Christians can often overlook the need to bring their daily vocations in accord with the reality created, sustained, and purposed through Christ. This is no less true for language teachers, who find themselves at a difficult interdisciplinary crossroads where the paths of linguistics, culture and education merge. This challenge should not discourage these educators, but instead aid them in their journey to form a pedagogy rooted in theological truths from Scripture, one that provides a nuanced approach that glorifies God in a manner specific to the language classroom. The contributors of this book outline why and how theology must inform teaching methods so that Christian language educators might better serve their students with both faith and excellence, thereby pointing them to the communicative God whose image they bear.

For over fifteen years, How to Think Theologically has served as the ideal primer on the work of theology for students at all levels of study. Stone and Duke contend that theology is not an optional, esoteric discipline, but one that every Christian person is called to do, and thus they welcome everyone to the essential, vibrant work of making religious sense of concrete life situations. The third edition of this popular book retains all of the lucid and lively text that marked the previous editions. On this already strong foundation, case studies and bibliographies are updated, and several helpful pedagogical elements are added.

"Religious commitment is a motivation, not a substitute, for careful thinking." So writes Fritz Guy in Thinking Theologically: Adventist Christianity and the Interpretation of Faith, a new release from Andrews University Press and a work long awaited by his colleagues and students. Guy offers his philosophy of how North American Seventh-day Adventists ought to go about the business of "doing theology." The work is addressed to theological students, pastors, and serious general readers who are interested in what theological thinking is, why it is important, who needs to be doing it, and how it should be done. - Preface -- What Theological Thinking Actually Is; Basic vocabulary; Basic characteristics; More vocabulary -- Why Everyone Should Think Theologically; An essential task; An inclusive task; A parable -- How Theological Thinking Should Begin; Audiences and motivations; Moral principles; Methodological principles -- Why Theological Thinking is Open-Ended; Limitations and change; Continuing discovery; Kinds of development -- How to Think with Intellectual Integrity; Criteria; Application; Theological fallacies -- Examining the ingredients -- How Scripture Should Function; Priority over subsequent theological tradition; Ellen White as an agent of scripture; Scripture as a whole; Theological Christocentricity; Existential perspective -- What Else Is Involved; Relation to scripture; Varieties of ingredients -- How Culture Makes a Difference; Secularity and secularism; Underlying intuitions; Theological implications -- Envisioning the work -- What Logical Presuppositions Need to Be Identified; Meaning and validity; Belief and trust; Evidence and demonstration -- What Forms Theological Thinking Can Take; Traditional systematic form; Bibliographical excursus:twentieth-century systematic theology; Other ways of organizing theology; Components and dangers -- Why Tripolar Thinking is Essential; Christian gospel; Cultural context; Adventist heritage; The challenge of tripolarity

International students in North American seminaries struggling with academic work in English ... Seminary students around the world finding resource materials that are still only available in English ... Regional seminaries in Asia, Africa, and Europe educating people from many language backgrounds by offering instruction in English ... These and other factors are the primary reasons for this volume. Trends in the field of Teaching English to Speakers of Other Languages (TESOL) have led to specialized English and pedagogy for areas such as business, engineering, hospitality, and so on. The time has come to acknowledge English for Bible and Theology, along with specialized program design, materials, and instruction. English Language Teaching in Theological Contexts explores various models for assisting seminary and Bible college students in learning English while also engaging in their theological coursework. It features chapters by specialists from countries including the U.S., Brazil, Ukraine, India, the Philippines, and Korea. Part one of the book presents language teaching challenges and solutions in various places; part two focuses on specific resources to inspire readers to develop their own materials.

Few other books have caused as much stir in the Church of England in recent decades as has For the Parish. Twelve years on from its publication, in the wake of the Covid pandemic and the ‘Save the Parish’ movement much has changed, but much has stayed the same. In this follow up to this influential and controversial book, new and already familiar themes are newly inflected in the debates of the present time: principally minster hubs, the ‘Emerging Church’ programme and the Strategic Development Fund. Alison Milbank challenges the ecclesiology, models of theological anthropology and the analysis of secularism that are present (explicitly or implicitly) in these movements, and offer a striking and encouraging vision of what the parish model could offer to our anxious world.

In this engaging introduction to the New Testament, Professor Dale B. Martin presents a historical study of the origins of Christianity by analyzing the literature of the earliest Christian movements. Focusing mainly on the New Testament, he also considers nonbiblical Christian writings of the era. Martin begins by making a powerful case for the study of the New Testament. He next sets the Greco-Roman world in historical context and explains the place of Judaism within it. In the discussion of each New Testament book that follows, the author addresses theological themes, then emphasizes the significance of the writings as ancient literature and as sources for historical study. Throughout the volume, Martin introduces various early Christian groups and highlights the surprising variations among their versions of Christianity.

In this compact collection of essays on contextual theology, the reader is offered fresh voices from the United States, Latin America and Oceania. The inclusion of diverse cultural voices is one of the book's strengths: these voices emphasize the significance of contextual theology for our twenty-first century. The proposal of the book is to address new ways of doing theology, opening up new and fresh topics for our theological agenda.

This memoir records the story of the author's personal journey toward a life of university teaching and probes that story in reflective essays on a variety of subjects. One group of essays has to do with the characteristic activities and institutional setting of a professor. Other essays explore ways of experiencing the world as mysterious, beautiful, and tragic. One piece offers a rather somber account of current ways in which the American experiment in democracy is in peril. Scraps of what looks like an intellectual autobiography are scattered over the pages of the narrative, recalling the puzzles that gave rise to a number of writing projects. In a way this is a book of paradoxes and antitheses. Janus-like, it faces toward the past and the future. It offers generalized convictions and specific observations, treats both the ordinary themes of life experience and tangled esoterica, and presents both the experiences of an individual and an analysis of educational institutions. As a whole, the book invites readers to join the author in "thinking about things."