The goal of every pastor, missionary, and lay leader in the evangelical church is to proclaim the word of God accurately. And, one of the key components of accurate biblical interpretation is the understanding of the Bible's original languages. While some Bible teachers forego learning Hebrew and Greek altogether, many men and women seek their language training by buying books to study on their own, others look for free online courses and videos to provide this instruction, while still others commit to formal theological training through higher education. Each of those language-learning formats (print, digital, and guided) are effective educational tools, but the problem is that each of those formats are primarily based on the same, antiquated teaching method. This book analyzes and assesses the current biblical language pedagogy from the vantage point of over thirty prominent professionals in the field of New Testament Greek. Their insight provides some of the first formal data on the usefulness and effectiveness of the Grammar-Translation Method for teaching biblical languages today. Additionally, this book will introduce a unique and cutting-edge approach to the process of teaching and learning the original languages of the word of God.

The goal of every pastor, missionary, and lay leader in the evangelical church is to proclaim the word of God accurately. And, one of the key components of accurate biblical interpretation is the understanding of the Bible’s original languages. While some Bible teachers forego learning Hebrew and Greek altogether, many men and women seek their language training by buying books to study on their own, others look for free online courses and videos to provide this instruction, while still others commit to formal theological training through higher education. Each of those language-learning formats (print, digital, and guided) are effective educational tools, but the problem is that each of those formats are primarily based on the same, antiquated teaching method. This book analyzes and assesses the current biblical language pedagogy from the vantage point of over thirty prominent professionals in the field of New Testament Greek. Their insight provides some of the first formal data on the usefulness and effectiveness of the Grammar-Translation Method for teaching biblical languages today. Additionally, this book will introduce a unique and cutting-edge approach to the process of teaching and learning the original languages of the word of God.

This book attempts to examine the educational consequences of the recent social and economic situation in Greece, and it explores—on a general level—new possibilities for teaching and learning at times of national crisis. Using Greece as an exemplary case, Maria Chalari demonstrates how the relationship between neo-liberalism and education is especially salient during difficult times; it also demonstrates the effect of this relationship on teachers’ day-to-day experiences. By attending to, yet moving beyond, the negative implications of socio-economic crisis, this volume aims to present core educational values of the current era, as well as the crucial issues that may become opportunities for reflection and change.

Since its sovereign debt crisis in 2009, Greece has been living under austerity, with no apparent end in sight. This volume explores the effects of policies pursued by the Greek state since then (under the direction of the Troika), and how Greek society has responded. In addition to charting the actual effects of the Greek crisis on politics, health care, education, media, and other areas, the book both examines and challenges the “crisis” era as the context for changing attitudes and developments within Greek society.

"Background: To ensure a proper educational status of its work force, a country needs to periodically reform its education system to correspond to the changing demands of the global market. The mobilization of teacher social capital, i.e., the activation of teachers' social ties to access resources, plays an essential role in the successful spread of an education reform. But as globalized markets experience economic turbulences, it is challenging to sustain education reform in countries under severe crisis. Though teacher social capital might play a counter-balancing role in such situations, the lack of published knowledge on the effects of economic shocks on teacher social capital and its mobilization makes it impossible to predict what policies could protect and ideally increase teacher social capital in the midst of a severe economic shock. Objectives: To examine the impact of the financial and legislative dimensions of the ongoing economic crisis in Greece on teacher social capital during a simultaneous reform of the public education system. Design and methods: The present study employed a qualitative, exploratory multiple case design. Network analysis constructs were operationalized in a qualitative manner to best capture social capital and analyze possible changes in it as perceived by the individuals. Results: Both the quantity and quality of the participants' social capital were overall negatively affected by both the economic and legislative dimension of the economic crisis. Most notably, weak and peripheral ties became weaker; formation of new social ties and strengthening of existing ties were hindered due to reduced face-to-face interaction and increased mistrust. Conclusion: Governments faced with economic crisis should adopt policies that acknowledge and preserve informal teacher social capital, increasing their chances to sustain the spread of education reform and to safeguard pre-crisis achievement."--Page xii.