Ross Parker – författare

Visions in the Night features many of these famous dreams, from Jacob's experience at Bethel to Paul's night-time vision calling him to Macedonia. Russ Parker's long experience of pastoral ministry is evident in the absorbing way he explores these stories, and in his encouragement to us to believe that God still speaks to his people today through dreams, offering fresh opportunities for healing and growth. Visions in the Night was first published as Dream Stories by BRF in 2002. This SPCK edition includes a new introduction.

This edited volume explores, investigates and analyses Free Learning – an innovative approach to student-directed learning which seeks to challenge educational norms from within. The volume is framed by a recognition of the urgent need for transformation of our educational systems.In traditional education, students work through a teacher-directed linear syllabus, at a pace dictated by the teacher, with summative assessment hurdles at too-frequent intervals. Progression and direction are determined solely by the teacher. In Free Learning, students determine their own learning pathway through a non-linear syllabus, which can be visualised as a mind map. Students may then complete as many units as they either have time for or are interested in, moving from one unit to another on the basis of having formatively satisfied the demands of each individual unit.This volume showcases the value and potential of Free Learning in contemporary practice and is intended to bridge theory and practice. The structure of the book reflects this complementary fit, with contributions from practitioners describing Free Learning as a learning and teaching tool in a range of educational settings, subjects and age-ranges. It also contains qualitative and quantitative analyses by researchers exploring the uptake of Free Learning and students’ responses to the methodology. Researchers and educators who are interested in student-directed methodologies, especially in Asia, will find that the practical accounts and analyses of Free Learning contained within provide much food for thought with regard to redefining student learning.

This edited volume explores, investigates and analyses Free Learning – an innovative approach to student-directed learning which seeks to challenge educational norms from within. The volume is framed by a recognition of the urgent need for transformation of our educational systems.In traditional education, students work through a teacher-directed linear syllabus, at a pace dictated by the teacher, with summative assessment hurdles at too-frequent intervals. Progression and direction are determined solely by the teacher. In Free Learning, students determine their own learning pathway through a non-linear syllabus, which can be visualised as a mind map. Students may then complete as many units as they either have time for or are interested in, moving from one unit to another on the basis of having formatively satisfied the demands of each individual unit.This volume showcases the value and potential of Free Learning in contemporary practice and is intended to bridge theory and practice. The structure of the book reflects this complementary fit, with contributions from practitioners describing Free Learning as a learning and teaching tool in a range of educational settings, subjects and age-ranges. It also contains qualitative and quantitative analyses by researchers exploring the uptake of Free Learning and students’ responses to the methodology. Researchers and educators who are interested in student-directed methodologies, especially in Asia, will find that the practical accounts and analyses of Free Learning contained within provide much food for thought with regard to redefining student learning.

Theists maintain that God created the world and acts within it. However, opinions divide regarding the motives that rest behind and systematically structure God's actions ad extra, especially those actions pertaining to humanity. The major paradigms differ as to whether God is principally motivated (i) by the goal of glorifying Himself, or (ii) by the demands of His own holiness, or (iii) in perfect conformity to moral norms, or (iv) by perfect love. The challenge of providing a theoretical framework for understanding God's fundamental motives vis-...-vis creation constitutes the problem of divine motivation. This Element addresses this problem from a Christian perspective. It assesses leading divine motivational frameworks concerning God's engagement with humanity, and it defends one framework in particular: the Agapist Framework. According to this preferred framework, God's actions toward humans are fundamentally motivated by God's perfect love.

Theists maintain that God created the world and acts within it. However, opinions divide regarding the motives that rest behind and systematically structure God's actions ad extra, especially those actions pertaining to humanity. The major paradigms differ as to whether God is principally motivated (i) by the goal of glorifying Himself, or (ii) by the demands of His own holiness, or (iii) in perfect conformity to moral norms, or (iv) by perfect love. The challenge of providing a theoretical framework for understanding God's fundamental motives vis-...-vis creation constitutes the problem of divine motivation. This Element addresses this problem from a Christian perspective. It assesses leading divine motivational frameworks concerning God's engagement with humanity, and it defends one framework in particular: the Agapist Framework. According to this preferred framework, God's actions toward humans are fundamentally motivated by God's perfect love.