Thoughts For A New Perspective
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Paul and the New Perspective
Critical studies of the two 'test cases' for James D.G. Dunn's 'New Perspective on Paul, ' Paul's Damascus experience and Gal 3:10-14, reaffirm the Reformation interpretation of Paul's doctrine of justification and confirm that Paul obtained that doctrine from his Damascus experience. The discovery that Isaiah 42 influenced Paul's interpretation of his apostolic call helps explain how Paul developed his antithesis between the Spirit and the flesh/law and why he insists on the impossibility of justification by works of the law. Contrary to the assumption of the 'New Perspective School', Seyoon Kim's studies issue a call to take Paul seriously as an important witness to his contemporary Judaism. The distinctive Pauline doctrine of Christ as the Image of God and as the Last Adam is revisited in the light of the growing interest in the apocalyptic-mystical background of Paul. The author also explicates how Paul uses the Jesus tradition in the light of the Damascus experience to develop his christology and soteriology. So, while reaffirming the significance of the Damascus event, Seyoon Kim now appreciates the Jesus tradition as equally important for the origin of Paul's gospel. Thus, the overall thesis of the book is that Paul's gospel is a child born of two parents, the Damascus revelation and the Jesus tradition
A New Perspective on PTSD
A New Perspective on PTSD is based on information I have accumulated throughout my recovery process using REBT to dismantle the flashbacks associated with PTSD. I suffered child abuse in addition to over 20 other traumas before age 32 and would flash back under stress. The therapeutic process I went through was not organized, or structured. The main fault with that type of approach is that my therapist and I would uncover issues that I found troublesome, that could not be resolved with-in the hour I was given. A New Perspective on PTSD is what I needed; a structured process for resolving the internal conflicts created by and that create flashbacks. Since I worked with many therapists, I have developed the strategic process I have now been able to provide you. This is the shortest, most direct route for dealing with and overcoming PTSD from most any experience. Combined with therapy with a PTSD specialist this book can bring your vivid reliving of the trauma down to simply an uncomfortable memory.
New Perspectives on Mind-Wandering
In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with “first-person perspective” and “personhood”, submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context. This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, “The Lines”, develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the “Circles”, groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, “The Spirals”, critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts.