M. John-Patrick O'Connor proposes that - in contrast to recent contemporary scholarship that rarely focuses on the ethical implications of discipleship and Christology - Mark's Gospel, as our earliest life of Jesus, presents a theological description of the moral life. Arguing for Mark's ethical validity in comparison to Matthew and Luke, O'Connor begins with an analysis of the moral environment of ancient biographies, exploring what types of Jewish and Greco-Romanic conceptions of morality found their way into Hellenistic biographies. Turning to the Gospel's own examples of morality, O'Connor examines moral accountability according to Mark, including moral reasoning, the nature of a world in conflict, and accountability in both God's family and to God's authority. He then turns to images of the accountable self, including an analysis of virtues and virtuous practices within the Gospel. O'Connor concludes with the personification of evil, human responsibility, punitive consequences, and evil's role in Mark's moral landscape.

M. John-Patrick O'Connor proposes that - in contrast to recent contemporary scholarship that rarely focuses on the ethical implications of discipleship and Christology - Mark's Gospel, as our earliest life of Jesus, presents a theological description of the moral life. Arguing for Mark's ethical validity in comparison to Matthew and Luke, O'Connor begins with an analysis of the moral environment of ancient biographies, exploring what types of Greco-Romanic conceptions of morality found their way into Hellenistic biographies, and what genres Mark employs. Turning to the Gospel's own examples of morality, O'Connor examines moral accountability according to Mark, including moral reasoning, the nature of a world in conflict, and accountability in both God's family and to God's authority, the accountable self according to Mark, and virtues and virtuous practices within the Gospel. O'Connor concludes with the personification of evil in Mark, human responsibility, punitive consequences and evil's role in Mark's moral landscape.

From a bestselling author—“a riveting, fun, and insightful tour of life’s meaning and purpose, essential reading for anyone drawn to the query, ‘How ought we to live?'” (Daniel Goleman, author of Emotional Intelligence) Contrary to what we’ve been taught in our reason-obsessed culture, argues Matousek, emotions are the bedrock of ethical life; without them, human beings cannot be empathic, moral, or good. But how do we make the judgment call between self-interest and caring for others? What does being good really mean? Which parts of morality are biological, which ethical? When should instinct be trusted and when does it lead us into trouble? How can we know ourselves to be good amidst the hypocrisy, fears, and sabotaging appetites that pervade our two-sided natures? Drawing on the latest scientific research and interviews with social scientists, spiritual leaders, ex-cons, altruists, and philosophers, Matousek examines morality from all angles in this thoroughly entertaining and helpful guide to crossing one’s own murky moral terrain.

The earliest of the four Gospels, the book portrays Jesus as an enigmatic figure, struggling with enemies, his inner and external demons, and with his devoted but disconcerted disciples. Unlike other gospels, his parables are obscure, to be explained secretly to his followers. With an introduction by Nick Cave

A culmination of contemporary scholarship on the Gospel of Mark. A preeminent scholar of the Gospel of Mark, C. Clifton Black has been studying and publishing on the Gospel for over thirty years. This new collection brings together his most pivotal work and fresh investigations to constitute an all-in-one compendium of contemporary Markan scholarship and exegesis. The essays included cover scriptural commentary, historical studies, literary analysis, theological argument, and pastoral considerations. Among other topics Black explores: • the Gospel’s provenance, authorship, and attribution • the significance of redaction criticism in Markan studies • recent approaches to the Gospel’s interpretation • literary and rhetorical analyses of the Gospel’s narrative • the kingdom of God and its revelation in Jesus • Mark’s theology of creation, suffering, and discipleship • the Gospel of Mark’s relationship to the Gospel of John and Paul’s letters • the passion in Mark as the Gospel’s recapitulation Scholars, advanced students, and clergy alike will consider this book an indispensable resource for understanding the foundational Gospel.

"Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life." -- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective. Contents One. Looking for the Moral: An Observer's Guide Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations Four. Cultivating Expressive Awareness in Schools and Classrooms Postscript: Where Might One Go from Here? Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago