Muhammad Reconsidered rectifies the failures of scholarly attempts to understand Islam in the West and to take Islamic theology seriously. Engaging Islam from deep within the Christian tradition by addressing the question of the prophethood of Muhammad, Anna Bonta Moreland calls for a retrieval of Thomistic thought on prophecy. Without either appropriating the prophet as an unwitting Christian or reducing both Christianity and Islam to a common denominator, Moreland studies Muhammad within a Christian theology of revelation. This lens leads to a more sophisticated understanding of Islam, one that honors the integrity of the Catholic tradition and argues for the possibility in principle of Muhammad as a religious prophet. Moreland sets the stage for this inquiry through an intertextual reading of the key Vatican II documents on Islam and on Christian revelation. She then uses Aquinas's treatment of prophecy to address the case of whether Muhammad is a prophet in Christian terms. Muhammad Reconsidered examines the work of several Christian theologians, including W. Montgomery Watt, Hans Küng, Kenneth Cragg, David Kerr, and Jacques Jomier, O.P., and then draws upon the practice of analogical reasoning in the theology of religious pluralism to show that a term in one religion—in this case “prophecy”—can have purchase in another religious tradition. Muhammad Reconsidered not only is a constructive contribution to Catholic theology but also has enormous potential to help scholars reframe and comprehend Christian-Muslim relations.

Realism remains the most important and controversial vision of international politics. But what does it mean to be a realist? This collection addresses this key question by returning to the thinking of perhaps the most influential realist of modern times: Hans J. Morgenthau. In analyses of issues ranging from political philosophy, to international law, to the impact of nuclear weapons and the challenges of American foreign policy, the authors demonstrate that Morgenthau's thinkingexemplifies a rich realist tradition that is often lacking in contemporary analyses of international relations and foreign policy. At a time when realism is once again at the centre of both scholarly and political debates, this book shows that the legacy of classical realism can enrich ourunderstanding of world politics and contribute to its future direction.

Winner of the Jules and Frances Landry Award Historians have long considered the diary of William Johnson, a wealthy free Black barber in Natchez, Mississippi, to be among the most significant sources on free African Americans living in the antebellum South. Timothy R. Buckner’s The Barber of Natchez Reconsidered reexamines Johnson’s life using recent scholarship on Black masculinity as an essential lens, demonstrating a complexity to Johnson previously overlooked in academic studies. While Johnson’s profession as a barber helped him gain acceptance and respectability, it also required his subservience to the needs of his all-white clientele. Buckner’s research counters earlier assumptions that suggested Johnson held himself apart from Natchez’s Black population, revealing instead a man balanced between deep connections to the broader African American community and the necessity to cater to white patrons for economic and social survival. Buckner also highlights Johnson’s participation in the southern performance of manliness to a degree rarely seen in recent studies of Black masculinity. Like many other free Black men, Johnson asserted his manhood in ways beyond simply rebelling against slavery; he also competed with other men, white and Black, free and enslaved, in various masculine pursuits, including gambling, hunting, and fishing. Buckner’s long-overdue reevaluation of the contents of Johnson’s diary serves as a corrective to earlier works and a fascinating new account of a free African American business owner residing in the prewar South.

Venice Reconsidered offers a dynamic portrait of Venice from the establishment of the Republic at the end of the thirteenth century to its fall to Napoleon in 1797. In contrast to earlier efforts to categorize Venice's politics as strictly republican and its society as rigidly tripartite and hierarchical, the scholars in this volume present a more fluid and complex interpretation of Venetian culture. Drawing on a variety of disciplines—history, art history, and musicology—these essays present innovative variants of the myth of Venice—that nearly inexhaustible repertoire of stories Venetians told about themselves.

Most macroeconomists agree that we live in the age of microfoundations. The recent worldwide financial crisis may have emboldened critics of this microfoundational orthodoxy, but it remains the dominant view that macroeconomic models must go beyond supply and demand functions to the level of individual decision-making, taking into account the general dynamic environment where agents live. Microfoundations Reconsidered seeks to reassess how the relationship of micro and macroeconomics evolved over time. The highly regarded contributors to the book argue that the standard narrative of microfoundations is likely to be unreliable. They therefore re-examine the history of the relationship of microeconomics and macroeconomics, starting from their emergence as self-consciously distinct fields within economics in the early 1930s. They seek to go beyond the conventional history that is often told and written by practicing economists. From different perspectives they challenge the association of microfoundations with Robert Lucas and rational expectations and offer both a more complete and a deeper reading of the relationship between micro and macroeconomics. Microfoundations Reconsidered is a valuable addition to the macroeconomic research literature. It is ideally suited to students, scholars, researchers, and practitioners with an interest in macro and microeconomics and the history of economics.

Understanding the significance of adult play in the life of modern societies Within the social sciences, few matters are as significant as the study of human play--or as neglected. In Play Reconsidered, rather than viewing play simply as a preoccupation of the young and a vehicle for skill development, Thomas S. Henricks argues that it’s a social and cultural phenomenon of adult life, enveloped by wider structures and processes of society. In that context, he argues that a truly sociological approach to play should begin with a consideration of the largely overlooked writings on play and play-related topics by some of the classic sociological thinkers of the twentieth century. Henricks explores Karl Marx’s analysis of creativity in human labor, examines Emile Durkheim’s observations on the role of ritual and the formation of collective consciousness, extends Max Weber’s ideas about the process of rationalization to the realm of expressive culture and play, surveys Georg Simmel’s distinctive approach to sociology and sociability, and discusses Erving Goffman’s focus on human conduct as process and play as “encounter.” These and other discussions of the contributions of more recent sociologists are framed by an initial consideration of Johan Huizinga’s famous challenge to understand the nature and significance of play. In a closing synthesis, Henricks distinguishes play from other forms of human social expression, particularly ritual, communitas, and work.

TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.