Paul M. Rogers – författare

Aquinas on Prophecy: Wisdom and Charism in the Summa Theologiae argues that a lacuna exists (especially among Anglophone scholars of Aquinas) that neglects to identify his most famous work as a prophetic witness to the transformative effect of Christian theology. Through a detailed examination of Aquinas's treatment of prophecy in the Summa Theologiae (II-II, QQ.171- 174), Paul Rogers reveals how prophetic testimony is central to the understanding of Christian revelation, faith, and theology, since it presents an initial (and historically-rooted) model for a Christian pedagogy that attempts to affect intellectual and moral transformation through communicating knowledge about God.The theologian thus conceived by Aquinas exercises analogously a prophetic, and hence social, function among Christian believers that has a special care for their spiritual and moral guidance. In contrast to readings of Aquinas that portray him as overly reliant on Aristotelian gnoseology (e.g., Jenkins 1997), Rogers lays out a reading more in line with recent 'ressourcement' Thomistic interpreters that identifies in his account of prophecy a creative adaptation of Arabic-Aristotelian gnoseology in the service of clarifying difficulties that had arisen in the thirteenth century surrounding the reception of a patristic (and predominantly Augustinian) tradition of prophetic illumination or vision. In the hands of Aquinas, the traditional Augustinian theory of prophetic illumination was re-envisioned and reinvigorated, which in turn allowed him to reassert confidently prophecy's status as certain knowledge (scientia) that required its own distinct 'light', comparable to the light of natural reason and the lights of faith and glory.Highlighting prophecy in Aquinas's thought helps especially to refocus today's readers on how knowledge of the final end as revealed was for Aquinas the ultimate moral objective shared by both the prophet and theologian: a point that is best appreciated when his account of prophecy is related back to his understanding of sacred doctrine and faith as a whole—the book's central task.

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institutional cultures that help young people discover and activate their power as changemakers. The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to’s from the front lines of school/teacher/student interactions. The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institutional cultures that help young people discover and activate their power as changemakers. The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to’s from the front lines of school/teacher/student interactions. The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.