The author of the acclaimed Proust and the Squid follows up with a lively, ambitious, and deeply informative book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies. A decade ago, Maryanne Wolf’s Proust and the Squid revealed what we know about how the brain learns to read and how reading changes the way we think and feel. Since then, the ways we process written language have changed dramatically with many concerned about both their own changes and that of children. New research on the reading brain chronicles these changes in the brains of children and adults as they learn to read while immersed in a digitally dominated medium. Drawing deeply on this research, this book comprises a series of letters Wolf writes to us—her beloved readers—to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums. Wolf raises difficult questions, including: Will children learn to incorporate the full range of "deep reading" processes that are at the core of the expert reading brain? Will the mix of a seemingly infinite set of distractions for children’s attention and their quick access to immediate, voluminous information alter their ability to think for themselves? With information at their fingertips, will the next generation learn to build their own storehouse of knowledge, which could impede the ability to make analogies and draw inferences from what they know? Will all these influences change the formation in children and the use in adults of "slower" cognitive processes like critical thinking, personal reflection, imagination, and empathy that comprise deep reading and that influence both how we think and how we live our lives? How can we preserve deep reading processes in future iterations of the reading brain? Concerns about attention span, critical reasoning, and over-reliance on technology are never just about children—Wolf herself has found that, though she is a reading expert, her ability to read deeply has been impacted as she has become increasingly dependent on screens. Wolf draws on neuroscience, literature, education, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities—and what this could mean for our future.

Preaching Magazine Book of the Year (2022) Hearts & Minds Best Books List (2022) Christianity Today Award of Merit in Church & Pastoral Leadership (2023) It’s time to give pastors permission to read books besides the Bible. Six months into his first senior pastorate, Austin Carty sat in his office reading—not the Bible, not a commentary, not a theological tract, but a novel by Fyodor Dostoevsky. As the minutes turned to hours, while he sat engrossed in this book, he noticed something: he began feeling uneasy. And then anxious. And then guilty. What would someone think if they opened the door and caught him reading fiction? For busy pastors (is there any other kind?), time spent reading feels hard to justify, especially when it’s not for sermon prep. But what if reading felt less like a luxury and more like a vocational responsibility—a spiritual practice that bears fruit in every aspect of ministry, from preaching to pastoral care to church leadership? Austin Carty believes that this is exactly how pastors ought to think about reading. The Pastor’s Bookshelf shows how worthwhile reading is more about formation than information and how, through reading, a pastor becomes a fuller, more enriched human being with a deeper capacity for wisdom and love, better equipped to understand and work for God’s kingdom.

For the first time, the story of how and why we have plumbed the mysteries of reading, and why it matters today. Reading is perhaps the essential practice of modern civilization. For centuries, it has been seen as key to both personal fulfillment and social progress, and millions today depend on it to participate fully in our society. Yet, at its heart, reading is a surprisingly elusive practice. This book tells for the first time the story of how American scientists and others have sought to understand reading, and, by understanding it, to improve how people do it. Starting around 1900, researchers—convinced of the urgent need to comprehend a practice central to industrial democracy—began to devise instruments and experiments to investigate what happened to people when they read. They traced how a good reader’s eyes moved across a page of printed characters, and they asked how their mind apprehended meanings as they did so. In schools across the country, millions of Americans learned to read through the application of this science of reading. At the same time, workers fanned out across the land to extend the science of reading into the social realm, mapping the very geography of information for the first time. Their pioneering efforts revealed that the nation’s most pressing problems were rooted in drastic informational inequities, between North and South, city and country, and white and Black—and they suggested ways to tackle those problems. Today, much of how we experience our information society reflects the influence of these enterprises. This book explains both how the science of reading shaped our age and why, with so-called reading wars still plaguing schools across the nation, it remains bitterly contested.

Christians have an increasingly complex and often conflicted relationship with technology. As Genesis 1 succinctly and profoundly declares, God created humanity in his image, and as part of that vocation, we are called to make something of the world. Technology is one of the most important and powerful ways that human beings exercise this dominion. But while technology can extend our humanity in powerful and exciting ways, many of us feel that it can compromise or fracture our humanity at its core. As a result, questions quickly emerge. What does it mean to be human? How does our creation in the image of God affect the way we use, design, and understand technology? Should our general posture toward technology be cautious or optimistic? This collection of scholarly and pastoral essays, drawn from the 2019 annual theology conference of the Center for Pastor Theologians, offers substantive Christian reflection on a wide range of issues pertinent to a distinctly Christian vision of technology today—and in the future.

This brief, accessible invitation to the historic creeds and confessions makes a biblical and historical case for their necessity and shows why they are essential for Christian faith and practice today. J. V. Fesko, a leading Reformed theologian with a broad readership in the academy and the church, demonstrates that creeds are not just any human documents but biblically commended resources for the well-being of the church, as long as they remain subordinate to biblical authority. He also explains how the current skepticism and even hostility toward creeds and confessions came about.

In an age of catastrophes—unchecked climate change, extreme poverty, forced migrations, war, and terror, all compounded by the COVID-19 pandemic—how can schooling be reengineered and education reimagined? This book calls for a new global approach to education that responds to these overlapping crises in order to enrich and enhance the lives of children everywhere. Marcelo Suárez-Orozco and Carola Suárez-Orozco convene scholars and practitioners from a range of disciplines—including anthropology, neuroscience, demography, psychology, child development, sociology, and economics—who offer incisive essays on the global state of education. Contributors consider how educational policy and practice can foster social inclusion and improve outcomes for all children. They emphasize the centrality of education to social and environmental justice, as well as the philosophical foundations of education and its centrality to human flourishing, personal dignity, and sustainable development. Chapters examine topics such as the neuroscience of education; the uses of technology to engage children who are not reached by traditional schooling; education for climate change; the education of immigrants, refugees, and the forcibly displaced; and how to address and mitigate the effects of inequality and xenophobia in the classroom. Global and interdisciplinary, Education speaks directly to urgent contemporary challenges. Contributors include Stefania Giannini, the director of education for UNESCO; development economist Jeffrey Sachs; cognitive psychologist Howard Gardner; Carla Rinaldi, president of the Reggio Children Foundation; and academics from leading global universities. The book features a foreword by Pope Francis.

The Sustainable Development Goals, adopted by the United Nations in 2015, comprise an ambitious and sweeping agenda that unites economic, social, and environmental aims. What resources do the world’s religious and secular traditions offer in support of these objectives? Which principles do these traditions hold in common, and how can these shared values help advance global goals? This book presents an in-depth and deeply engaged conversation among interfaith religious leaders and interdisciplinary scholars and practitioners in pursuit of an ethical consensus that could ground sustainable development efforts. Drawing on more than two years of close-knit discussions convened by Jeffrey D. Sachs and Marcelo Sánchez Sorondo, it offers an extensive and inclusive vision of how to promote human flourishing. The book features theological, philosophical, and ethical deliberations of great diversity and depth on the challenges of sustainable development, addressing questions of poverty, environmental justice, peace, conflict, and the future of work. It includes consensus statements on the moral imperatives of sustainable development, introductions to seven major religious traditions and their conceptions of the common good, and thematic reflections. Wide-ranging and urgent, this book represents a major contribution to interreligious dialogue and to the articulation of a shared global ethics. The book features a foreword by Pope Francis and Ecumenical Patriarch Bartholomew.