The surge of theological education in the rapidly growing church of the Majority World has highlighted the inadequacy of traditional Western methods of thinking and learning to fully accomplish the task at hand. The limitations of current theological education are embodied in the formation and assessment of the master’s or doctoral dissertation; processes that follow a linear-empiricist tradition developed in the West and exported to the Majority World. Challenging Tradition: Innovation in Advanced Theological Studies highlights the need for these traditions to be reconsidered in every context throughout the world. Drs Shaw and Dharamraj, with their team of contributors, present innovations in research and documentation that demonstrate how we may better prepare theological leadership through means that are contextually relevant and locally meaningful.

Understanding the role of women in Latin American history demands a full examination of their activities in the region's political, economic, and domestic spheres. Toward this end, historian Gertrude M. Yeager has assembled the multidisciplinary collection Confronting Change, Challenging Tradition. The essays in this volume explore the ways in which Latin American women have shaped-and have been shaped by-the traditional practices and ideologies of their cultures. The selections are arranged in two sections: Culture and the Status of Women, and Reconstructing the Past.

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The diversity of interpretation within Islamic legal traditions can be challenging for those working within this field of study. Using a distinctly contextual approach, this book addresses such challenges by combining theoretical perspectives on Islamic law with insight into how local understandings impact on the application of law in Muslim daily life. Engaging with topics as diverse as Islamic constitutionalism, Islamic finance, human rights and internet fatawa, Shaheen Sardar Ali provides an invaluable resource for scholars, students and practitioners alike by exploring exactly what constitutes Islamic law in the contemporary world. Useful examples, case studies, a glossary of terms and the author's personal reflections accompany traditional academic critique, and together offer the reader a unique and discerning discussion of Islamic law in practice.

Foreword by Chris Sturgis Shifting to a competency-based curriculum allows educators to revolutionize education by replacing traditional, ineffective systems with a personalized, learner-centered approach. Throughout the resource, the authors explore how the components of PLCs promote the principles of competency-based education and share real-world examples from practitioners who have made the transition to learner-centered teaching. Each chapter ends with reflection questions readers can answer to apply their own learning progression. By reading this book, K-12 administrators, school leaders, and teacher leaders will: - Evaluate the qualities of true competency-based schools and the flaws in traditional schooling. - Consider the foundational role that PLCs have in establishing the competency-based approach and promoting learning for all. - Gain tips for successfully implementing student-centered practices for learning competencies and performance assessment and grading. - Explore real school experiences that highlight the processes and challenges involved in moving from traditional to competency-based school structures - Access reproducible school-design rubrics appropriate for the five design principles of competency-based learning. Contents: Introduction Chapter 1: Understanding the Components of an Effective Competency-Based Learning System Chapter 2: Building the Foundation of a Competency-Based Learning System Through PLCs Chapter 3: Developing Competencies and Progressions to Guide Learning Chapter 4: Changing to Competency-Friendly Grading Practices Chapter 5: Creating and Implementing Competency-Friendly Performance Assessments Chapter 6: Responding When Students Need Intervention and Extension Chapter 7: Sustaining the Change Process References and Resources Index

In 1893 Frederick Jackson Turner famously argued that the generational process of meeting and conquering the supposedly uncivilized western frontier is what forged American identity. In the late twentieth century, “new western” historians dissected the mythologized western histories that Turner and others had long used to embody American triumph and progress. While Turner’s frontier is no more, the West continues to present America with challenging processes to wrestle, navigate, and overcome. The North American West in the Twenty-First Century, edited by Brenden W. Rensink, takes stories of the late twentieth-century “modern West” and carefully pulls them toward the present—explicitly tracing continuity with or unexpected divergence from trajectories established in the 1980s and 1990s. Considering a broad range of topics, including environment, Indigenous peoples, geography, migration, and politics, these essays straddle multiple modern frontiers, not least of which is the temporal frontier between our unsettled past and uncertain future. These forays into the twenty-first-century West will inspire more scholars to pull histories to the present and by doing so reinsert scholarly findings into contemporary public awareness.

Challenges the traditional rhetorical canon.