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The Messiah Before Jesus: The Suffering Servant of the Dead Sea Scrolls
by Israel Knohl David MaiselOn the basis of hymns found among the Dead Sea Scrolls, Knoll argues that one generation before Jesus, a messianic leader arose in the Qumran sect who was regarded by his followers as ushering in an area of redemption and forgiveness. He was killed by Roman soldiers in 4 B.C.E., and his followers believed he was resurrected after three days and rose to heaven.
The Messiah Confrontation: Pharisees versus Sadducees and the Death of Jesus
by Dr. Israel KnohlThe Messiah Confrontation casts new and fascinating light on why Jesus was killed. Grounded in meticulous research on the messianism debates in the Bible and during the Second Temple period, biblical scholar Israel Knohl argues that Jesus&’s trial was in reality a dramatic clash between two Jewish groups holding opposing ideologies of messianism and anti-messianism, with both ideologies running through the Bible. The Pharisees (forefathers of the rabbinic sages) and most of the Jewish people had a conception of a Messiah similar to Jesus: like the prophets and most psalmists, they expected the arrival of a godlike Messiah. However, the judges who sentenced Jesus to death were Sadducees, who were fighting with the Pharisees largely because they repudiated the Messiah idea. Thus, the trial of Jesus was not a clash between Jewish and what would become Christian doctrines but a confrontation between two internal Jewish positions—expecting a Messiah or rejecting the Messiah idea—in which Jesus and the Pharisees were actually on the same side. Knohl contends that had the assigned judges been Pharisees rather than Sadducees, Jesus would not have been convicted and crucified. The Pharisees&’ disagreement with Jesus was solely over whether Jesus was the Messiah—but historically, for Jews, arguing about who was or wasn&’t the Messiah was not uncommon.The Messiah Confrontation has far-reaching consequences for the relationship between Christians and Jews.
Messiah in Both Testaments
by Fred John MeldauThis work identifies some of the major messianic prophecies of the Old Testament and shows their New Testament fulfillment in Christ.“THE MOST AMAZING DRAMA that ever was presented to the mind of man—a drama written in prophecy in the Old Testament and in biography in the four Gospels—is the narrative of Jesus the Christ. One outstanding fact, among many, completely isolates HIM. It is this: that one Man only in the history of the world has had explicit details given beforehand of His birth, life, death and resurrection; that these details are in documents given to the public centuries before He appeared, and that no one challenges, or can challenge, that these documents were widely circulated long before His birth; and that anyone and everyone can compare for himself the actual records of His life with those old documents, and find that they match one another to a nicety. The challenge of this pure miracle is that it happened concerning one Man only in the whole history of the world” (D. M. Panton).To focus attention on the unparalleled wonder of this literary miracle, think for a moment: who could have prewritten a life of George Washington or Abraham Lincoln, or any other character, five hundred years before he was born? Nowhere in any of the literature of the world, secular or religious, can one find a duplicate to the astounding miracle of the prewritten life of Christ. “The inspiration of that portrait came from the Heavenly Gallery, and not from the studio of an earthly artist” (A. T. Pierson). So amazing is this miracle of the pre-written life of Christ and its perfect fulfillment in Jesus of Nazareth that “Nothing but Divine prescience could have foreseen it, and nothing but Divine power could accomplish it.” As the full evidence is presented, all thoughtful readers will agree that “the prophecy came not in old time by the will of man, but holy men of God spake as they were moved by the Holy Spirit” (2 Pet. 1:21).
Messiah's Coming Temple: Ezekiel's Prophetic Vision of the Future Temple
by John W. Schmitt J. Carl LaneyOne of the Old Testament's most enigmatic prophecies is Ezekiel's vision of a new, restored temple in Jerusalem. What would a restored temple be like? How would it operate? And when might it be built? These and many other intriguing questions are addressed in this newly updated and expanded work based on extensive research and discussions with leading Jewish leaders and rabbis in the United States and Israel Messiah's Coming Temple provides a thorough vision of this future center of worship during the coming messianic kingdom. Along with biblical interpretation of the key prophecies of Ezekiel regarding Messiah's coming temple, the work includes photos and descriptions based on a unique and detailed model of the future temple.
Messianic Prophecy Revealed: Seeing Messiah in the Pages of the Hebrew Bible
by Rabbi Kirt SchneiderFROM THE AUTHOR OF THE BOOK OF REVELATION DECODEDThe Old Testament isn&’t just a collection of traditions from one group of people—it&’s about Jesus as the key to salvation. After reading this book, you will have no doubts that Jesus is the Messiah, and you will be able to read the Old Testament with the newfound revelation that God has been pointing to His Son as the Savior of the world for thousands of years.Many times, when inquisitive readers look to see how the New Testament authors applied the Old Testament to show that Jesus is the Messiah, they become confused. When the Gospel writers quote Old Testament scriptures and say, &“This is how Jesus fulfilled it,&” the passage quoted doesn&’t appear to be a prophecy at all. This is because understanding Messianic prophecy is often more of an art than a science. Messianic prophecy is not simply the measurement of specific prophecies about the future that Jesus fulfilled. In the Hebrew tradition, prophecy is not one-dimensional; it is not simply foretelling the future. In reality, the whole of Scripture is prophetic, pointing us to Christ. In Messianic Prophecy Revealed, Rabbi Kirt A. Schneider takes readers through the Word of God, showing them how the New Testament writers took passages out of the Old Testament to prove that Jesus is indeed the Messiah. It&’s a subject that sounds simple but is, in fact, more complex than many realize. This book will show followers of Jesus why they can have absolute confidence that Jesus is who He claimed to be—the Messiah.
The Messianic Theology of the New Testament
by Joshua W. JippOne of the earliest Christian confessions—that Jesus is Messiah and Lord—has long been recognized throughout the New Testament. Joshua Jipp shows that the New Testament is in fact built upon this foundational messianic claim, and each of its primary compositions is a unique creative expansion of this common thread. Having made the same argument about the Pauline epistles in his previous book Christ Is King: Paul&’s Royal Ideology, Jipp works methodically through the New Testament to show how the authors proclaim Jesus as the incarnate, crucified, and enthroned messiah of God. In the second section of this book, Jipp moves beyond exegesis toward larger theological questions, such as those of Christology, soteriology, ecclesiology, and eschatology, revealing the practical value of reading the Bible with an eye to its messianic vision. The Messianic Theology of the New Testament functions as an excellent introductory text, honoring the vigorous pluralism of the New Testament books while still addressing the obvious question: what makes these twenty-seven different compositions one unified testament?
Messy Bessey's School Desk (Rookie Readers)
by Fredrick McKissack PatriciaWhen Messy Bessey starts to clean up her desk at school, she inspires the rest of the class to clean up the entire room. <P><P>Lexile Measure: 580d
Messy Miranda (Orca Echoes)
by Jeff Szpirglas Danielle Saint-OngeMiranda has one messy desk. It's full of books, pencils, science projects and…other stuff. Too much stuff, says her teacher, Ms. Basil. On a family visit to her Uncle Aldo's one night, Miranda wonders if some of his magician's tools might offer a solution to her messy-desk problem. Sneaking off to the magic room, Miranda finds Uncle Aldo's impressive collection of top hats. Miranda knows that magic top hats can hold lots of things—why not the mess from her desk? At first, the hat seems to do the trick, but soon things start to go horribly wrong. As Uncle Aldo says, you have to be careful with magic. The epub edition of this title is fully accessible.
Messy Perfect
by Tanya BotejuPerfect for fans of Mason Deaver and Becky Albertalli, this tender, raucous novel follows a rule-following, perfectionist teen who starts an underground GSA club at her conservative Catholic high school, from the acclaimed author of Kings, Queens, and In-Betweens.Cassie Perera is a star student in St. Luke's junior class. But the new school year brings an unwelcome surprise—the return to St. Luke's of Cassie's former friend, Ben, who left a few years ago after a homophobic bullying incident Cassie knows she didn't do enough to prevent.Still harboring guilt from her inaction, Cassie decides, in her usual, overzealous way, to team up with the neighboring public school to found an underground Gender and Sexuality Alliance—as a complicated strategy for making things up to Ben. Secretly, Cassie is also tempted by the possibility of opening up about her own sexuality for the first time.As Cassie’s new friends urge her out of her comfort zone, she unlocks a kind of joy and freedom she’s never felt before—even as she struggles to balance these experiences with her typical tightrope of being the perfect daughter, student, and Catholic.Cassie’s perfectly curated life unravels into turmoil, but can she embrace the mess enough to piece together something new?
Messy Play in the Early Years: Supporting Learning through Material Engagements
by Sue GascoyneCombining a rich theoretical foundation with practical tips, advice and case studies, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play. Packed with valuable insights from research and theory, along with practitioner’s experiences, this accessible book will bolster readers’ understanding and appreciation of messy play and demonstrate how a range of material engagements can enhance young children’s development and learning. Exploring an array of resources and a broad spectrum of approaches, including adult-and child-led inquiry, chapters consider how the specific sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena. With examples of international practice and reflective questions throughout, the book highlights a variety of approaches to meeting differing time, space and budgetary needs, simplifies preparation and planning, and empowers practitioners and children to understand and use messy play effectively. An essential guidebook to supporting an engaging and rewarding journey into messy play, Messy Play in the Early Years will be an invaluable resource for early years students, practitioners and parents looking to understand and enhance children’s learning possibilities.
Mestenhauser and the Possibilities of International Education: Illuminating Pathways for Inquiry and Future Practice (Internationalization in Higher Education Series)
by Anne M. D’Angelo, Mary Katherine O’Brien, and Gayla MartyFocusing on the work of Josef A. Mestenhauser (1925–2015) and the depth and breadth of his contribution to the area of internationalization of higher education, this book addresses the theoretical foundations of the field of international education and the implications for practice and strategy. It considers key concepts and poses questions for discussion that make Mestenhauser’s work accessible to new readers. Through a series of provocative essays, contributors to this volume examine Mestenhauser’s influence on their understanding and practice of international education, the relevance of his work today, the transferability of his ideas across contexts, and current interpretations of the field. They consider areas of agreement and disagreement that illuminate pathways for inquiry and future practice, affirming the importance of his work in a new global landscape. Mestenhauser and the Possibilities of International Education is suitable reading for all those interested in the internationalization of higher education, including higher education faculty, students, researchers, and international education and higher education policy makers.
The Met Edgar Degas: He Saw the World in Moving Moments (What the Artist Saw)
by Amy GuglielmoSee how iconic artists like Edgar Degas were influenced by their environments in this beautiful series produced in collaboration with The Met.See the world through Edgar Degas&’s eyes and be inspired to produce your own masterpieces.Have you ever wondered exactly what your favorite artists were looking at to make them draw, sculpt, or paint the way they did? In this charming illustrated series of books to keep and collect, created in full collaboration with The Metropolitan Museum of Art, you can see what they saw, and be inspired to create your own artworks, too. In What the Artist Saw: Edgar Degas, meet the famous French painter and sculptor. Learn all about how he broke new ground and captured the energy and elegance of skilled ballet dancers.In this series, follow the artists&’ stories and find intriguing facts about their environments and key masterpieces. Then see what you can see and make your own art. Take a closer look at landscapes, or even yourself, with Vincent van Gogh. Try crafting a story in fabric like Faith Ringgold, or carve a woodblock print at home with Hokusai. Every book in this series is one to treasure and keep—perfect for budding young artists to explore exhibitions with then continue their own artistic journeys.
The Met Frida Kahlo: She Painted Her World in Self-Portraits (What the Artist Saw)
by Amy GuglielmoSee the world through Frida Kahlo's eyes and be inspired to produce your own masterpieces.Have you ever wondered exactly what your favorite artists were looking at to make them draw, sculpt, or paint the way they did? In this charming illustrated series of books to keep and collect, created in full collaboration with The Metropolitan Museum of Art, you can see what they saw, and be inspired to create your own artworks, too. In What the Artist Saw: Frida Kahlo, meet the famous Mexican painter. Learn all about how she experimented with different ways of painting herself, and how she channeled her experiences into her art. Have a go at producing your own self portrait!In this series, follow the artists' stories and find intriguing facts about their environments and key masterpieces. Then see what you can see and make your own art. Take a closer look at landscapes, or even yourself, with Vincent van Gogh. Try crafting a story in fabric like Faith Ringgold, or carve a woodblock print at home with Hokusai. Every book in this series is one to treasure and keep - perfect for budding young artists to explore exhibitions with, then continue their own artistic journeys.© The Metropolitan Museum of Art, New York
The Meta-Analysis Research in Special Education: A Special Issue of Exceptionality
by Kenneth A. KavaleFirst published in 2001. The purpose of this issue is to demonstrate the advantages of meta-analysis in summarizing research in special education. Toward this end, five articles are included in this issue that deal with methodology, interpretation, and application of meta-analyses. The first article is a brief primer on meta-analysis that compares and contrasts it with more traditional review methods and describes the methodological procedures for conducting a quantitative research synthesis. The second article, summarizes findings from 24 meta-analytic efforts. The third article explores the important issue of face validity: Can we be confident about the findings from meta-analyses? The fourth article examines the controversy surrounding the meta-analysis of single-participant research: What is the best metric? The final paper reviews the process of decision making in special education by showing how meta-analytic findings can provide a comprehensive knowledge base that, combined with wisdom and experience, can be used to decide whether to include particular interventions.
Metacognition and Education: A Practical Guide For Teachers (Research on Teaching Thinking and Creativity)
by Shirley LarkinMetacognition is crucial to education in a changing world. The role of mobile applications, AI and global issues such as climate change make the need for developing learners with the ability to monitor and control their own thinking increasingly necessary. Metacognitive learners are learners who can draw on their own knowledge of their own thinking processes to optimise the conditions under which they learn best. Metacognitive learners are self-regulating and pro-active in motivating themselves to learn new skills. Metacognitive learners are strategic in terms of managing their own resources to get the best from every learning opportunity and to transfer that knowledge to new areas of work. This book is timely in demonstrating how metacognition research is addressing issues of importance in future education. The chapters are authored by an international group of scholars from four continents, who are experts in the field of metacognition and self regulation research. Drawing on their years of experience they look to the future to suggest the future trends in metacognition research. At the same time chapters are rooted in practical application and suggest ways in which the research can be translated into educational environments. The book addresses some new areas of metacognition research such as mind wandering as well as established areas such as teacher metacognition. We are also reminded to consider the social interactions between students and others and the role that relationships play in developing metacognition. Both researchers and educators of all types will find something of interest here. The book sets the trend for future trends in metacognition research.
Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought: Inside the Independent Learning Experience (Routledge Research in Educational Psychology)
by Luke CarsonWhat happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today’s students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience – what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.
Metacognition and Study Skills: A Guide for Teachers
by Jonathan FirthPupils often make poor choices when it comes to independent learning because they don’t intuitively understand how to learn. In the classroom too, they typically misjudge how well they understand new concepts, overestimate the accuracy of their own examples and underestimate how much they forget. This book reveals how a metacognitive approach to teaching can help overcome these challenges and support pupils in their learning. This approach can help them in developing the skills to become successful, self-regulated learners.Drawing on key research from cognitive science, this book explores how metacognition works in practice and argues that it is a complex skill best developed over months and years at school. It provides a blueprint for how ‘learning to learn’ alongside ‘quick wins’ that teachers can implement straight away. Chapters cover: • The metacognitive processes that underpin effective learning• Myths about learning, and how pupils’ memory really works• Quick-to-apply classroom strategies for before, during, and after tasks• Different independent study techniques and how to embed them• Developing a culture of metacognitionFull of practical strategies and case studies, this is essential reading for all teachers who want to help their pupils become successful learners in school as well as independent learners for their exam revision and beyond.
The Metacognition Handbook: A Practical Guide for Teachers and School Leaders
by Jennifer WebbMetacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.
The Metacognition Handbook: A Practical Guide for Teachers and School Leaders
by Jennifer WebbMetacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.
Metacognition in Educational Theory and Practice (Educational Psychology Series)
by Douglas J. Hacker John Dunlosky Arthur C. GraesserThis volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development
by Susan E. Israel Cathy Collins Block Kathryn L. Bauserman Kathryn Kinnucan-WelschThis volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs.Key features include:*Chapter Structure. Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters.*Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents).*Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition.This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Metacognition in Science Education
by Anat Zohar Yehudit Judy DoriWhy is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
Metacognition in the Primary Classroom: A practical guide to helping children understand how they learn best
by Peter Tarrant Deborah HoltCurrent trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement. In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13).Metacognition in the Primary Classroom demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.
Metacognition in Young Children
by Shirley LarkinMetacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.
Metacognition, Metahumanities, and Medical Education: Thinking Without the Box (ISSN)
by Alan Bleakley Quentin Eichbaum Rachel EllawayThis persuasive volume develops a novel approach to medical education and the medical humanities, making a case for the integration of the two to explore the ways in which ‘warm’ humanism and ‘cold’ technologies can come together to design humane posthumanist futures in medicine.There are many problems with conventional medical education. It can be overly technocratic, dehumanizing, and empathy-eroding, introducing artefacts that lead to harm and reproduce inequality and injustice. Use of the arts, humanities, and qualitative social sciences have been pursued as an antidote or balance to these problems. Arguing against the purely instrumentalist use of medical humanities in this way, this book addresses the importance of a genuine and open-ended engagement with humanities approaches in medicine. It discusses the impact of artificial intelligence and emerging theoretical frameworks and posthumanist perspectives, such as object-oriented ontology, on meaning making in medicine. It demonstrates how the key to such a transition is the recovery of the intrinsic art and humanity of metaphor-heavy biomedical science, in turn framed by models of dynamic complexity rather than static linearity.This book is an important contribution to debates around the medical humanities and its role in medical education. It is an essential read for scholars with an interest in these areas, as well as those working in science and technology studies and the sociology of health and illness.