning. This is counter to the current move to shorten teacher preparation programs, at a time of low teacher retention in our under resourced urban schools. The book does not advocate a model for teacher education, but it aims to provide principles for practice that include school/university collaboration, democratic dialogue across differences, and inquiry as a way to guide reform.

While process philosophers and theologians have written numerous essays on Buddhist-Christian dialogue, few have sought to expand the current Buddhist-Christian dialogue into a "trilogue" by bringing the natural sciences into the discussion as a third partner. This was the topic of Paul O. Ingram's previous book, Buddhist-Christian Dialogue in an Age of Science. The thesis of the present work is that Buddhist-Christian dialogue in all three of its forms--conceptual, social engagement, and interior--are interdependent processes of creative transformation. Ingram appropriates the categories of Whitehead's process metaphysics as a means of clarifying how dialogue is now mutually and creatively transforming both Buddhism and Christianity.

The rapid evolution of information technology (IT) is transforming our society and its institutions. For the most knowledge-intensive entities of all, research universities, profound IT-related challenges and opportunities will emerge in the next decade or so. Yet, there is a sense that some of the most significant issues are not well understood by academic administrators, faculty, and those who support or depend on the institution's activities. This study identifies those information technologies likely to evolve in the near term (a decade or less) that could ultimately have a major impact on the research university. It also examines the possible implications of these technologies for the research universityâ€"its activities (learning, research, outreach) and its organization, management, and financingâ€"and for the broader higher education enterprise. The authoring committee urges research universities and their constituents to develop new strategies to ensure that they survive and thrive in the digital age.

The present volume explores the broad impact of artificial intelligence in education by presenting a broad range of perspectives from some leading experts in the field. An initial chapter tackles macro level considerations from a social and anthropological perspective. Further, chapters explore more specific topics, ranging from philosophical aspects to the implications of AI in pedagogy and andragogy. The final chapter attempts to integrate the disparate aspects of the dialogue into a cohesive voice.

The topic of sovereignty is contentious, and one of enduring interest. In a world of ever increasing economic globalisation, the rise of supranational regulation and the interconnected age of information and communication technology, among many other developments, have challenged the once exclusively held Westphalian model of sovereignty. The distinction between the internal aspect of sovereignty as expressed in terms of ultimate authority in a constitution, and the external aspect involving the relationship between sovereign states has been blurred. This has given rise to contemporary debates that explore the theoretical and practical implications of current challenges to established doctrines. Evidently no book could encompass the entirety of the contemporary debates on sovereignty. This is a book of essays focusing on sovereignty by a team of leading writers contributing domestic, European and international perspectives. The essays have been written at a time of very great testing of the institutional frameworks at every level: domestic, European, international or global. The book illuminates the enduring strength of sovereignty as a foundational concept and the continuing widespread appeal of sovereignty as an idea.

Includes articles on international business opportunities.