Michel Desjardins – författare

The figure of Jesus has fascinated Western civilization for centuries. As the year 2000 approaches, eliciting connections with Jesus' birth and return, excitement grows - as does the number of studies about Jesus. Cutting through this mass of material, Whose Historical Jesus? provides a collection of penetrating, jargon-free, intelligently organized essays that convey well both the centrality and the complexity of deciphering the historical Jesus. Contributors include such eminent scholars as John Dominic Crossan, Burton L. Mack, Seán Freyne and Peter Richardson. Essays range from traditional to modern and postmodern and address both recent and enduring concerns. Introductions and reflections augment these lucid essays, provide context and help the reader focus on the issues at stake. Whose Historical Jesus? will be of interest to all who wish to understand the current controversies and historical debates, who want insightful critiques of those views or who would like guidance on the direction of future studies.

Can archaeological remains be made to ""speak"" when brought into conjunction with texts? Can written remains, on stone or papyrus, shed light on the parables of Jesus, or on the Jewish view of afterlife? What are the limits to the use of artifactual data, and when is the value overstated? Text and Artifact addresses the complex and intriguing issue of how primary religious texts from the ancient Mediterranean world are illuminated by, and in turn illuminate, the ever-increasing amount of artifactual evidence available from the surrounding world. The book honours Peter Richardson, and the first two chapters offer appreciations of this scholarship and teaching. The remaining chapters focus on early Christianity, late-antique Judaism and topics germane to the Roman world at large. Many of the essays relate to features of Jewish life - the epigraphic evidence for gentile converts to Judaism or for Jewish defectors, ancient accounts of the Essenes or of the siege of Masada, and the material context of the first great rabbinic work, the Mishnah. Other essays connect early Christian texts with the social and cultural realia of their day - modes of travel, notions of gender, patronage and benefaction, the relation of tenants and owners - or reflect on the aesthetics of Christian architecture and the relation between building and ritual in Constantinian churches. One study relates the writing of the famous novelist Apuleius to a household mithraeum in Ostia, while another explores the changing appropriation of religious realia as the Roman world became Christian. These wide-ranging and original studies demonstrate clearly that texts and artifacts can be mutually supportive. Equally, they point to ways in which artifacts, no less than texts, are inherently ambiguous and teach us to be cautious in our conclusions.

International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike.The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.

International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike.The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.