The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. In this long-needed book, Roger Bergman begins to correct that gross imbalance. He asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, Bergman weaves what he has learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. He reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice.Catholic Social Learning explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.Catholic Social Learning is both a valuable, practical resource for Christian educators and an important step forward in the development of a transformative pedagogy.

Magness (early Judaism, U. of North Carolina, Chapel Hill), who has extensive archaeological experience in the area, has written a popular account of the archaeology, meaning, and controversies surrounding the Dead Seas Scrolls and the archaeological site of Qumran where they were found. Without sacrificing content, Magness turns this story into a fascinating page-turner. Annotation copyrighted by Book News, Inc., Portland, OR

The issue of the Jews deeply engaged Milton throughout his career, and not necessarily in ways that make for comfortable or reassuring reading today. While Shakespeare and Marlowe, for example, critiqued rather than endorsed racial and religious prejudice in their writings about Jews, the same cannot be said for Milton. The scholars in this collection confront a writer who participated in the sad history of anti-Semitism, even as he appropriated Jewish models throughout his writings. Well grounded in solid historical and theological research, the essays both collectively and individually offer an important contribution to the debate on Milton and Judaism. This book will be of interest not only to scholars of Milton and of seventeenth-century literature, but also to historians of the religion and culture of the period.

Jerusalem in the Second Temple period experienced dramatic growth as it achieved unprecedented political, religious, and spiritual prominence. Lee Levine traces the development of Jerusalem during this time -- through its urban, demographic, topographical, and archaeological features, its political regimes, public institutions, and its cultural and religious life.

Parts I through IV of Teaching Tefilah contain fifteen chapters, each dealing with a section of the worship service or a topic related to prayer. Part V, new in this expanded revised edition, contains six new essays reflecting on recent trends in Jewish worship.

Evans concludes his volume with a measured consideration of the historical value of the archaeological data afforded by the several inscriptions.