E.M. Standing edits a compilation of essays by Maria Montessori and others on religious education for children. Dr. Montessori describes the need for a particular kind of religious education for children--one that respects their individual religious experience and helps them experience the Liturgy in a concrete way. She saw the fulfillment of her whole work in education in the application of it to religious education. Other essays include: Montessori Principles in the Light of Scholastic Philosophy by E.M. Standing; Catechism for the Young by Reverend Mother Isabel Eugenie, R.A; and The Maria Montessori School of Religion (Rome) by Sofia Cavalletti; and others. In Part Three, practical examples are given for implementing Montessori's idea of religious education.

Respect for the child's nature, which God Himself demands of us, compels us to search most carefully for those conditions in which children can abandon themselves most easily to God. Furthermore--through the influence of the same enlightening and compelling grace--the child will reveal to us, in certain moments, how he makes his own approach to God.
This discovery will be a great joy to us and, after those needs have been revealed to us, we must make every possible effort to create those conditions which are adapted to their satisfaction. We shall then probably have to create an altogether different environment, and we shall also have to modify considerably our own personal attitude toward the child. Dr. Montessori

Si estás insatisfecho con tu vida cristiana, este libro es para ti, porque hay más. Y si estás buscando un amigo, alguien que te ame por siempre, este libro también es para ti.

Él no es un lujo, es una necesidad para el cristiano. No se supone que puedas vivir la vida cristiana sin Él.
Este libro es para quienes no se conforman, para quienes no están satisfechos con lo que la religión les enseñó, para quienes quieren lo mejor de Dios.

Además de ser una Persona Divina y el mejor amigo que podrás tener, Él también es el poder de la deidad, el Espíritu Santo es además la clave del avivamiento. Es histórico, Jesús lo dijo: No os dejaré huérfanos, vendré a vosotros; y No con ejército ni con fuerza, sino con mi espíritu. Ha dicho Jehová de los ejércitos.

Everyone can go farther and faster with someone coaching them than they can on their own. This is true in sports, it's true in your health, it's true in business and it's also true in ministry. Jim Wideman has always admired coaches. As a student of great teams in sports and ministry, Jim says, Show me a successful team and I'll show you a great coach. Jim's also noticed truly great coaches have developed the skills to produce a winning team wherever they coach. They have also learned how to assemble other great coaches around them. That's exactly what Jim has done in EVERYONE DOES BETTER WITH A COACH: Practical Solutions For Kidmin & NextGen Leaders. Jim has assembled some of the brightest and best coaches from his Think Different Coaching Network. We identified some of the most common struggles that today's Kidmin & NextGen leaders are facing and asked each one to offer five solutions to bring clarity and turn each challenge into an opportunity. Each coach will also offer you a question to help guide you to taking your first step. Get a coach on your team to help guide you to victory. EVERYONE, YES EVERYONE DOES BETTER WITH A COACH.

The number 7 is seen throughout the Bible and every religious text, just as I am is a universal story told to mankind in every culture and science. It is a mystery to be revealed, the only hope that we can all be one with the cosmos and the laws of nature of what we call God for our salvation before it is too late. It is my greatest love and care and my lifetime work to give this information to help and explain our dilemma.

The contributors--drawing from diverse academic disciplines and experiences-propose that when we prioritize the well-being of all, our notions of success and purpose are elevated. They argue that this necessary shift in vocational frameworks allows college educators to challenge dominant ways of thinking about vocation as well as thinking about what is common and what is good. The contributors offer pedagogies, models, and practices that orient vocation towards the well-being of the community--highlighting the importance of justice, compassion, dialogue, and action in our responses to the traumas of personal, historical, and communal life.

Given the increasing polarization of contemporary civic life and the challenges of the higher education landscape, educating for vocation brings skills and practices that can address such pressing issues. When we orient vocation towards collective well-being, we can better hear and respond to others, near and far. Building on the earlier three volumes in this series, this volume's contributors challenge our campuses and communities to reframe our notions of success to prioritize mutual flourishing for the common good.

On forming people who form communion

Theological education has always been about formation: first of people, then of communities, then of the world. If we continue to promote whiteness and its related ideas of masculinity and individualism in our educational work, it will remain diseased and thwart our efforts to heal the church and the world. But if theological education aims to form people who can gather others together through border-crossing pluralism and God-drenched communion, we can begin to cultivate the radical belonging that is at the heart of God's transformative work.

In this inaugural volume of the Theological Education between the Times series, Willie James Jennings shares the insights gained from his extensive experience in theological education, most notably as the dean of a major university's divinity school--where he remains one of the only African Americans to have ever served in that role. He reflects on the distortions hidden in plain sight within the world of education but holds onto abundant hope for what theological education can be and how it can position itself at the front of a massive cultural shift away from white, Western cultural hegemony. This must happen through the formation of what Jennings calls erotic souls within ourselves--erotic in the sense that denotes the power and energy of authentic connection with God and our fellow human beings.

After Whiteness is for anyone who has ever questioned why theological education still matters. It is a call for Christian intellectuals to exchange isolation for intimacy and embrace their place in the crowd--just like the crowd that followed Jesus and experienced his miracles. It is part memoir, part decolonial analysis, and part poetry--a multimodal discourse that deliberately transgresses boundaries, as Jennings hopes theological education will do, too.

Lilly Fellows Program Book Award (2023)

E.M. Standing edits a compilation of essays by Maria Montessori and others on religious education for children. Dr. Montessori describes the need for a particular kind of religious education for children--one that respects their individual religious experience and helps them experience the Liturgy in a concrete way. She saw the fulfillment of her whole work in education in the application of it to religious education. Other essays include: Montessori Principles in the Light of Scholastic Philosophy by E.M. Standing; Catechism for the Young by Reverend Mother Isabel Eugenie, R.A; and The Maria Montessori School of Religion (Rome) by Sofia Cavalletti; and others. In Part Three, practical examples are given for implementing Montessori's idea of religious education.

Respect for the child's nature, which God Himself demands of us, compels us to search most carefully for those conditions in which children can abandon themselves most easily to God. Furthermore--through the influence of the same enlightening and compelling grace--the child will reveal to us, in certain moments, how he makes his own approach to God.
This discovery will be a great joy to us and, after those needs have been revealed to us, we must make every possible effort to create those conditions which are adapted to their satisfaction. We shall then probably have to create an altogether different environment, and we shall also have to modify considerably our own personal attitude toward the child. Dr. Montessori

A Legacy of Religious Educators examines individuals who shaped the educational foundations of the church. These chapters, on well-known patristic and medieval scholars such as Augustine, Anselm, and Aquinas; renowned theologian-educators such as Luther, Calvin, Edwards and Wesley; and modern-day educators such as Henrietta Mears, C.S. Lewis, and Frank Gaebelein, reflect the contextualized theology of education of significant educators who have profoundly influenced religious education, in both the church and society.

In this remarkably innovative book, Lakisha R. Lockhart-Rusch offers a fresh vision for theological education rooted in the embodied insights of black women. Acknowledging the historical reality that play has often been a privilege reserved for those in power, Lockhart-Rusch shows how play has nonetheless functioned as a hidden space of agency, healing, and resistance for black women. Using the game of Double Dutch as an extended metaphor, she demonstrates how a womanist pedagogy of play offers a transformative encounter with the love of self and of God for students from all backgrounds. Coupling theory with practical tools, this book equips theological educators to teach across difference for the liberation of all.

Every theology student has to write a research paper, but many do not know how to go about doing theological research. In this brief guide, Michael Kibbe introduces students to the basics of academic research, including how to gather and engage different sources, use online databases and bibliography software, and avoid common mistakes.

From the Vatican:
What our Catholic schools should be - and how to judge whether they are!

At a conference at Catholic University in the Fall of 2005, Archbishop J. Michael Miller, the man responsible for Catholic education around the world, distilled for his audience the Church's teachings on Catholic education. So well received were his remarks - and so important - that Solidarity Association, which sponsored the conference, asked Archbishop Miller to expand his themes into this small book.

Here, after a preliminary statistical look at the state of Catholic education in America, Archbishop Miller explains the Church's position on parental and governmental rights and obligations in education. Then he lists and explains the five marks of all good Catholic schools - marks which serve as standards by which to judge a school's Catholic identity and as goals for schools that seek to educate their students as the Church wants them to be educated.

This book is essential reading for all Catholics concerned about Catholic education.

Documents cited by Archbishop Miller include the five major documents published by the Congregation for Catholic Education since Vatican II:

• The Catholic School (1977)
• Lay Catholics in Schools: Witnesses to Faith (1982)
• The Religious Dimension of Education in a Catholic School (1988)
• The Catholic School on the Threshold of the Third Millennium (1997)
• Consecrated Persons and Their Mission in Schools: Reflections and Guidelines (2002)
• Plus: The Code of Canon Law (1983)

This volume includes the 1929 version of The Child in the Church prepared by E.M. Standing and the sequel to that never before printed in English: The Life of Christ in the Liturgical Year translated from Italian. The third section is a taken from a series of talks Montessori gave and was compiled in 1955 by Georgette and Anne-Marie Bernard in a French book called L'Education Religieuse. Montessori reprinted The Life of Christ is the Liturgical Year in 1949, and that is the text which we have translated. This and the talks, completed just a few years before her death, seem to be a culmination of her experiences. The seeds of the Catechesis of the Good Shepherd are contained in these pages and Catechists and Montessori teachers alike will find rich food, but not too much to ponder as they continue to follow the child.

This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.

Invites us to engage in the creative process, live creative, authentic, playful lives.

Berryman invites the reader into a creative process that explores what it means to be spiritually mature, starting with Jesus' injunction to become like a child. What does this mean at the literal level? the figurative level? the mystical level? the ethical level? The structure of the process parallels the book's organization and the structure of Christian worship, as well as the arc of life itself. The steps on this journey begin when we enter, and the world of childlike maturity opens to us as we respond with inarticulate wonder and gratitude.

Berryman includes stories and examples from his long career working with children, which adds warmth and appeal to the book. He has described this volume as his summary, theological statement.