Titlebook: Rethinking the Curriculum; The Epistle to the R Orlando Nang Kwok Ho Book 2018 Springer Nature Singapore Pte Ltd. 2018 Pedagogical text.Pau

NOMAD

,Secularity and Education: The One-Dimensional Man’s Tunnel Vision and the Transcendental,o do this, a historical account on the rise of the prototypically “modern” and “ahistorical” contemporary mindset is essential. This will allow readers nowadays to see the continuity between the “ancient” Greco-Roman world and the present as well as reassess the existential problems of humans as his

Forsake

Rethinking the Curriculum: Learning and Teaching , Then and Now, This chapter takes a slightly different angle. The discussion here, while anchors in ., will integrate critical perspectives and deliberative concerns about contemporary education. It aims to empower readers to come closer to some central beliefs and practices, especially if they are teachers or re

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Making Sense of a Religious Text: Methods and Socio-epistemic Divides in Reading and Teaching,the larger aim of this book, which is to demonstrate what Paul was teaching his original learners and how he sought to do so. They explain why and how the Pauline . has been a pedagogic text in terms of its original function and setting.

STERN

Introduction: Redeeming the Pedagogic Dimensions of ,,ern of how they comprehend and orientate themselves in their interpersonal transactions with others, in the socio-and-psychic phenomenological realm(s) which they actively choose to construct and sustain.

Tremor

admission

Greco-Roman Realities as Perennials: The Law, the Righteousness, and the Irrepressible Questioning,ng around this big concept in human civilisation?regarding “the law” (Ho ., 2013, pp. 330 & 548). Hence, it will be an oversimplification to restrict “the law” in . to mean only Jewish commandments or Jewish religious regulations and practices.

長(zhǎng)矛

PANG

The Good Beyond the Law: Routines of Life, Values, and Spirituality,ot common sense across time and space then? What could have been the educational relevance of these chapters for Paul’s original learners? Why did Paul not consider his curriculum complete with the last verse in . 11?

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,Secularity and Education: The One-Dimensional Man’s Tunnel Vision and the Transcendental,educated in the classics” (McDonald 1993, p. 19). Hence, the questions related to the Old Model of Human as expounded in the world of imperial Rome, which . has sought to explore and answer for its original learners, have remained perennial problems until today.