A robust rationale on what schools should teach and how.

The design of school curricula involves deep thought about the nature of knowledge and its value to learners and society. Such a serious responsibility raises a number of questions: What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? The blurring of distinctions between pedagogy and curriculum, as well as that between experience and knowledge, has resulted in a confusing message for teachers about the part that each plays in the education of children. This book aims to dispel confusion through a robust rationale for what schools should teach, offering key understanding to teachers of the relationship between knowledge and their own pedagogy. This second edition includes new chapters on chemistry, drama, music, and religious education, as well as an updated chapter on biology. A revised introduction reflects on the emerging discourse around decolonizing the curriculum and on the relationship between the knowledge that children encounter at school and in their homes.
 

The Word of Truth, Sealed by the Spirit is a collection of seven essays pertaining to the topic of biblical inspiration and truth. Two chapters provide a critical analysis of the Pontifical Biblical Commission’s 2014 document The Inspiration and Truth of Sacred Scripture and reflect upon its relevance and outcome. Five chapters respond to a particular aspect of this document by investigating a hermeneutical or exegetical question in order to advance the dialogue on the questions of biblical inspiration and truth. This book is intended not only for Catholic seminary and university professors and students but also Protestant scholars and students, as well as catechized lay people of all Christian denominations. Luis Sánchez-Navarro, DCJM, writes on the importance of understanding the relationship between revelation, biblical inspiration, and truth for both biblical interpretation and for Christian living. Michael Magee provides a critical analysis of the PBC document by situating it within the recent history of the Church’s attempts to clarify the theology of biblical inspiration and truth. Matthew C. Genung studies Exodus 19 in its context, showing that the Bible itself indicates that its nature as emended Scripture pertains to its inspired character. Anthony Pagliarini writes about the Book of Ezekiel as inspired Scripture given the non-fulfillment of Ezekiel’s prophetic vision of the restored Temple. Aaron Pidel, SJ, analyzes Joseph Ratzinger’s writings on hermeneutics and biblical theology, to propose a reliable methodology for determining the historicity of conflicting biblical reports. Marcin Kowalski, analyzing 1 Corinthians 11:2–16, addresses the question of the inspired character of a text at variance with changing gender roles in society. Kelly Anderson evaluates biblical texts depicting an inner-trinitarian dialogue in order to shed light on the relationship of inspired Scripture to the eternal dialogue of God.

Three years before his death, Michel Foucault delivered a series of lectures at the Catholic University of Louvain that until recently remained almost unknown. These lectures—which focus on the role of avowal, or confession, in the determination of truth and justice—provide the missing link between Foucault’s early work on madness, delinquency, and sexuality and his later explorations of subjectivity in Greek and Roman antiquity.