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Part of the Protestant Pulpit Exchange, this book contains popular preaching material on 10 of Jesus' parables as found in the Gospel of Matthew. Trotter says that the single most important assumption for contemporary preaching on the parables is that parables are metaphors--a means to see something we do not yet have the eyes to see. Parables ought to do for us what they did for those who first heard them.

In the classical period, conversation referred to real conversations, conducted in the leisure time of noble men, and concerned with indefinite philosophical topics. Christianity inflected conversation with universal aspirations during the medieval centuries and the ars dictaminis, the art of letter writing, increased the importance of this written analogue of conversation. The Renaissance humanists from Petrarch onward further transformed conversation, and its genre analogues of dialogue and letter, by transforming it into a metaphor of increasing scope. This expanded realm of humanist conversation bifurcated in Renaissance and early modern Europe. The Concept of Conversation traces the way the rise of conversation spread out from the history of rhetoric to include the histories of friendship, the court and the salon, the Republic of Letters, periodical press and women. It revises Jürgen Habermas' history of the emergence of the rational speech of the public sphere as the history of the emergence of rational conversation and puts the emergence of women's speech at the centre of the intellectual history of early modern Europe.

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Preaching was immensely important in the medieval Church, and Thomas Aquinas expended much time and effort preaching. Today, however, Aquinas's sermons remain relatively unstudied and underappreciated. This is largely because their sermo modernus style, typical of the thirteenth century, can appear odd and inaccessible to the modern reader. In Reading the Sermons of Thomas Aquinas, Randall Smith guides the reader through Aquinas's sermons, explaining their form and content. In the process, one comes to appreciate the sermons in their rhetorical brilliance, beauty, and profound spiritual depth while simultaneously being initiated into a fascinating world of thought concerning Scripture, language, and the human mind. The book also includes analytical outlines for all of Aquinas's extant sermons. Reading the Sermons of Thomas Aquinas: A Beginner's Guide is an indispensable volume for those interested in the thought of Aquinas, in the intellectual and spiritual milieu in which he worked, and in the manifold ways of preaching the Gospel message.

The seventh edition of this popular introduction to Old English language and literature retains the general structure and style of previous editions, but has been updated, and includes two new, much-requested texts: the Cotton Gnomes and Wulfstan’s Sermo Lupia ad Anglos – and two new appendices: A List of Linguistic Terms Used in This Book and The Moods of Old English. Provides a range of helpful pedagogical tools: a map of Anglo-Saxon England, notes, a glossary, indexes to Part I, and a general introduction to Anglo-Saxon studies. Contains a special "How to Use this Guide" section, to aid both self-study and classroom use.

O título nos leva a perceber que a história da educação está intimamente vinculada à consolidação de uma cultura política pública, do direito à terra, ao conhecimento, do direito de sermos e de vivermos como humanos, dignamente. Cultura política pública que avança com o movimento social e termina pressionando por políticas de expansão e melhoria da rede escolar, da garantia de acesso de todos à escola, ao conhecimento, à cultura. Este trabalho tem o mérito de trazer essa ótica para entendermos o campo, suas lutas e sua educação. Como interpretar o MST como experiência educativa? Que aprendizado o Movimento traz? Que matrizes pedagógicas recupera? Que papel é colocado para a escola e para os educadores? Essas são algumas das questões centrais deste trabalho.

O título nos leva a perceber que a história da educação está intimamente vinculada à consolidação de uma cultura política pública, do direito à terra, ao conhecimento, do direito de sermos e de vivermos como humanos, dignamente. Cultura política pública que avança com o movimento social e termina pressionando por políticas de expansão e melhoria da rede escolar, da garantia de acesso de todos à escola, ao conhecimento, à cultura. Este trabalho tem o mérito de trazer essa ótica para entendermos o campo, suas lutas e sua educação. Como interpretar o MST como experiência educativa? Que aprendizado o Movimento traz? Que matrizes pedagógicas recupera? Que papel é colocado para a escola e para os educadores? Essas são algumas das questões centrais deste trabalho.