The task of theologizing literature in the twentieth century -- Bergonsian conceptions of time : duration, dualism, intention -- Meeting the eternal in the present : Bergsonsism and the theology of present time in C.S. Lewis's The great divorce -- T.S. Eliot's Bergonsian "always present" : incarnation and duration in Four quartets -- W.H. Auden's themes of time and dualism : the Bergsonsian theology of "kairos and logos.".

This volume is the result of a collaborative endeavor to advance debates on environmental citizenship, while simultaneously and systematically addressing broader theoretical and methodological questions related to the particularities of ...

Embodiment as a compelling way to rethink the nature of teaching and learning asks participants to see fundamentally what is at stake within teaching/learning situations, encountering ourselves and our relations to others/otherness. Drawing predominantly on the thinking of John Dewey and Maurice Merleau-Ponty the body's role within teaching and learning is enfleshed through the concrete experiences of one middle-school science teacher attempting to teach for greater student inquiry. Personal, embodied understandings of the lived terms of inquiry enable the science teacher (...) to seek out the lived terms of inquiry in her classroom alongside students. Theories are taken up as working notions for the teacher to examine as philosophical/theoretical/pragmatic processes to be worked with, and concomitantly, working as dynamic practice at the core of the teacher's thinking and experiences. The theory/practice conjuncture of inquiry is thus enfleshed, gaining embodied understandings. Embodiment as the medium enhancing comprehension is evidenced as holding worthy implications for teacher education. Teacher education must fall into trust with the body's role in teaching and learning. (shrink)