Resources

The Evolving Self focuses upon the most basic and universal of psychological problems--the individual's effort to make sense of experience, to make meaning of life. According to Robert Kegan, meaning-making is a lifelong activity that begins in earliest infancy and continues to evolve through a series of stages encompassing childhood, adolescence, and adulthood. The Evolving Self describes this process of evolution in rich and human detail, concentrating especially on the internal experience of growth and transition, its costs and disruptions as well as its triumphs. At the heart of our meaning-making activity, the book suggests, is the drawing and redrawing of the distinction between self and other. Using Piagetian theory in a creative new way to make sense of how we make sense of ourselves, Kegan shows that each meaning-making stage is a new solution to the lifelong tension between the universal human yearning to be connected, attached, and included, on the one hand, and to be distinct, independent, and autonomous on the other. The Evolving Self is the story of our continuing negotiation of this tension. It is a book that is theoretically daring enough to propose a reinterpretation of the Oedipus complex and clinically concerned enough to suggest a variety of fresh new ways to treat those psychological complaints that commonly arise in the course of development. Kegan is an irrepressible storyteller, an impassioned opponent of the health-and-illness approach to psychological distress, and a sturdy builder of psychological theory. His is an original and distinctive new voice in the growing discussion of human development across the life span. (From the Publisher)

Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion. (From the Publisher)

This report helps theological schools situate their strategic choices in the context of theological education as a whole. What are the kinds of choices that theological schools should be making, both in terms of material assets as well as enrollment? (From the Publisher)

Revenue sources for theological education have changed significantly in the last twenty years with more reliance on endowments, gifts and grants and student fees.

Trustees and boards of theological schools provide long-range guidance and governance for their institution and it is crucial that they have the skills, knowledge and information to make sound and effective decisions. In this issue: • Who are the trustees of the approximately 250 theological schools in the United States? • Do theological schools have the trustees they need? Do they have the perspective, motivation and capacity that their institutions most urgently require? (From the Publisher)

This textbook seeks to explore the purpose and values of the philosophy of education, and specific issues of contemporary relevance. (From the Publisher)

Theological education is vital for the future of World Christianity—this conviction lies at the heart of this publication. Theological education has the potential to be the seedbed for the renewal of churches, their ministries, mission, and commitment to Christian unity. If theological education is neglected by church leaders or in funding, the consequences are far reaching; they might not be visible immediately, but they will certainly become manifest over time in the theological competence of church leadership, the holistic nature of mission, and the capacities for ecumenical and interfaith dialogue and the interaction between church and society. Investment in theological education is investment of hope in the future and mission of World Christianity. The transmission of Christian memory, the education for God’s peace and justice, and the formation for church and community leadership therefore should be priorities in all churches; however, in many places theological education is far from secure or even in crisis at the present time. (From the Publisher)

From the Pubisher The essays in this volume are a collection of reflective narratives, rather than traditional scholarly treatises. The book is divided into two parts. The first part describes our individual journeys as each of us found our way to civically engaged scholarship and came to see it as critical to our academic endeavors and identity. This section also highlights the interdisciplinary nature of our work as we discuss our journeys through our own disciplinary lenses. The second part presents detailed examples of our civic engagement, including service-learning classes, community based research projects, and creation of community service-learning spaces. These chapters provide a varied picture of the available avenues for civic engagement for students and faculty in a higher education setting. We provide sufficient details of our projects and classes to enable replication. The book concludes with a discussion of civic engagement as it is defined in the literature. The conclusion also discusses institutional factors that support and promote civic engagement as well as the importance of community involvement in service learning. Five common themes that emerged across the chapters are described. These themes include the use of service learning and civic engagement as an effective pedagogy, the relationship between civic engagement and political activism, the importance of partnership and collaboration, the meaning found in civic engagement, and the challenges of civically engaged work.

Journal Issue.