DOCSLIB.ORG

Educating for Peace and Justice: Religious Dimensions, Grades 7-12

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Educating for Peace and Justice: Religious Dimensions, Grades 7-12 DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are the best that can be made i: * from the original document. * ******************************************************************** Educating for and Justice Religious Dimensions Grades 7-12 S DEPARTMENT OF EDUCATION 0"., oft ducAhon.il Itesea,r. anl I-",,,, "PERMISSION TOREPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION EN GRANTED BY CENTER (ERICI MATERIAL HAS B 'Ill...This document has been reproduced as received from the person or organization originating it C minor changes have been made to improve repreduction quality Points ol view or opinions stater! in this RESOURCES t:,,14r4 document do not necessarily represent TO Ta EDUCATIONAL 2 &kw! OERI posit.I. or policy INFORMATION CENTERIERICI." EDUCATING FOR PEACE AND JUSTICE: RELIGIOUS DIMENSIONS GRADES 7-12 by James McGinnis Preface to the New (8th) Edition 2 How to Use This Manual 3 Unit 1: Of Dreams and Vision 9 Unit 2: The Prophets: Bearers of the Vision 2-1 Unit 3: Faith and Culture Contrasts 41 Unit 4: Making the Connections: Social Analysis, Social Sin, and Social Change 49 Unit 5: Reconciliation: Turning Enemies and Strangers into Friends 61 Unit 6: Interracial Reconciliation 71 Unit 7: Interreligious Reconciliation 81 Unit 8: International Reconciliation 91 Unit 9: Conscientious Decision-Making about War and Peace Issues 97 Unit 10: Solidarity with the Poor 115 Unit 11: Reconciliation with the Earth 129 Appendices: Prayers and Worship Services 153 "We Are a Rainbow People" 169 "The Challenge of Peace" 173 "Racism And How to Fight It" 177 "Economic Justice for All" 181 "How to Start and Sustain a Sister Church Relationship 185 "Implementing High School Service Programs 187 Copyright ©1993 Institute for Peace and Justice 4144 Lindell Blvd., #124, St. Louis, MO 63108 314-533-4445 3 Preface to the New (8th) Edition It has been seven years since we last updated our teacher's manuals. Several major developments in our work as well as in the world have led to major changes (improvements we believe) in this volume: 1.Spiritually based and more fully interfaith Each year it becomes more obvious that our peace and justice efforts must be rooted ill our faith, in an ever deepening spirituality. We think biblical reflection and prayer should become an explicit part of our classroom teaching as well as activities and reflection outside the classroom. Thus, each unit offers some biblical reflection and encourages students to pray and journal about their study and experiences. A lengthy Appendix of prayers and worship services draws especially from Christian and Jewish tradi- tions, thanks to contributions from Rabbi Susan Talve of St. Louis and Arthur Waskow of the Shalom Center in Philadelphia, but with some Islamic, Hindu, and Baha'i sources as well. .2.Rooted in relationships The methodology of "awareness to concern to action" outlined in TOWARD COMPASSIONATE AND COURAGEOUS ACTION stresses the need to develop compassionate concern in students if they are to be moved to action. The key ingredient in this process is relationship. The more that we and our students are personally connected to the people and issues we are studying, the more likely it is that our study will be fruitful in long-term compassionate and courageous action. The uniqueness of this manual is primarily in the various 12-step processes in each of the units, designed to promote a personal relationship or friendship with the persons or groups involved. In the units on reconciliation, there are 12-step processes for interper- sonal, interracial, interreligious, and international reconciliation. There are similar 12-step processes in both the "Solidarity with the Poor" and "Reconciliation with the Earth" units. These add a special dose of vital- ity and creativity and involve the heart as much as the head in the educational process. Note: These pro- cesses bear no relationship to the 12-Step processes for dealing with addictive behaviors. 3. More affective in its methodology Relationships involve the emotions as well as the head. Many of the steps in the 12-step processes in- volve the emotions and the senses seeing, touching, singing, dancing. Furthermore, educational re- search is making it clearer to teachers that people learn in different ways for instance, some are visual learners, others audio, others kinesthetic (doing). Besides a continuing emphasis on audio-visuals, this manual integrates much more music and artistic activities than previous editions. 4.Leading to structural analysis and action for justice It is our experience that adults as well as students generally do not pursue structural analysis (searching for root or systemic causes for social injustices) and engage in social change actions (addressing these root Causes challenging policies and institutions) without some personal connections with these is- sues. So each of the 12-step processes encourages both the works of justice and the works of mercy. Some of the questions following quotations from many of the "prophets" in these units raise causal issues and can lead to more systematic structural analysis. 5.Addressing racial justice and interracial reconciliation No social evil or "-ism" more threatens the realization of God's Beloved Community than racism. Both nationally and internationally, racism continues to build barriers that make the realization of peace and justice impossible. In this volume, it is treated primarily as it is experienced in the United States, with South Africa offered as an international example. 6.Addressing the care for the earth as well as peace and justice Coinciding with the World Council of Churches emphasis for the 1990s on "Justice, Peace, and the Integrity of Creation" and the growing awareness worldwide of the essential connections among these three issues/ v,Ilues, this manual includes a major unit on the environment "Reconciliation with the Earth". It does not pretend to he a complete course or program in earth education, but it does offer a significant start in this direction and offers in its 12-step process the kind of combination of goals and activities that we think should be part of all earth education programs. 4 How to Use This Manual A. Ways of using the Manual 1. Alone There is enough in each unit for meaningful consideration of that topic.The sequence of themes is logical and effective (see section B for the rationale). The student pagesprovide engaging readings and processes for senior high students especially. They are markedwith an "SP" next to the page number and can be duplicated without permission. They generallyask questions in relation to the reading, Biblical passages, quotations from the various prophets considered,and steps in the various 12-step processes presented. Resources and additional activity possibilitiesfor the steps in these pro- cesses are given in the teacher pages that precedethe student pages. 2. With music As noted in the Preface and also on p. 6 below, there are several tapesof music we highly recom- mend for more effectively communicating with teens on these issues.They add motivation, interest, content, enjoyment and affectivity to the program.While all three are highly desirable, JOURNEY WITH JUSTICE by Jude and Doug Krehbiel is the most desirable, ifonly one can be afforded. 3. As a supplement to other high school peace and justice textsand programs Because of its truly unique features the interfaith dimension, the 12-step processes for developing re- lationships around the issues, the strong spiritual and social actiondimensions, the extensive profiles of contemporary prophets, the musical and other affectivedimensions, and the extensive invitations to students to interact with the reading and activities this manual is a wonderful complement to all of the existing high school peace and justice texts, especially those beingused in Catholic schools and re- ligious education programs. Teachers using any of the followingwill especially find this manual a help- ful addition to their course: Ronald Wilkins Sz Veronica Grover, ACHIEVING
Load more

Recommended publications
  • Mission History and Partners Recommended Reading
    Global Ministries—UCC & Disciples Middle East and Europe Mission History and Partners Recommended Reading Christianity: A History in the Middle East, edited by Rev. Habib Badr—This large tome is a collection of articles about the history of Christianity and churches of the countries of the Middle East. Comprehensive and thorough, this book was undertaken by the Middle East Council of Churches and was first available in Arabic. This translation will be of interest to any student of Middle Eastern Christianity. The Arab Christian: A History in the Middle East , by Kenneth Cragg—This book was published in the 1990’s but is indispensible in gaining an historical and contemporary perspective on Arab Christianity. It is a thoroughly researched book, and is not light reading! Cragg lived and served in the Middle East; he is and Anglican bishop. He has studies and written about Christian- Muslim relations extensively, and knows the Christian community well. He discusses history, sociology, the arts, and Christian- Muslim relations in this book. In some places, he over-simplifies my referring to an “Arab mind” or a “Muslim mind,” an approach which is rebuked by Edward Said in Orientalism , but Cragg’s study is quite valuable nonetheless. Jesus Wars , by Philip Jenkins—This book will offer much insight into the Orthodox traditions as it explores theological and Christological debates of the early church. Focusing on the ecumenical councils of the fourth century, the reader will have a better understanding of the movements within, and resultant splits of, the church. Not limited to theological debate, these divisions had to do with political and personal power as well.
    [Show full text]
  • Jewish Dimensions of a Free Church Ecclesiology: a Community of Contrast
    Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A research proposal by drs. Daniël Drost, April 2012 Supervised by Prof. Fernando Enns (promoter). Professor of Mennonite (Peace-) Theology and Ethics, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Director of the Institute for Peace Church Theology, Hamburg University. Dr. Henk Bakker. Universitair docent Theologie en Geschiedenis van het Baptisme, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Prof. Peter Tomson (extern). Professor of New Testament, Jewish Studies, and Patristics, Faculteit voor Protestantse Godgeleerdheid Brussel. The provisional title (and subtitle) of the dissertation Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A brief description of the issue which the research project will investigate The research will start by investigating John Howard Yoder’s perspective on what he provocatively calls the ‘Jewishness of the Free Church Vision.’ Strongly recommended by Stanley Hauerwas (Duke University), Michael Cartwright (Dean of Ecumenical and Interfaith Programs at the University of Indianapoils) and Peter Ochs (Modern Judaistic Studies at the University of Virginia) posthumously edited and commented on Yoder’s lectures, which he had presented at the Roman- Catholic University of Notre Dame (The Jewish Christian Schism Revisited, 2003). Mennonite theologian Yoder does a firm attempt to relate an Anabaptist (Free Church) ecclesiology to Judaism. Within the tradition of the free churches (independence from government, congregational structure, voluntary membership, emphasis on individual commitment etc.) we can identify characteristics of a self-understanding and an aspired relation to the larger society, which can also be traced in the story of the People of Israel, the Hebrew Bible, Second Temple and rabbinic Diaspora Judaism – Yoder claims.
    [Show full text]
  • Shalom Aleichem
    Rosh Hashonah ראש־השנה 2013 / 5774 This High Holiday program was created by Boston Workmen’s Circle/Arbeter Ring 1762 Beacon Street Brookline, MA 02445-2124 617-566-6281 http://www.circleboston.org We gratefully thank countless sources and the many individuals who provided inspiring and thoughtful text, poems, art and music, contributing to this richly moving annual community event. 1 Sholom Aleykhem (Instrumental, followed by singing) Leshone Toyve. Welcome to the New Year, 5774. For thousands of years the Jewish people have celebrated the New Year with joy, hope, and thoughtful reflection. Today we are here to continue that tradition. The holidays of Rosh Hashonah and Yom Kippur provide time and space for self-examination and personal reflection. We are here to reflect on the year that has passed and open our hearts to the possibilities of the year to come. Today is a day of introspection and growth, of assessment and healing, of receptiveness and renewal. We evaluate and measure ourselves and our choices. We strive to take responsibility and to write our own destiny for the New Year. We ask: What has transpired this past year and what adjustments can we make to the next year individually, in our communities, and in the world? What do Rosh Hashonah and Yom Kippur mean to our community and to our families and ourselves? Today, we will consider these questions together, as a community. At this time, please turn and introduce yourself to someone sitting near you. If you are comfortable, join hands as we sing. Hiney Ma Tov (How Good and Pleasant It Is for People to Live Together in Unity) Hiney ma tov umanayim Shevet akhim gam yakhad Hiney ma tov umanayim Shevet akhim gam yakhad Hiney ma tov Shevet akhim gam yakhad Hiney ma tov Shevet akhim gam yakhad Oy vi gut un vi voyl es is Brider un shvester tsuzamen Oy vi gut un vi voyl es is Brider un shvester tsuzamen Oy vi voyl es iz Brider un shvester tsuzamen Oy vi voyl es iz Brider un shvester tsuzamen 2 The Names of the Holiday There are different names for the holiday we are celebrating today.
    [Show full text]
  • The Revolution of Everyday Life
    The Revolution of Everyday Life Raoul Vaneigem 1963–1965 Contents Dedication ............................................. 5 Introduction ............................................ 5 Part I. The Perspective of Power 7 Chapter 1. The Insignificant Signified .............................. 8 1 ................................................ 8 2 ................................................ 9 3 ................................................ 9 4 ................................................ 11 Impossible Participation or Power as the Sum of Constraints 12 Chapter 2. Humiliation ...................................... 12 1 ................................................ 12 2 ................................................ 14 3 ................................................ 16 4 ................................................ 17 Chapter 3. Isolation ........................................ 17 1 ................................................ 17 2 ................................................ 19 Chapter 4. Suffering ........................................ 20 2 ................................................ 22 3 ................................................ 23 4 ................................................ 24 Chapter 5. The Decline and Fall of Work ............................. 25 Chapter 6. Decompression and the Third Force ......................... 28 Impossible Communication or Power as Universal Mediation 32 Chapter 7. The Age of Happiness ................................. 32 1 ...............................................
    [Show full text]
  • 2011 Issue 6 -- Israel Tour, Baltic Trip
    International Bible Teaching Ministry Update 2011 Issue 6 -- Israel Tour, Baltic Trip "Challenging men and women of faith to think" All newsletters available at the main website, douglasjacoby.com. This website contains over 8000 pages of (free) material. The second (subscription) website contains advanced N.T. studies as well as weekly O.T. podcasts. That address is jacobypremium.com. 1 November 2011 Damascus Gate Hello from Jerusalem! This morning I walked completely around the massive city walls. I was inspired by Psalm 48:12- 13: "Walk about Zion, go around her, count her towers, consider well her ramparts, view her citadels, that you may tell of them to the next generation." The 90-minute stroll reminded me of all the incredible things we've experienced here in the Holy Land during this year's tour. We prayed in Gethsemane, swam in the Dead Sea, and inspected the Dead Sea Scrolls, proof that the Bible has been well preserved through the millennia. We ate hummus in Bethlehem, explored Armageddon, and sat at the feet of those (on both sides) whose lives have been ravished by the Palestinian conflict. The Bible came alive as we walked on the Temple Mount and in the synagogue in Capernaum. We even saw the ossuary (bone box) of the high priest who plotted Jesus' crucifixion, as well as the monument of Pontius Pilate, who authorized it. You'll find dozens of fascinating photos from the trip here. Please take a peek! The 2011 Biblical Study Tour (Israel and Jordan) has been both exciting and unifying, with participants from all corners of the Restoration Movement (Churches of Christ, Christian Churches, International Churches of Christ, and International Christian Church).
    [Show full text]
  • In Search of the Ice Age Tropics, a Tribute to Prof. Daniel Livingstone and Prof
    Quaternary Research (2018), 89,1–6. SPECIAL ISSUE Copyright © University of Washington. Published by Cambridge University Press, 2018. This is an Open Access article, distributed under the terms of the Creative Commons Tribute to Daniel Livingstone and Paul Colinvaux Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. doi:10.1017/qua.2017.109 In search of the ice age tropics, a tribute to Prof. Daniel Livingstone and Prof. Paul Colinvaux Mark B. Busha*, William D. Goslingb,c aDepartment of Biological Sciences, Florida Institute of Technology, Melbourne, Florida 32901, USA bInstitute for Biodiversity and Ecosystem Dynamics, University of Amsterdam, 1090 GE Amsterdam, the Netherlands cSchool of Environmental, Earth and Ecosystem Sciences, The Open University, Milton Keynes MK7 6AA, United Kingdom (RECEIVED November 20, 2017; ACCEPTED December 2, 2017) PIONEERS OF TROPICAL PALEOECOLOGY to be dated. This development transformed the study of lake sedimentary sequences, allowing real chronologies Daniel Livingstone and Paul Colinvaux (Fig. 1a and b) were to be developed and to set aside assumptions that similar look- intellectual pioneers who helped to shape modern tropical ing vegetation changes were coeval. Emiliani’s (1955) isotopic paleoecology. Linked in life by bonds of friendship, they record of marine sediment provided the first strong record of the shared a common philosophy of challenging conventional changes of global temperature within the Quaternary. wisdom and exploring remote areas to seek answers. Dan and That Quaternary ice ages were relatively slow to develop, Paul both had common starts to their research careers with stair-stepping down toward a maximum cooling, before PhD’s focused on the arctic (Livingstone, 1955a) and strong rapidly bouncing out into interglacial conditions, was of tre- early influence and guidance from Prof.
    [Show full text]
  • Toward an Understanding of the Sermon As a Temple Text
    Toward an Understanding of the Sermon as a Temple Text In the limited time Jesus spent with the Nephites, he taught them things of ultimate importance. He gave them a series of commandments, which they then agreed to obey. They were solemnly admonished to “keep these sayings” so that they would “come not under condemnation; for wo unto him whom the Father condemneth” (3 Nephi 18:33). This was serious, sacred business. Although the Savior forbade the disciples to write or speak some of the things they saw and heard (see 3 Nephi 26:18), and while a person can interpret this Christophany in many ways, the recorded material lends itself readily to a ritual understanding. The types of actions, pronouncements, instructions, roles, symbols, images, and injunctions found in the Sermon at the Temple are ritually repeatable. By considering the sequence and substance of these materials, we can visualize the outlines— sometimes faintly, other times quite distinctly—of the solemn, ceremony-like experience Jesus presented to those he met at the temple. The temple setting of the Sermon, accordingly, invites us to examine each of its momentous elements with a temple context in mind. In the following pages, I shall explore the forty-eight elements of the Sermon that I have identied, examining in particular their possible roles in establishing or preparing to establish covenant relationships between God and his people and the capacity of those elements to be ritualized. For corroboration and elaboration, I draw upon various ritual aspects of early Christianity, Near Eastern temple typology, continuities between Jesus’ Sermon and Israelite temple practices or cultic texts, and modern Latter-day scriptures and teachings.
    [Show full text]
  • Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources
    Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources Ken Butigan, Mary Litell, O.S.F., and Louis Vitale, O.F.M. Pace e Bene Nonviolence Service Sponsored by The O.F.M. Justice, Peace and Integrity of Creation International Council and The Interfranciscan JPIC Commission 2 Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources Ken Butigan, Mary Litell, O.S.F., and Louis Vitale, O.F.M. Pace e Bene Nonviolence Service 3 2003. Pace e Bene Nonviolence Service. For information, please contact: Pace e Bene, 1420 W. Bartlett Ave., Las Vegas, NV 89106, USA. (702) 648-2281, www.paceebene.org. Sponsored by The OFM Justice, Peace and Integrity of Creation International Council and the Interfranciscan JPIC Commission Grateful acknowledgement is made to the following for permission to reprint excerpts from copyrighted material from Anthonian Magazine written by Herman Schaluck, O.F.M. © 1995 by St. Anthony’s Guild. Reprinted by permission. Excerpts from Clare of Assisi: Early Documents by Regis J. Armstrong, O.F.M. Cap., copyright © 1988 by Paulist Press and reprinted by permission. Excerpts from Francis of Assisi: Early Documents, Vol. 1, The Saint edited by Regis Armstrong, O.F.M. Cap., J. A. Wayne Hellman, O.F.M. Conv., and William Short, O.F.M., copyright © 1999 by New City Press. Reprinted by permission. Excerpts from Francis of Assisi: Early Documents, Vol. II, The Founder edited by Regis Armstrong, O.F.M. Cap., J. A. Wayne Hellman, O.F.M. Conv., and William Short, O.F.M., copyright © 2000 by New City Press. Reprinted by permission.
    [Show full text]
  • Special Appeal from Joanna Macy, Anne Symens-Bucher and Daniel Ellsberg
    Nevada Desert Experience 1420 West Bartlett Avenue Las Vegas, NV 89106 702.646.4814 www.NevadaDesertExperience.org Interfaith Resistance to Nuclear Weapons and War Coordinating Committee 1 December 2009 Ming San Lai, Chair Sacramento, CA Dear Friends, Johnnie L. Bobb and Dr. Bonnie Bobb It is high time we close the Nevada Test Site. Austin, NV If we are going to work for a world without nuclear weapons, as President Obama has Alan Edmonson declared we must, closing the Nevada Test Site would be a concrete, confidence-building Pleasant Hill, CA sign to the world that the US will not enlarge or re-shape its nuclear stockpile, and is National Council sincere in working for nuclear disarmament. Janet Chisolm Since 1982, Nevada Desert Experience (NDE) has been leading the call to close the Bangor, PA Nevada Test Site, address the problems of radioactive contamination, and honor the Treaty Chelsea Collonge of Ruby Valley (1863), which acknowledges that this land belongs to the Western Albuquerque, NM Shoshone Nation. JoAnn Yoon Fukumoto Pearl City, HI We write to invite you to join us in helping NDE to achieve its mission “to stop nuclear Bishop Thomas Gumbleton weapons testing and development through a campaign of prayer, education, dialogue, and Detroit, MI nonviolent direct action.” Joe Kennedy It is high time we close the Nevada Test Site, and NDE can help make it happen. Dyer, NV Marcus Page New weapon systems are still being developed, and the special status of the Nevada Test Albuquerque, NM Site keeps it active and on alert — even without full-scale nuclear bomb tests.
    [Show full text]
  • Angélique Kidjo
    10 APRIL Angélique Kidjo April May June 2015 THIS EDITION David Helfgott returns Rhythm & blues diva Mavis Staples Metropolis New Music Festival 2015 The comic genius of Buster Keaton & Blue Grassy Knoll PP100016130 Jake Shimabukuro 11 APRIL April May June 2015 THIS EDITION Blues pioneer John Mayall Powerhouse vocalist Beth Hart Metropolis New Music Festival 2015 Angélique Kidjo a force in African music Paris Combo – our favourite French export PP100016130 Monday Tuesday Wednesday Thursday Friday Saturday Sunday Joe Chindamo & Beth Hart – p5 Lifeblood – p5 Zoë Black 1 – p4 Mavis Staples – p4 APRIL 01 02 03 04 05 Opposites Day with Opposites Day with Baby Little Promises – p8 An Affair to Paul Grabowsky – p10 Peter & the Wolf – p10 Love Music Fun – p7 Baby Love Music Fun Dismember – p9 Jake Shimabukuro – p9 Melb Piano Trio p7 The Romantic English – p7 Angélique Kidjo – p8 in Recital – p10 John Mayall – p6 Strings of the Soul Tour University of Melb 06 07 p7 08 09 10 11 Orchestra – p10 12 Welcome Louis Lortie – p11 Oriental Horizons – p12 Mostly Mozart: Mozart Something Borrowed Buster Keaton's Cops, The Virtuoso the Romantic – p12 p13 One Week & The Goat Recorder – p15 Join us for inspiring music at Melbourne Recital Centre this autumn. In April, the Centre Soloist in the Spotlight: Etihad Airways, the national airline of Sarah Chang – p12 Lagrime Mie: Tears & Augie March – p13 p14 presents legendary blues and roots artists Mavis Staples, Beth Hart, John Mayall, Angélique Lullabies – p13 The Mogilevski Duo the United Arab Emirates, is proud to 13 14 15 16 17 p14 18 19 Kidjo, and ukulele wunderkind Jake Shimabukuro, while the Great Performers series partner with Melbourne Recital Centre.
    [Show full text]
  • Catholics in Congress URGH New Cardinals
    x r - r * o o — c r i c ~. CD O **sj H c x c x Catholics in Congress CO CO > m cc CD ►—j 33 ( f - o CZ 1---! ‘2 ’ Q X pc m 98th to have a record 141 O 2 IT. O C JTON (NC) - The Catholics — was set at the election bids, accounting for the 13), New Jersey (nine of 16) and o 2 T Third are Episcopalians, with 61 r * *—• ess, which convened beginning of the 97th Congress two members. six-seat gain. California (nine of 47). CD C ill have a record 141 years ago. There were 129 The 17 Catholics in the Senate As for party affiliation, 96 of the Catholics in both the95th Congress BUT IN TERMS of percentage, X a survey of the new remain identical to two years ago, 141 Catholics are Democrats and S o io w s . (1977-78) and 96th Congress (1979- meaning that the entire six-seat 45 are Republican. In the 97th the "most Catholic" delegation ■ '9 * A »—I {J j 80). ey, made by Ameri- increase for Catholics in the new Congress, 89 of the 135 Catholics will come from New Mexico, CO where all three representatives t H - < d for Separation of Congress came in the House of were Democrats and 46 were > X) State, which monitors Representatives. Republican. and one of two senators are aetween government CATHOLICS CONTINUE to be The largest state delegation of Catholics. r n By contrast there will be no H n, found that 17 of 100 the largest faith group in Actually there will be 21 Catholics will come from New —.
    [Show full text]
  • Read Book Blood Brothers the Dramatic Story of a Palestinian
    BLOOD BROTHERS THE DRAMATIC STORY OF A PALESTINIAN CHRISTIAN WORKING FOR PEACE IN ISRAEL 2ND EDITION PDF, EPUB, EBOOK Elias Chacour | 9780800793210 | | | | | Blood Brothers The Dramatic Story of a Palestinian Christian Working for Peace in Israel 2nd edition PDF Book Being that we are an Orthodox Christian family, I also had some concerns about how the overall Christian connection would be framed. I learned so much from this book. Fantasy written in page-turner thriller style. Baker's own efforts toward Holy Land peace makes his foreword all the more influential as well as informative for the reader. Who is the fighter for liberty? Thanks for emphasising the importance of a balanced stand against violence from all sides and thanks for reigniting a tiny glimmer of hope for peace when people who follow Jesus aim to be spokespeople for reconciliation. Christians have lived in Palestine since the earliest days of the Jesus movement. But early in , their idyllic lifestyle was swept away as tens of thousands of Palestinians were killed and nearly one million forced into refugee camps. Showing About Elias Chacour. Anonymous User It means we conquer by stooping, by serving with love and kindness, even if it means personal danger or financial hardship. I know you know. We have reduced the kingdom of God to private piety; the victory of the cross to comfort for the conscience; Easter itself to a happy, escapist ending after a sad, dark tale. I learned a lot about the Palestinian experience post-WWII, beginning with the arrival of the Zionists and the takeover of land and village.
    [Show full text]