Transitional societies—struggling to build democratic institutions and new political traditions—are faced with a painful dilemma. How can Government become strong and effective, building a common good that unites disparate ethnic and class groups, while simultaneously nurturing democratic social rules at the grassroots? Professor Fuller brings this issue to light in the contentious, multicultural setting of Southern Africa. Post-apartheid states, like South Africa and Namibia, are pushing hard to raise school quality, reduce family poverty, and equalize gender relations inside villages and townships. But will democratic participation blossom at the grassroots as long as strong central states—so necessary for defining the common good—push universal policies onto diverse local communities? This book builds from a decade of family surveys and qualitative village studies led by Professor Fuller at Harvard University and African colleagues inside Botswana, Namibia, and South Africa.

Countering Culture equips Christians to take a reasoned stand for biblical principles in the classroom as well as in the boardroom. The follow up to the popular youth study "Thinking Like a Christian", and the second in the Worldviews in Focus series, "Countering Culture introduces learners to the worldviews and ideas that are shaping our culture while providing understanding as to why our society is moving in the direction it is headed. Focusing on the ideas of secular humanism, neo-Marxism, and the new age, participants in this twelve-week study will discover how biblical Christianity shines bright as the only solution to the troubling trends seen in our culture. This study will not only prepare your student for the college and university campus, but will work to present a biblical worldview for everyday living. The Teaching Textbook contains a CD that houses all of the materials needed for each lesson while offering four different teaching tracks: homeschool, youth group or classroom, college, and adult studies. Busy teachers will love the scripted lessons, activity sheets, lesson helps, and more.

Transitional societies—struggling to build democratic institutions and new political traditions—are faced with a painful dilemma. How can Government become strong and effective, building a common good that unites disparate ethnic and class groups, while simultaneously nurturing democratic social rules at the grassroots? Professor Fuller brings this issue to light in the contentious, multicultural setting of Southern Africa. Post-apartheid states, like South Africa and Namibia, are pushing hard to raise school quality, reduce family poverty, and equalize gender relations inside villages and townships. But will democratic participation blossom at the grassroots as long as strong central states—so necessary for defining the common good—push universal policies onto diverse local communities? This book builds from a decade of family surveys and qualitative village studies led by Professor Fuller at Harvard University and African colleagues inside Botswana, Namibia, and South Africa.

Addresses the need for a moral revolution and a renewed ethic of justice, responsibility, and community. Recognizes impressive examples in dioceses, parishes, and schools across the country.

In this revised edition you will find discussions and definitions of the impact of Christian gospel, its ethics, and its lifestyle. Numerous case studies are included.

Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning