Christian monk and mystic Thomas Hemerken, aka THOMAS KEMPIS (1380-1471), wrote The Imitation of Christ, the second most important book, after the Bible, in Christian philosophy. But he also penned numerous other works of devotion, including this previously hard-to-find collection of contemplations for sincere, dedicated believers. Discover, in this 1904 translation. . the severe judgment of God . encouragements to spiritual advancement . why we should have confidence in divine mercy . the sweetness and consolation to be found in God . the necessity of patience with life's miseries . praise for the holy angels . and much more.

This book presents a new model for analyzing Calvin's biblical interpretation, rescuing him from the quagmire of anachronistic interpretations. Concentrating upon Calvin's description of biblical interpretation, the book suggests new insights for hermeneutics, exegesis in the Reformations, and Calvin's ecclesiology.

In many ways, Christian education in the Presbyterian Church in Egypt was deeply influenced by public education in Egypt. One of the negative consequences of such influence is the significant lack of developing and using critical thinking as a basic element of the process. While multiple factors--educational and theological--contribute to forming it, this problem manifests itself in many ways. The present research deals with the lack of critical thinking as a central problematic reality of the Christian education process in the Presbyterian Church in Egypt. In order to illuminate and address this problematic situation, Richard Osmer's understanding of Christian education as practical theology is used to bring into dialogue American philosopher, psychologist, and educator John Dewey and reformer and theologian John Calvin. In light of this dialogue, not only the lack of critical thinking but also multiple other dimensions of the problematic situation of Christian education in the Presbyterian Church in Egypt are illuminated. Lack of democracy, lack of the use of experience, lack of creative pedagogies, lack of practical reason, and lack of theology from the process are some of these dimensions. Adapting Osmer's comprehensive approach to Christian education as practical theology, Samy Estafanos proposes a "holistic approach towards Christian education" that aims at transforming education into a reconciling process.