As long as Christian liberal arts programs fail to engage the challenges to Christianity in the battle of ideas, they play a part in the continuing decline of the faith in the Western world. It is extremely dangerous to accept the “great” thinkers and writers uncritically, whether it be Karl Marx, Ralph Waldo Emerson, or Nathaniel Hawthorne. The great thinkers and the liberal arts programs have influenced millions of young people to abandon the Christian faith over the centuries. Every Christian student should be familiar with the ideas and the writings that have formed the modern world and that subsequently undermined the Christian foundations in the West. Young people must also be well-versed and well-equipped to engage in the battle of worldviews before they graduate from high school or college. That is why this curriculum is so desperately needed. It includes: Selected readings and summaries of 15+ philosophers and authors, with in-depth analysis of influential literary works Reviews of popular music and movies Prayers to equip students in the war of ideas. This course presents a basic survey and a critical analysis of the philosophers, the literary masters, and the cultural influencers of the last 300 years for the Christian student. In contrast with other literature courses, this text is filled with relevant biblical references and truths that will equip the student to address the false worldviews contained in the “great” humanist works of this era.

This world is a battlefield in the arena of ideas. The prize is the heart and mind of humankind. In this book, Ronald Nash outlines the Christian way of looking at God, self, and the world. He holds that worldview up against the tests of reason, logic, and experience, particularly discussing the problems of evil and the alleged "nonsense" of the historic Christian doctrines and of Jesus' incarnation and resurrection. He finds the Christian worldview sound and urges Christians to equip themselves intellectually to defend the faith on that battlefield. He particularly hits the attractions to our generation of naturalism and the New Age movement, pointing out their weaknesses and pitfalls as well as those of older worldviews. "Christian theism," he writes, "is a system that commends itself to the whole person"; but he stresses that a great difference exists between "belief that" and "belief in."

This textbook and teacher's guide includes: selected readings and summaries of 15+ philosophers and authors of the modern world; in-depth analysis of influential literary works including Shakespeare's Macbeth, Hawthorne's The Scarlet Letter, Twain's Adventures of Huckleberry Finn, and Hemingway's The Old Man and the Sea; prayers to equip students in the war of ideas; reviews of popular music and movies; and vocabulary, study questions, exams, and essay assignments for each section. (See more at: https://generationswithvision.com/Store/2015/04/worldviews-in-conflict/#sthash.mD4sdX8y.dpuf)

Conceiving of Christianity as a "worldview" has been one of the most significant events in the church in the last 150 years. In this new book David Naugle provides the best discussion yet of the history and contemporary use of worldview as a totalizing approach to faith and life. This informative volume first locates the origin of worldview in the writings of Immanuel Kant and surveys the rapid proliferation of its use throughout the English-speaking world. Naugle then provides the first study ever undertaken of the insights of major Western philosophers on the subject of worldview and offers an original examination of the role this concept has played in the natural and social sciences. Finally, Naugle gives the concept biblical and theological grounding, exploring the unique ways that worldview has been used in the Evangelical, Orthodox, and Catholic traditions. This clear presentation of the concept of worldview will be valuable to a wide range of readers.

This volume explores the evolution of theoretical and practical approaches to intervening in protracted conflicts, following the work of Herb Kelman. Interactive problem solving, as developed by Kelman and others, sought to increase understanding about the microprocesses of international relations. Kelman early on emphasised the centrality of an interactive approach for constructing new identities, new narratives, and new ways forward. Transforming conflict systems requires strategic attention to the interactions between agents of change that provide stability or induce shift. This volume on interactive conflict approaches includes both critical reflections and new ideas from scholar-practitioners who have developed, revised, and expanded these approaches. Contributors take up important issues, from the shape and likelihood of solutions in intractable conflicts to how individuals can exist in realities with seemingly irresolvable inner and outer conflicts. The volume represents the best of current thinking about how the mechanisms, theoretical framework, and application of interactive problem solving should be moved into the twenty-first century context of increasing complexity, increasing uncertainty, and increasing polarisation. This book will be of interest to students of peace studies, conflict resolution, and international relations.

'This book should be of interest to all students of international politics, and, of course, especially to those interested in theory.' - Kenneth N.Waltz, Ford Professor of Political Science, University of California This book reviews classical and contemporary theories of international relations, and it does so on the basis of four interrelated worldviews. Worldviews are simple but basic devices; they are characterized, on the one hand, by the duality of war and peace, and, on the other hand, by the duality of anarchy and hierarchy. Worldviews permit the isolation of concepts central to describing and analyzing international relations and are superior to such well-known categories as the billiard-ball, the cobweb, and the layer-cake approach.

Heated debates about "what really happened in Waco" are a recurring public drama. Yet, little or no attention has been given to the work of the negotiators who talked with the Branch Davidians. In this important book, Jayne Seminare Docherty utilizes largely unexplored sources of data to explain why fifty-one days of negotiations by federal officials failed to get all of the Branch Davidians to exit the compound. Learning Lessons from Waco applies a theory of worldview conflicts to the more than 12,000 pages of the negotiation transcripts from Waco. Through perceptive analysis of the situation, Docherty offers a fresh perspective on the activities of law enforcement agents. She shows how the Waco conflict resulted from a collision of two distinct worldviews—the FBI's and the Davidians'—and their divergent notions of reality. By exploring the failures of the negotiations, she also urges a better understanding of encounters between rising religious movements and dominant social institutions. Finally, the resulting model is applicable to other conflict resolution processes such as mediation and facilitated problem solving.