Justice On The Cross


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Official Reports of the Debates of the House of Commons of the Dominion of Canada


Official Reports of the Debates of the House of Commons of the Dominion of Canada

Author: Canada. Parliament. House of Commons

language: en

Publisher:

Release Date: 1900


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Way of the Cross--Way of Justice


Way of the Cross--Way of Justice

Author: Leonardo Boff

language: en

Publisher: Wipf and Stock Publishers

Release Date: 2021-05-01


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“Theology has two eyes. One looks back toward the past, where salvation broke in; the other looks toward the present, where salvation becomes reality here and now. “This Way of the Cross seeks to use both eyes of theology. It is a Way of the Cross, with one eye focusing on the historical Jesus: his life, condemnation, death, and resurrection. It is also a Way of Justice, its other eye focusing on the Christ of faith who continues his passion today in his brothers and sisters who are being condemned, tortured, and killed for the cause of justice. “In the light of the perspectives and convictions acquired over the course of seven years of christological studies, I now present this Way of the Cross, which is meant to be a prayerful theology or a theological prayer.” Leonardo Boff, from the Introduction

Values, Education, Emotional Learning, and the Quest for Justice in Education


Values, Education, Emotional Learning, and the Quest for Justice in Education

Author:

language: en

Publisher: BRILL

Release Date: 2024-07-15


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In this book, emotional teaching-learning is explored as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions. Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.