Bernadette McNary-Zak - Böcker

Twenty-five years ago, historian of religions Jonathan Z. Smith wrote: ''The quest for the powers and skills of informed judgment for the dual capacities of appreciation and criticism might well stand as the explicit goal of entry level of college curriculum.'' Regardless of specific course content, the polymethodic face of Religious and Undergraduate Research is increasingly identified as a particularly effective pedagogy for teaching and learning these skills in the discipline. Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an ''original contribution'' in their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate assessment.

What does it mean to be humble like Christ? In this book, Bernadette McNary-Zak explores various concepts of Christian humility in late antiquity. To help the reader deepen their understanding of Christian humility, McNary-Zak takes a close look at some of the ways different types of humility operated as a relational value in specific contexts involving ascetic women. With this approach, the author shows how, at the very margins of a male-dominated culture, the ascetic woman represented a form of renunciation of self that enabled her to function as a symbol of Christian humility for females and males alike. A life that is both affirmative of biblical precedent and subversive of societal norms thereby becomes a life lived in deliberate aspiration toward an unrealized eschatology.

In 2002 a burial box of skeletal remains purchased anonymously from the black market was identified as the ossuary of James, the brother of Jesus. Transformed by the media into a religious and historical relic overnight, the artifact made its way to the Royal Ontario Museum in Toronto, where 100,000 people congregated to experience what had been prematurely and hyperbolically billed as the closest tactile connection to Jesus yet unearthed. Within a few months, however, the ossuary was revealed to be a forgery. Resurrecting the Brother of Jesus offers a critical evaluation of the popular and scholarly reception of the James Ossuary as it emerged from the dimness of the antiquities black market to become a Protestant relic in the media's custody. The volume brings together experts in Jewish archaeology, early Christianity, American religious history, and pilgrimage to explore the theory and practice couched in the debate about the object's authenticity. Contributors explore the ways in which the varying popular and scholarly responses to the ossuary phenomenon inform the presumption of religious meaning; how religious categories are created, vetted, and used for various purposes; and whether the history of pious frauds in America can help to illuminate this international episode. Resurrecting the Brother of Jesus also contributes to discussions about the construction of religious studies as an academic discipline and the role of scholars as public interpreters of discoveries with religious significance.Contributors:Thomas S. Bremer, Rhodes CollegeRyan Byrne, Menifee, CaliforniaByron R. McCane, Wofford CollegeBernadette McNary-Zak, Rhodes CollegeMilton Moreland, Rhodes CollegeJonathan L. Reed, University of La Verne