David Torevell – författare

This is the first book to examine the body in training in the context of religion, sport and wider physical culture, offering important insight into the performative, social, cultural and gendered aspects of somatic discipline and exercise.

The book presents a series of fascinating thematic and case-study led chapters from around the world, examining topics including the martial discipline and symbolism of artistic gymnastics; religious interpretations of body vulnerability in the context of marathons; the religious language of corporeal training in sport and martial arts. Drawing on multi-disciplinary perspectives, from sport, religion, history and philosophy, the book explores the often contested and sometimes over-zealous application of training in both sport and religion and the ways in which this can cause harm to athletes or adherents.

This is fascinating reading for any advanced student or researcher with an interest in the body, physical cultural studies, the ethics and philosophy of sport, the sociology of sport, religious studies, Asian studies or philosophy.

This is the first book to examine the body in training in the context of religion, sport and wider physical culture, offering important insight into the performative, social, cultural and gendered aspects of somatic discipline and exercise.

The book presents a series of fascinating thematic and case-study led chapters from around the world, examining topics including the martial discipline and symbolism of artistic gymnastics; religious interpretations of body vulnerability in the context of marathons; the religious language of corporeal training in sport and martial arts. Drawing on multi-disciplinary perspectives, from sport, religion, history and philosophy, the book explores the often contested and sometimes over-zealous application of training in both sport and religion and the ways in which this can cause harm to athletes or adherents.

This is fascinating reading for any advanced student or researcher with an interest in the body, physical cultural studies, the ethics and philosophy of sport, the sociology of sport, religious studies, Asian studies or philosophy.

This book considers the connection between the world of mental health in the twenty-first century and the traditional concept of desire in Christianity and the Arts. It draws parallels between the desire for rest from anxiety among mental health sufferers with the longing for peace and happiness in Religion and the Arts. The author presents Biblical, philosophical and theological insights alongside artistic ones, arguing that desire for rest remains at the heart of spiritual living as well as mental health recovery. The chapters draw from historical and contemporary voices, including Plato, Augustine of Hippo, Julian of Norwich, Gerard Manley Hopkins, Simone Weil, Samuel Beckett, Tennessee Williams, Jean-Louis Chrétien, Eric Varden and others. The study demonstrates why longing continues to fascinate and grip individuals, creative endeavour and society at large, not least in the development of the understanding of mental health. It is valuable for scholars and advanced students of Christian theology and those interested in spirituality and the arts in particular.

This book considers the connection between the world of mental health in the twenty-first century and the traditional concept of desire in Christianity and the Arts. It draws parallels between the desire for rest from anxiety among mental health sufferers with the longing for peace and happiness in Religion and the Arts. The author presents Biblical, philosophical and theological insights alongside artistic ones, arguing that desire for rest remains at the heart of spiritual living as well as mental health recovery. The chapters draw from historical and contemporary voices, including Plato, Augustine of Hippo, Julian of Norwich, Gerard Manley Hopkins, Simone Weil, Samuel Beckett, Tennessee Williams, Jean-Louis Chrétien, Eric Varden and others. The study demonstrates why longing continues to fascinate and grip individuals, creative endeavour and society at large, not least in the development of the understanding of mental health. It is valuable for scholars and advanced students of Christian theology and those interested in spirituality and the arts in particular.

This pioneering study investigates the connection between Shakespeare and Catholic education. Its authors contend that Shakespeare’s plays explore Catholic understandings of human life in ways that remain relevant for Catholic educational institutions today.

Through chapters focusing on ethical and existential themes – love, desire, the body, marriage, virginity, evil, finitude, jealousy, and lies – the authors demonstrate Shakespeare’s wide-ranging engagement with early modern Catholic belief and practice. At the same time, they argue that Shakespeare’s treatment of Catholic faith, through imaginative literature rather than magisterial discourse, and dramatically rather than didactically, provides a pedagogical model for contemporary teachers.

The first volume to trace the relationship between a philosophy of Catholic education and Shakespearean drama, it will appeal strongly to all those working in Catholic educational settings, particularly those tasked with strengthening the mission of their institution, as well as to scholars and researchers of literacy education, religious education, and to those interested in the dynamic between education and drama.

This pioneering study investigates the connection between Shakespeare and Catholic education. Its authors contend that Shakespeare’s plays explore Catholic understandings of human life in ways that remain relevant for Catholic educational institutions today.

Through chapters focusing on ethical and existential themes – love, desire, the body, marriage, virginity, evil, finitude, jealousy, and lies – the authors demonstrate Shakespeare’s wide-ranging engagement with early modern Catholic belief and practice. At the same time, they argue that Shakespeare’s treatment of Catholic faith, through imaginative literature rather than magisterial discourse, and dramatically rather than didactically, provides a pedagogical model for contemporary teachers.

The first volume to trace the relationship between a philosophy of Catholic education and Shakespearean drama, it will appeal strongly to all those working in Catholic educational settings, particularly those tasked with strengthening the mission of their institution, as well as to scholars and researchers of literacy education, religious education, and to those interested in the dynamic between education and drama.