Storied Selves analyzes religion and spirituality from feminist theoretical perspectives, focusing particularly on the ways in which religion and spirituality incorporate politics. Klassen develops a discourse of technologies of identity that shows the multiple ways of constructing identity.

The evocation of narrative as a way to understand the content of consciousness has sparked truly interdisciplinary work among psychologists, philosophers and literary critics. The research presented in this volume should appeal to the general reader and researchers enmeshed in these problems.

Mass Moralizing: Marketing and Moral Storytelling examines the narratives of today’s brand marketing, which largely focuses on creating an emotional attachment to a brand rather than directly promoting a product’s qualities or features. Phil Hopkins explores these narratives’ influence on how we think about ourselves and our moral possibilities, our cultural ideas about morality, and our relations to each other. He closely studies the relationship between three interrelated dynamics: the power of narrative in the construction of identity and world, the truth-telling pretenses of mass marketing, and the growth of moralizing as the primary moral discourse practice in contemporary consumer culture. Mass Moralizing scrutinizes the way marketing speaks to us in explicitly moralistic terms, significantly influencing how we think about ourselves and our moral possibilities.

Russians have often been characterized as people with souls rather than selves. Self and Story in Russian History challenges the portrayal of the Russian character as selfless, self-effacing, or self-torturing by exploring the texts through which Russians have defined themselves as private persons and shaped their relation to the cultural community. The stories of self under consideration here reflect the perspectives of men and women from the last two hundred years, ranging from westernized nobles to simple peasants, from such famous people as Tolstoy, Dostoyevsky, Akhmatova, and Nicholas II to lowly religious sectarians. Fifteen distinguished historians and literary scholars situate the narratives of self in their historical context and show how, since the eighteenth century, Russians have used expressive genres—including diaries, novels, medical case studies, films, letters, and theater—to make political and moral statements. The first book to examine the narration of self as idea and ideal in Russia, this vital work contemplates the shifting historical manifestations of identity, the strategies of self-creation, and the diversity of narrative forms. Its authors establish that there is a history of the individual in Russian culture roughly analogous to the one associated with the West.

We are multistoried; each story contributing to who we are – the storied self. A number of undeveloped stories are identified in this book. This includes the hidden story before language. Others include the lazy story, the trauma story, the messy story, the body story, the problem story and the dark story. The God story brings the spiritual realm into focus. The challenge in spiritual care is to help people find an integrative deep story which can be re-authored with new and exciting possibilities. This book draws on the insights of narrative gerontology for a natural, engaging and more comprehensive spiritual care of the aged – one that results in psychological and spiritual growth. This is a unique idea which will challenge the way we think about pastoral care.

In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer’s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology. The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field.