Book Description
From one of America's most celebrated educators, an inspiring guide to transforming every child's education
In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher responsible for these accomplishments.
From the man whom The New York Times calls “a genius and a saint” comes a revelatory program for educating today's youth. In Teach Like Your Hair's on Fire!, Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith's classroom are “Be Nice, Work Hard,” and “There Are No Shortcuts.” His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair's on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation's children. BACKCOVER:
Praise for Rafe Esquith:
“Rafe Esquith is my only hero.”
—Sir Ian McKellan
“Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith's fifth grade class as it mounts its annual Shakespeare play. Sound like a grind? Listen to the peals of laughter bouncing off the classroom walls.”
—Time
“Esquith is a modern-day Thoreau, preaching the value of good work, honest self-reflection, and the courage to go one's own way.”
—Newsday
Customer Reviews:
A lack of balance..........2007-10-18
Anyone that teaches twelve hours a day, six days a week, has got to be missing a great deal of "balance" in their own life. Remember, every strength has a weakness. There are some good points that can be learned here by Mr. Esquith, but take all of this with a grain of salt, and know, that you can still be a great teacher without commiting seventy two hours a week to your craft. "There is no free lunch"
Too good to be true? I think so........2007-10-09
A couple years ago I wrote an Amazon review of Esquith's first book, which you can find at "There Are No Shortcuts." I liked some of its ideas while finding the author a manipulative loony.
Afterwards, a credible-seeming series of emails arrived to my email address from somebody who said he was a former student of Mr. Esquith. He spelled out in detail accusations against Esquith in terms of his controlling and inappropriate relations with students. He asked for help in exposing them publicly. I urged him to contact a journalist or school officials.
Now, I don't know if any of this was true, of course. And teachers are very vulnerable to being falsely accused. But now that I see Esquith put out another book this year AND that some Hollywood types put out a book about his Shakespeare troupe, I have to wonder if anybody is going to investigate this guy?
It is astonishing to me that his megalomania, so obvious to many other reviewers on here, is glossed over by his fans like it was just a mild flaw like "caring too much" or being forgetful. Megalomania in a teacher is a very dangerous thing! He is not a college professor but a teacher of 5th graders! Having read his work, I know I would not trust him with my child.
priceless.......2007-10-02
As a mom of a 3rd and 4th grader I can't say how grateful I am to have run across this book. Rafe has distilled years of experience and success with children into what amounts to a powerful guidebook for anyone raising kids. A previous reviewer recommended borrowing this book from the library. I am grateful I bought it, and, having read it, would be happy to pay a lot more for it if I had to. My copy is full of post-its, placed to remind myself of great pieces of information, advice and inspiration to follow up on. I have attended classes on parenting, read books on parenting, listened to radio programs on parenting etc, so I can honestly say: this book is a jewel. It was also very entertaining to read, with lots of moving anecdotes. I am so glad the author squeezed in the time to share his vast experience with the rest of the world.
Wish I'd Read This Years Ago.......2007-09-06
Rafe is the courageous teacher I wish I'd been in my career. He brings so much of himself and his passions into the classroom. While this book doesn't spell it out, it's obvious that he's had to find ways around school and district policies that could have kept him from creating a classroom environment of high achieving students year after year.
The sheer efficiency and effectiveness of his teaching is astounding! Not only should every teacher read this book, but so should every administrator, teacher educator, and policy maker. For parents, the book is full of practical tips for raising children and developing character. I'd have loved to have done my teacher training in Rafe's classroom.
Extraordinary.......2007-09-05
Rafe is an extraordinary person and teacher. He practices what he preaches and sets an incredible example for other teachers. Rafe knows how to get results. He has 25 years experience and is extremely willing to help up and coming teachers (I know this personally).
I highly recommend his books to all educators. We should all follow such an example of integrity, hard work and creativity. If we did, education would be changed forever.
Book Description
This book presents the concept of ethical knowledge as it is revealed, as it is challenged, and as it may be used in schools. The book combines empirical expressions of teachers' beliefs and practices with a discussion of the connections between the moral dimensions of schooling and applied professional ethics in teaching:
- Ethical knowledge relies on the teacher's awareness, understanding, and acceptance of the demands of moral agency.
- Ethical knowledge is compromised by moral dilemmas and complexities that routinely challenge teachers.
- Moral tensions may be eased by three avenues of renewal based on heightened attention to ethical knowledge: a renewed sense of teacher professionalism, renewed school cultures, and renewed teacher education and professional learning.
The Ethical Teacher is for teachers and teacher educators and for those who conduct research about their worlds.
Book Description
This book provides readers with a clear, straightforward writing style, an abundance of examples, detailed real-life cases, and current data and statistics. It aims to 1) introduce ethical concepts that are relevant to resolving moral issues in business, 2) develop the reasoning and analytical skills needed to apply ethical concepts to business decisions, 3) identify moral issues specific to business, and 4) examine the social and natural environments within which moral issues in business arise.
Chapter topics cover ethics and business, ethical principles in business, the business system, ethics in the marketplace, ethics and the environment, the ethics of consumer production and marketing, the ethics of job discrimination, and the individual in the organization.
For anyone in business.
Customer Reviews:
I would not recomend the book.......2007-06-05
The author uses too many sophisticated words, therefore, the student won't remember much of the material that was just read. I would not recommend the book, it is not going to put any depth into the topic. Most of the time reading this book turned out to be worthless
Book Description
Named by Time magazine as one of the 100 most important innovators of the century, Tariq Ramadan is a leading Muslim scholar, with a large following especially among young European and American Muslims. Now, in his first book written for a wide audience, he offers a marvelous biography of the Prophet Muhammad, one that highlights the spiritual and ethical teachings of one of the most influential figures in human history. Here is a fresh and perceptive look at Muhammad, capturing a life that was often eventful, gripping, and highly charged. Ramadan provides both an intimate portrait of a man who was shy, kind, but determined, as well as a dramatic chronicle of a leader who launched a great religion and inspired a vast empire. More important, Ramadan presents the main events of the Prophet's life in a way that highlights his spiritual and ethical teachings. The book underscores the significance of the Prophet's example for some of today's most controversial issues, such as the treatment of the poor, the role of women, Islamic criminal punishments, war, racism, and relations with other religions. Selecting those facts and stories from which we can draw a profound and vivid spiritual picture, the author asks how can the Prophet's life remain--or become again--an example, a model, and an inspiration? And how can Muslims move from formalism--a fixation on ritual--toward a committed spiritual and social presence? In this thoughtful and engaging biography, Ramadan offers Muslims a new understanding of Muhammad's life and he introduces non-Muslims not just to the story of the Prophet, but to the spiritual and ethical riches of Islam.
Customer Reviews:
Interesting book about the prophet.......2007-10-01
This book was great to show details about the prophet Mohammad's life. Tariq Ramadan captured in his very well researched book an unkown side of a great man. Unfortunately at some points he writes somewhat differential between sunni and shia, not realizing that at the prophet's time there was no such distinction.
Tariq is a true Muslim.......2007-06-07
this is a must read for all Muslims, curious non-Muslims and Islam-haters alike.
Tariq provides a beautiful meditation on the life of the Prophet, quoting great ayats from the Qur'an and hadith. IN THE FOOTSTEPS OF THE PROPHET is an easily-digestable yet profound work of truth. This book provides all who read it with the essence of Islam and the life of the Prophet.
Islamist Apologist.......2007-04-24
An Islamist apologist through-and-through. While couching the traditional Islamic double-speak in PC terms appealing to many in the West, distorts the true history of Muhammad's actions and words, as well as the real method by which Islam spread which was by the sword and not by persuasion.
His condemnation of intentional attacks on civilians is tempered by an innocuous-seeming suggestion: that they will cease when European, U.S., and Israeli foreign policies bend to terrorists' underlying demands.
There is nothing of worth here or in any similar work which seeks to justify Islamist aspirations and methods, while ignoring the real problem which is the reformation of Islam, necessary in order to allow it to live in peace with other beliefs and customs.
better than Jesus.......2007-04-16
In the West Jesus is held up as a model. But his teachings can be used only in a period just before the end of the world; he expected the end to come soon. You cannot practice his teachings in a world that will last; they are not practical. Mohammed, unlike Jesus, was a normal man; he had normal feelings, not the sado-masochistic feelings of Jesus which he got from the whole Judaic messianic complex. Mohammed is someone who can admire, can emulate, can respect.
I am not a Muslim but I think Ramadan has shown Mohammed to be a better guide than Jesus.
Great Read, whatever your personal belief.......2007-04-06
This biography of Prophet Muhammad can be called a "spiritual biography" that tells the story of a life but emphasizes decisions, revelations, and the spiritual and emotional lessons therein. Emerick's biography of the Prophet and that by Karen Armstrong are good, this is better. Incidentally, it hints at the paranoia of those in government who cancelled the author's visa while he was en route to teach at Notre Dame University. (I taught there briefly and can assure you that it is not a hot bed of radicalism.)
The position of women, place of jihad, role of law, and relations with non-Muslims are totally different than the media caricatures and also different from some Fundamentalist politicization and corruptions.
Under duress and attack we see un Islamic practices claiming to be Fundamental (the Western media is more than happy to second that claim). One needs to know that the Shari'a is partly a product, close to two centuries later, that evolved to empower scholarly elite promoting its own interests by which time patriarchal elements had also degraded practice regarding women some - although women had right of inheritance not much available in the West until the 19th and 20th centuries except for royalty.. Also, the most infamous practices predated Islam in much of the Mediterranean - the stoning of adulterers was now much harder to prove that before.
It is reading for those who have an open mind and would learn more, for those who aren't quite sure what to believe after the pervasive toxic climate of criticism. Christians and Jews are very much at a disadvantage in that Muslims know far more about their faiths naturally from reading the Qur'an than they would know without significant effort. Moses, Noah, Jesus and Mary are Prophets of Islam (Mary appears in the Qur'an more times than the Bible).
It should be reading for the many shamefully ignorant critics like Robertson, Graham, Hagee, Falwell who do not have the least basis for their declarations. Their ignorance is itself a measure of disrespect and narrowness that spreads widely among their followers. Equally it could begin to educate those who should know better and who make decisions based on fear and hate - including those who seem superficially have some knowledge when talking about "abrogation" of versus in the Qu'ran etc. Bashing Islam is a profitable cottage industry and so much easier than a small measure of understanding or empathy.
Prophet Muhammad lived ihsan (beauty appreciated and demonstrated) with charisma even before the first revelation. His role is not like that of Jesus in important ways: neither he nor his followers claimed Divinity: he had immense practical worldly family and political responsibilities that Jesus never had; he provided no redemption or way of evading personal responsibility.
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- Has history been tampered with?
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
|
History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
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Similar Items:
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History: Fiction or Science? Chronology 2 (Chronology)
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History: Fiction or Science? Astronomical methods as applied to chronology. Ptolemy's Almagest. Chronology III
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They Cast No Shadows: A Collection of Essays on the Illuminati, Revisionist History, and Suppressed Technologies
ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Has history been tampered with?.......2007-10-23
Watch Video Here: http://www.amazon.com/review/RAZQNMXM4M9CL Has history been tampered with? Yes, it has! Did events and eras such as the crucifixion of Jesus Christ, the Roman Empire , the Dark Ages, and the Renaissance, actually occur within a very different chronology from what we've been told? Yes, they certainly did!
The history of humankind is both drastically shorter and dramatically different than generally presumed.
Why is it so? On one hand, it was usual custom to justify the claims to title and land by age and ancestry, and on the other the court historians knew only too well how to please their masters. The so called universal classic world history is a pack of intricate lies for all events prior to the 16th century. World history as we learn it today was entirely fabricated in the 16th-18th centuries. It's likely that nobody told you before, but
there is not a single piece of firm written evidence or artefact that is reliably and independently dated prior to the 11th century.
Naturally, after what you've learned in school and university, you will not easily believe that the classical history of ancient Rome, Greece, Asia, Egypt, China, Japan, India, etc., is manifestly false.
You will point accusing finger to the pyramids in Egypt, to the Coliseum in Rome and Great Wall of China etc., and claim, aren't they really ancient, thousands of years ancient? Well, there is no valid scientific proof that they are older than 1000 years!
The oldest original written document that can be reliably dated belongs to the 11th century!
New research asserts that Homo sapiens invented writing (including hieroglyphics) only 1000 years ago. Once invented, writing skills were immediately and irreversibly put to the use of ruling powers and science.
The consensual chronology we live with was essentially crafted in the 16th century by the Jesuits.
The world history was compiled from contradictory mix of innumerable copies of ancient Latin and Greek manuscripts and other irrefutable proofs delivered by late mediaeval astronomers that were cemented by the authority of writings of the Church Fathers.
Early in life, we learn about ancient history. Children love the magical lessons of history - they are like fairy tales. Teachers recite breathtaking stories; very soon We learn by heart the names and deeds of brave warriors, wise philosophers, fabulous pharaohs, cunning high priests and greedy scribes.
We learn of gigantic pyramids and sinister castles, kings and queens, dukes and barons, powerful heroes and beautiful ladies, emaciated saints and low-life traitors.
Ancient history is based documents, manuscripts, printed books, paintings, monuments and artefacts - called primary sources.
The problem is that neither these ancient documents, nor events described therein can be irrefutably dated, moreover they contradict each other for the most part.
When a school textbook tells us that Genghis Khan in year X or Alexander in year Y, have each conquered half of the world, it means only that it is so said in some of the written sources.
There are no answers to simple questions:
When were these primary sources written?
Where and by whom were these sources found?
It is wrongly presumed that ancient and medieval chronicles, written by Genghis Khan's or Alexander the Great contemporaries and eyewitnesses, are readily available. Actually, only sources written hundreds or even thousands of years after the events are there, compiled mostly in the 16th 18th centuries, or even later.
As a rule, these sources suffered considerable multiple manipulations, falsifications and distortions by editing. At the same time,
innumerable originals of ancient documents under various pretexts were destroyed in Europe under various pretexts.
The names of persons and geographical sites often changed meaning and location during the course of the centuries.
Geographical locations became clearly defined on maps only with the advent of printing.
This made possible the circulation of identical copies of the same map for purposes of the military, navigation, education and governance tasks.
Historians from Oxford say: "hey, everybody knows that Julius Caesar lived in the first century B.C.
`Julius Caesar' statement is only a point of view as
there is simply no irrefutable documentary proof that Julius Caesar or any other great name of antiquity ever existed.
Better than that - extremely rare sources that can be reliably dated back to the 10th-14th centuries A D, do not show the polished picture of classical history.
They show a picture both contradictory and confusing.
All methods of dating of ancient sources and artefacts are erroneous:
Radio-carbon C14 method produces dating with exactitude of plus minus 1500 years, therefore it is too crude for dating of events in historical timeframe!
The Almagest tractate, which lies as corner stone contemporary chronology, compiled in the 2nd century A D by Ptolemy, the founding father of astronomy, contains astronomical data of 9th to 16th century!
The Bronze Age,that has supposedly began 5000 years ago. Bronze is made of 90% copper and 10% tin, but the technology for tin extraction dates back to 14th century A D!.
All eclipses contained in manuscripts, like Thucydides one, relating 'ancient' events have exclusively medieval dating. All horoscopes cut in stone or painted in Egyptian temples, like Dendera have exclusively early medieval dating solutions.
Not quite what you have learned in school? Open your eyes, and, you will find sufficient proof to reach step by step the inevitable conclusion that the classical chronology is false and therefore, that the history of ancient and medieval world universally accepted today, is also false. Have a fresh outlook on everything said or printed about "ancient" and "enigmatic" Roman, Greek and Egyptian, medieval as well as all other "lost and found" civilizations.
Antiquity and Dark Ages are phantoms invented in the 16th 18th and polished in 19th 20thcenturies. Human civilization is in fact barely 1000 years old!
This book will change your perception of History forever!
What if Ancient Rome, Greece and Egypt were invented during Renaissance?
What if The Old Testament was a rendition of events of the Middle Ages?
What if Jesus Christ was born in 1053 and crucified in 1086 AD?
Sounds Unbelievable?
Not after you've read "History: Fiction or Science?" by Anatoly Fomenko, the genius mathematician.
Armed with astronomy and computers Anatoly Fomenko turns History into a rocket science.
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
Average customer rating:
- Awesome Book and quick delivery
- One of Piper's Best Books Almost
- A Great Call to Obedience
- A deep devotional read or book for personal study
- The Christ of the Scriptures
|
What Jesus Demands from the World
John Piper
Manufacturer: Crossway Books
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Binding: Hardcover
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ASIN: 1581348452 |
Book Description
The four Gospels are filled with demands straight from the mouth of Jesus Christ. These demands are Jesus’ way of showing us who he is and what he expects of us. They are not the harsh demands of a taskmaster. For example, the demand that we come to Jesus is like the demand of a father to his child in a burning window, âJump to me!â Or like the demand of a rich, strong, tender, handsome husband to an unfaithful wife, âCome home!â What Jesus demands from the world can be summed up as: âTrust and treasure me above all.â This is good news!
In
What Jesus Demands from the World, John Piper has gathered many of Jesus’ demands from the four Gospels. He begins with an introduction that puts the demands in a redemptive-historical context, then concisely examines each demand. The result is an accessible introduction for thoughtful inquirers and new believers, as well as meditative meat for veteran believers who want to know Jesus better.
âThe Christian gospel is more than just a wonderful offer of saving grace; it is a demand for supreme loyalty, for surrender to the lordship of Jesus. We forget this too easily in our contemporary church, besieged as we are by a philosophy of pluralism that rejects ultimate authority and a culture of rights that scorns submissiveness. But John Piper reminds us of the real truth: obedience to Christ’s commands is our absolute duty; yet, paradoxically, in his service is perfect freedom and joy!â
William J. U. Philip, Minister, St George’s-Tron Church, Glasgow, Scotland, UK
âJohn Piper reveals in his âWord to Biblical Scholars’ his familiarity with the literature and subject matter of the life and teachings of Jesus, and in his comments on the individual demands of Jesus he applies them to everyday living.â
Robert H. Stein, Senior Professor of New Testament Interpretation, Southern Baptist Theological Seminary
âThis is now my favorite book by John Piper. In the best tradition of Adolf Schlatter’s
Do We Know Jesus? and his âhermeneutic of perception,’
What Jesus Demands from the World has changed my life and will certainly change yours because it is based on the pure words of Jesus as revealed in the four Gospels. A must-read for every true follower of Christ.â
Andreas J. Köstenberger, Editor, Journal of the Evangelical Theological Society; Professor of New Testament and Director of Ph.D. Studies, Southeastern Baptist Theological Seminary
âThis book is a special gift from the pen of John Piper. How long has it been since you carefully reflected upon the authoritative commands of Christ? Through these pages you will encounter the Savior and experience the transforming effects of the gospel. Few endeavors are more worthy of your time.â
C. J. Mahaney, Sovereign Grace Ministries
âScholars, popularists, and now even novelists are falling over each other today in a blind passion to discover an alternative Jesus to the One so magnificently portrayed in the biblical Gospels. In stark and refreshing contrast John Piper clear-sightedly grasps the obviousâthe biblical Jesus is worth living for and dying for.â
Sinclair Ferguson, Senior Minister, The First Presbyterian Church, Columbia, South Carolina
âThis is a peculiar book. It assumes that the four Gospels are true and unified. It assumes that Jesus not only does things for us but also makes demands of us. And it assumes that Jesus has authority over everyone regardless of their religion, gender, race, income, sexuality, nationality, or culture. You will likely not agree with every point. But you will hear from a Jesus who is more than a soft-spoken, effeminate, marginalized, Galilean hippie-peasant in a dress and has the peculiar notion that he alone is Lord.â
Mark Driscoll, Pastor, Mars Hill Church, Seattle
Customer Reviews:
Awesome Book and quick delivery.......2007-10-17
The book was in great condition and arrived as specified quickly. It is also a great book to read.
One of Piper's Best Books Almost.......2007-08-22
~What Jesus Demands from the World~ is an astute overview of the New Testament teachings of Jesus of Nazareth. I fall short of God's perfect righteousness. It's why I look to the tender mercies of my Lord Jesus Christ, and His perfect righteousness. Being mindful of His Lordship, we set our sights to please Him, or at least we should. Where I fall short, I look for His Grace that I might grow in faith. Reading and rereading this book is helpful for new believers, struggling believers, and mature believers alike. Piper offers a fifty point overview of Jesus' teachings.
This book is a real blessing because Piper offers a thorough overview of the New Testament teachings of my blessed Lord and Savior.
Who is Jesus Christ? Jesus reminds us, "All authority in heaven and on earth has been given to me." One of the things that I love about Jesus Christ ironically is that he makes demands of us. Demands that we inevitably fall short of achieving in total, but they are demands nonetheless. Where we fall short, we look to His abundant gracy and mercy, and we look to His grace to heed what he asks of us. Yet our spiritual walk is not one of drudgery, but one born out of love for God, and our fellow man, and a desire to serve Him. The highest freedom is the freedom from the bondage of sin, which comes through faith in Jesus Christ, and through His meritous sacrifice.
Anyway, in a world of sin, there is bound to be conflict and strife among people born out of resentment, personal grudges, jealousy, or just plain rudeness and selfish insensitivity. Christ himself bore a life of persecution, and yet he prayed and blessed those who persecuted him. It doesn't seem natural not to be angry at a bitter antagonist, but Christ commands us to show love for those who hurt us and wrong us. John Piper writes:
Jesus' demand that we love our enemies, be merciful, make peace, and forgive assumes that there are people who are hard to love. The demand is expressed in different ways because people are hard to love in different ways. Jesus calls some people our "enemies," which means they are against us. They want to see us fail. Love them, Jesus says (Matt. 5:44; Luke 6:27,35). Others may be our personal enemies in this way, but simply people whose character or personality or condition makes them unattractive or even repulsive. Be merciful to them, Jesus says (Matt. 5:7; 18:33; Luke 10:37). Don't base your treatment of them on what they atrract or deserve, but on mercy. Others may be our relatives or friends who have taken offense at something we have done--rightly or wrongly--and the relationship is cold or non-existent. Strive to be reconciled to them, Jesus says (Matt. 5:23-26). Others may or may not have anything against you, but you do against them. Forgive them, Jesus says (Matt. 6:14-15). Don't let laziness or pride or anger keep you from the humble work of forgiving, peacemaking, and reconciliation.
Jesus also asks that we worship Him in spirit and in truth. Every so often, a Christian realizes that he is out of harmony with God's will. Maybe he is fervent in prayer or devotion or church attendance, but he feels a certain lack of devotion. Heartfelt devotion requires rediscovering the timeless principles enunciated by Christ in the New Testament. Walking upright in the faith, means a continual refocus on the New Testament teachings of Jesus Christ. This John Piper book is a good start. All things considered, Piper has put together a rigorously Scriptural devotional book, which should admonish, encourage, exhort, and inspire believers.
The Apostle Paul reminds us:
Bless those who persecute you; bless and do not curse them. Rejoice with those who rejoice, weep with those who weep. Live in harmony with one another. Do not be haughty, but associate with the lowly never be conceited. Repay no one evil for evil, but give thought to do what is honorable in the sight of all. If possible, so far as it depends on you, live peaceably with all. Beloved, never avenge yourselves, but leave itto the wrath of God, for it is written, "Vengeance is mine, I will repay, says the Lord." To the contrary, "if your enemy is hungry, feed him; if he is thirsty, give him something to drink; for by so doing you will heap burning coals on his head." Do not be overcome by evil, but overcome evil with good.
--Romans 12:14-21
A Great Call to Obedience.......2007-08-17
This book is a testament to John Piper's commitment to honor God. I think the word zeal accurately describes his attitude.
John arranges the precepts found in the gospels into fifty categories. He devotes each chapter in the book to a category. He explains the precepts with an eye toward revealing the intent Jesus had in giving the commands. Then, he exhorts us as Jesus did in the Sermon on the Mount to observe these commands with hearts dedicated to loving God and each other.
Approximately half of the scriptural references in the book are found in the four Gospels and most of the remainder in the Old Testament. There are only two references to Pauline epistles. Relying heavily on Jesus' own explanations also adds weight to our Savior's commands.
I found the discussions contained in the following chapters to be especially edifying:
* 33 - Love Your Neighbor with the Same Commitment You Have to Your Own Well-Being
* 34 - Love Your Neighbor as Yourself and as Jesus Loved Us
* 37 - Lay Up Treasures in Heaven - "It is Your Father's Good Pleasure to Give You the Kingdom"
* 38 - Do Not Take an Oath - Cherish the Truth and Speak it Simply
* 39 - Do Not Take an Oath - Let What You say be Simply "Yes" or "No"
* 41 - What God Has Joined Together Let No Man Separate, for Whoever Divorces and Marries Another Commits Adultery
* 42 - What God Has Joined Together Let No Man Separate - One Man, One Woman, By Grace, Till Death
* 47 - Let Your Light Shine Before Others that They May Glorify Your Father Who is in Heaven
* 48 - Let Your Light Shine Before Others - The Joyful Sacrifice of Love in Suffering
* 49 - Make Disciples of All Nations, for All Authority Belongs to Jesus
* 50 - Make Disciples of All Nations, For the Mission Cannot Fail
Generally, I liked these chapters because they enabled me to obtain a deeper understanding of the precepts. This was especially the case with chapters 33 and 34; "Love Your Neighbor..." To me these were the most edifying chapters in the book. John explains how Christians should love themselves. This love is not selfish, but should be the outgrowth of our desire to have a relationship with God where we enjoy honoring Him. This helps us see more clearly how we are to love others. Our acts of love are supposed to encourage others to share this same desire.
There were other chapters that appealed to me, because they underscored things I had learned; not necessarily mastered. They had the effect of bolstering my faith. I found this to be the case with chapters 47 and 48. John does an excellent job of exhorting us to glorify God and explains how this can only be done if we maintain a joyful relationship with Him.
Having said this, I must take issue with a point John Piper makes in chapter 25, titled "Your Righteousness Must Exceed That of the Pharisees, for it was Hypocritical and Ugly." Refer to the section in this chapter labeled "What the Pharisees Loved: Praise, Money, Sex." John interprets a statement that Jesus makes in Matthew 12:39, in which our Lord calls the Pharisees members of an adulterous generation. John Piper states, "But it is natural to assume that the word `adulterous' implies that the alternative `husbands' include not just money and human praise, but also illicit sex." His interpretation is without basis. Apparently, he didn't examine the context of this section of scripture, nor did he do an analysis of the word `adulterous'. Saying "it is natural to assume" is inadequate, especially for a pastor.
The Greek word that Bible scholars translated into the word `adulterous' can mean something other than physical adultery. The word was `moichalis' and it was invoked in several places in the New Testament. Vine's Expository Dictionary of Biblical Words provides clarification. It states that the word can refer to physical adultery. However, it cites several references (including Matthew 12:39) in which it is meant to refer to Israel's spiritual idolatry. In this vein it was used to describe how the Israelites turned their hearts away from worshiping God and cultivated friendship with the world instead.
John goes on to say "When the heart is not deeply entranced by the glory of God, it is usually driven along by the pitiful powers of money and the praise of man." I believe this is true, but it would be fallacious to conclude that this inevitably leads to sexual immorality.
I am particularly concerned with this lapse in John Piper's normally rigorous manner of examining scripture. We need to be on guard to preserve the integrity of Scripture as Paul exhorted his disciple Timothy (reference 2 Timothy 1:13-14). There are several books on interpretation. I would refer to Robertson McQuilkin's "Understanding and Applying the Bible." Chapters 7 through 12 address this issue.
In his zeal to honor God John went too far in his criticism of the Pharisees. In a general sense I'm concerned with an apparent propensity many theologians have for making caricatures of the Pharisees, because they refused to honor Jesus as God. The truth is that we are all guilty of not glorifying God in our lives. That in essence is the definition of sin. Jesus judged the Pharisees strongly because they had refused to fulfill their duty as spiritual shepherds of the Jewish people. They were not concerned with learning Scripture with intentions to honor God; nor were they concerned with accurately teaching the people. If they had done so, they would have seen Jesus as the Son of God and the fulfillment of prophecy. Consequently, Jesus categorized the teachers of that time as hirelings as opposed to good shepherds (John 10:12).
Even so, this doesn't mean that our sins are less than the Pharisees (Romans 3:23). Any tendency to think that way brings us to a precarious place of self-righteousness (Romans 12:3). Jesus was not inviting us to join Him in a mass condemnation of the Pharisees. I think it's more accurate to say His intent was for us to examine ourselves for any tendencies we might have to emulate them. It's extremely important to handle the word correctly here. A zeal for God that is not anchored in truth can bring us to a precipice of falsely judging others.
I must note that John Piper didn't show a propensity for repeating this mistake anywhere else in his book. Therefore, I believe the book is a valuable resource and recommend it to others.
A deep devotional read or book for personal study.......2007-06-06
It's usually not popular for leaders to make demands of their followers, but Jesus made many demands of his disciples. John Piper, author of the bestselling Don't Waste Your Life and When I Don't Desire God, believes that the teachings of Jesus are filled with demands that show not only who Jesus is but what He expects from us.
Piper is intentional in the use of his word "demands." He explains:
"I am aware the word `demand' is jarring to many modern ears. It feels harsh, severe, strict, stark, austere, abrasive. The reason I choose that word is to confront some of the underlying reasons for why it would feel offensive to portray Jesus as demanding."
In this 400-page book, Piper explores 50 demands of Jesus. They cover a wide variety of topics beginning with "You must be born again" and concluding with "Make disciples of all nations, for the mission cannot fail." In between, readers find the demands of "Abide in me," "Strive to enter through the narrow door, for all of life is war," and "Do this in remembrance of me, for I will build my church."
Often a given demand will be divided into two and even three or more chapters that explore different facets of the main idea. For example, "Do not be angry" is examined from two angles: trust God's providence and embrace mercy and forgiveness. The result is a thorough examination of each demand.
In the chapter "Take Up Your Cross and Follow Me," Piper writes:
"He did not die to make this life easy for us or prosperous. He died to remove every obstacle to our everlasting joy in making much of him. And he calls us to follow him in his suffering because this life of joyful suffering for Jesus's sake shows that he is more valuable than all the earthly rewards that the world lives for. If you follow Jesus only because he makes life easy now, it will look to the world as though you really love what they love, and Jesus just happens to provide it for you. But if you suffer with Jesus in the pathway of love because he is your supreme treasure, then it will be apparent to the world that your heart is set on a different fortune than theirs."
These kinds of rich nuggets of wisdom and insight line the pages of What Jesus Demands FROM the World. The result is a deeply impactful book that will challenge readers to reflect not only on what they know about Jesus but what they have yet to discover. Piper actually designed the book so that it doesn't need to be read in order. Chapters can be enjoyed and savored at the reader's discretion, making it a deep devotional read or book for personal study.
If you're a fan of John Piper or Desiring God Ministries, you won't want to miss this book.
--- Reviewed by Margaret Oines
The Christ of the Scriptures.......2007-06-02
Praise God for Pastor Piper. He brilliantly and honestly expounds the gospels revealing Jesus Christ as He is decisively revealed in His infallible Word. This book will awaken its readers to, as Piper has said in the past, "the absolute claims of the Lordship of Christ over the universe." This is the best book that Piper has written because it reads almost like a devotional commentary on the gospels. It is not some guys' idea with the name "Jesus" slapped on it. It is Jesus Christ as the all-powerful, all-majestic, all-sovereign, all-loving, all-wise, all-gracious Lord of Heaven that He is. This is something lacking in most of the Christian literature that is out there today. This is a book about the centrality and the supremacy of God in reality. It is very helpful for those wanting to know the God of the Scriptures. I would also recommend reading John MacArthur's excellent book, "The Gospel According to Jesus." MacArthur and Piper are two of today's best Bible teachers-preachers whom the Lord has used greatly in my life via their books and sermons. Read these books along with your own study of the Bible. It is worth it.
Average customer rating:
- Brief and Engaging
- morality
- The Optimistic Jew
- Outstanding and prophetic
- Ostensibly about education -- in reality, about life
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The Abolition of Man
C. S. Lewis
Manufacturer: HarperOne
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ASIN: 0060652942
Release Date: 2001-03-20 |
Amazon.com
C.S. Lewis's The Abolition of Man purports to be a book specifically about public education, but its central concerns are broadly political, religious, and philosophical. In the best of the book's three essays, "Men Without Chests," Lewis trains his laser-sharp wit on a mid- century English high school text, considering the ramifications of teaching British students to believe in idle relativism, and to reject "the doctrine of objective value, the belief that certain attitudes are really true, and others really false, to the kind of thing the universe is and the kinds of things we are." Lewis calls this doctrine the "Tao," and he spends much of the book explaining why society needs a sense of objective values. The Abolition of Man speaks with astonishing freshness to contemporary debates about morality; and even if Lewis seems a bit too cranky and privileged for his arguments to be swallowed whole, at least his articulation of values seems less ego-driven, and therefore is more useful, than that of current writers such as Bill Bennett and James Dobson. --Michael Joseph Gross
Book Description
C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
Customer Reviews:
Brief and Engaging.......2007-09-19
In this brief book, C.S. Lewis discusses the failing of relativism and affirms the existence of objective moral values. This system of objective values, which Lewis calls the Tao, must be granted if there are to be any values whatsoever. In a long appendix at the end of the book, Lewis shows that all (or almost all) cultures, both past and present, have affirmed some basic moral principles that are part of the Tao. Against the relativist claim that all socieities have their own moral codes, Lewis demonstrates that all humans are guided by an underlying system of objective values which they may or may not recognize.
In the third and final chapter, Lewis foresees a day when men have complete control over the destinies of the next generation. Should men achieve an take advantage of such power, it would not mean that man had finally dominated nature. Rather, it would mean the abolition of man. Unguided by the Tao, man's decisions about what future generations should be like would by guided only by natural impulses. Thus, by destroying the Tao and attempting to dominate nature, man can only succeed in destroying himself.
Like always, Lewis writes with great clarity and intelligence. "The Abolition of Man" is an enjoyable read and certainly worth checking out.
morality.......2007-09-15
I did not particularly like this book because it was a very hard reading. The moral lessons it teaches though are lessons that we cannot avoid. Yes, there is morality, but it would be almost impossible for a teacher to teach these lessons these days. Too many lawyers around.
The Optimistic Jew.......2007-08-31
"The Abolition of Man" rejects moral relativism and affirms "the doctrine of objective value, the belief that certain attitudes are really true, and others really false, to the kind of thing the universe is and the kinds of things we are." This very tiny book makes cogent, witty and eloquent arguments against a nihilistic view of the world that has become the foundation of postmodernist deconstructionism. To proponents of this intellectual pose he says: "...you cannot go on `explaining away' forever...You cannot go on `seeing through' things forever...To `see through' all things is the same as not to see." This book reinforced my basic instinct that the pessimistic nihilism of postmodernism (as well as Jewish post-Zionism) are wrong at some very fundamental level. It's theme was one of the forces driving me to write my own book "The Optimistic Jew: a Positive Vision for the Jewish People in the 21st Century".
Outstanding and prophetic.......2007-08-16
Lewis does an outstanding job exposing the current school of thought and its destined direction. Unfortunately, we have not heeded his warning and are already headed at full speed in the exact path he exposed. In my opinion, this is Lewis's best non fictional work.
Ostensibly about education -- in reality, about life.......2007-06-13
While a short book (my copy has only 121 pages) this book is about teaching and learning and how we pas our culture from generation to generation. But the reality of the book is that education is used as a foil for talking about how and why we transmit culture from one generation to the next. Because ultimately, that's what education is about, and why it's so important: because in educating children, we are telling them and ourselves about what is important, and why. A fine book, deceptively easy to read, but taking a long time to digest and reason through.
Book Description
"Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America's foremost expert on change."
—Thomas J. Sergiovanni, Lillian Radford Professor of Education
Trinity University, San Antonio, TX
"Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel."
—Paul D. Houston, Executive Director
American Association of School Administrators
"Once again, the writing of Michael Fullan is a tour de force.
The Moral Imperative of School Leadership
is a must-read for those who want to make a difference!"
—Gerald N. Tirozzi, Executive Director
National Association of Secondary School Principals
The time has come to change the context of school leadership!
The role of the principal is pivotal to systemic school change. That is the fundamental message of
The Moral Imperative of School Leadership, which extends the discussion begun in Fullan's earlier publication, What’s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principal’s role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them.
Concepts explored in-depth include:
- Why "changing the context" should be the main agenda for the principalship
- Why barriers to the principalship exist
- Why the principal should be seen as the COO (chief operating officer) of a school
- Why the role of the principal should figure more prominently within the system
- What individuals and the system can do to transform school leadership to a powerful new force
The challenge, and moral imperative, for today's principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now!
See
Facilitator's Guide to The Moral Imperative of School Leadership
Customer Reviews:
Too liberal.......2006-11-09
Michael Fullan, proposes the need for engagement of the moral imperatives in education. Typical of post enlightenment theorists, Fullan has three major shortcomings: First, he is mostly focused on process that has no end or goal; Second, he is naively positivist in his assessment of education because it is bound by the limited and dysfunctional enlightenment anthropological assumptions about the person and education; Third, this positivist assessment of the person leads to a faulty over emphasis on systems of education rather than on the proper focus of the relationship of love between the teacher and the student.
Beginning with the well worn de Tocquevillean bromide that education is the primary democratizing institution in our culture Fullan asserts that schools develop understanding of "truth, beauty, and justice". However, the overwhelming problem with this naively positivist position is that Fullan treats "truth, beauty, and justice" as self -defining when these definitions are the very essence of the conflict of democracy. "Moral", all by itself, has no content, it is merely the behavioral imperatives of one's presuppositions about life. For example, if one presupposes that being a human person is primarily about the maximization of the number of choices and potential choices and calls that "freedom" then the horror of abortion is "moral", "true" and "just". If one sees life as a sacred gift then one properly sees abortion as murder and resistance to abortion is "moral", "true" and "just". "Moral" is a human faculty that has no necessary content to it and to observe and insist that education has a moral component to it is no more revelatory than the recognition that education has a biological, psychological, or spiritual aspect to it. By definition it must because it involves human persons whom are composed of these faculties
The obvious issue is that the various "systems that make up the global village" are in competition with one another and that some are true and some are false. It is to an important degree a zero sum enterprise. For example, the assumptions about the person in enlightenment anthropology like Fullan's is largely incompatible with Muslim anthropology, which in turn is somewhat incompatible with Christian anthropology which is incompatible with atheist humanist anthropology. However, one gets the sense that Fullan feels, wrongly, that enlightenment anthropology is somehow above this conflict.
While it is true that "no other profession enables on the opportunity to provide such a positive impact on a child's overall development" it is equally true that a child is particularly vulnerable to being harmed and distorted by educational theorists like Fullan's whims. For example, in Massachusetts MCAS or business setting the education agenda has serious consequences that often overwhelm the student and the "personal vision" of teachers. In fact, these imperatives bind and constrict "personal vision". Is this good or bad? Fullan has no ability to say because these words have no content in Fullan but are indicative of nearly empty process. "Continuous learning" of itself is of no value and is no self-correcting norm if one's continuous learning is improperly oriented or committed to begin with. To broadly make the point one can be "continuously learning" to relativize what is in fact "true, beautiful, just" so that one can freely commit horrors like concentration camps, abortion or possible genetic experiments to serve an abstraction like "quality of life". Fullan's focus on process and commitment to institution is flawed. In the end, education is more determined by whether the teacher is a wise and loving person rather than on a better institutional scheme. Fullan stumbles across this but only on the way to make the point that we need to have more and better collaboration to build better systems. This is always the trap of post enlightenment theorists. The point is to better educate this or that particular boy or girl who is in front of you now, through being a wise and loving teacher, not to be focused on abstractions like systems and their improvements.
Fullan a True Guru on School Leadership.......2004-06-04
Fullan does an excellent job of organizing school leadership into achievable levels of success. He starts with making a difference within individuals, then the school/district, followed by making a difference regionally and finally the greatest impact on school leadership and the society as a whole. Fullan discusses barriers to these accomplishments and challenges, and portrays the principalship as the key to this moral imperative.
This book serves as an outstanding resource to any leader that is trying to bring about large-scale improvement in their organization. It is the school leaders role to change the context within schools and Fullan outlines a process to do just that.
Book Description
An indispensable volume that shows how to succeed in business by using the Bible and its lessons as a source of inspiration and guidance n 1990, David L. Steward founded his company, Worldwide Technology, Inc., on a shoestring budget and borrowed money, well aware of the high-risk nature of the venture he was undertaking. Despite the fact that he was a novice entrepreneur, he was certain he would succeed. Steward believed intensely that God wouldn't let him down. Doing Business by the Good Book shares the inspiring lessons culled straight from the Bible, that Steward used to build his privately held billion-dollar company into a global information technology enterprise.
Customer Reviews:
Business tips straight from the Bible.......2007-05-30
This book's subtitle, 52 Lessons on Success Straight from the Bible, captures its appeal but also indicates why it might turn away nonreligious readers. David L. Steward's ethical lessons are admirable. He divides his advice into weekly units, making it easy to apply. (This also reflects the book's roots in a weekly church-based study group). However, though Steward sees his lessons as straightforward, many readers might find his logic a little challenging. For example, he draws the lesson of niche marketing from Matthew 6:24, "No man can serve two masters." This makes interesting sense at first. However, while his later expansion into a second niche may offer a good business example, is it Biblical? Not as much. The chapter on the blessings of living in America seems even less scriptural, but many sections of the book do make good use of Biblical values as business guideposts. Steward's felicitous examples from his own successes make it easy to understand his points. We recommend his warm, inspirational guidebook to spiritually inclined readers who are interested in using their beliefs to reinforce ethical business practices.
Wonderful, enlightening book.......2007-02-10
A wonderful book for anyone interested in running their business, ministry or church using principles that will make you a better boss and a better person.
I highly recommend it to everyone.
Excellent Read.......2007-01-16
This book is an excellent example of how servant leadership can really work in the business world. It is a relatively short read, but packed with applicable Christian principles as well as a recipe for implementation in the corporate realm.
A fast and exciting read...awesome insight!.......2006-03-24
His principles are 'right on' and he is sincere in his message. So relavent for those of us who seek to better integrate our business lives and spritual lives. Every chapter makes the reader eager to see what's next.
Very Clear concepts great value.......2005-06-29
I found the book offered great value as you go through it you get inspired to act on what you are hearing. 52 lessons with lots of example and honest comments by the author.
The book added great value to my life
Amazon.com
The Talmud is among the great books of wisdom--like the Bible, the Quran, and the Bhagavad Gita--whose citation gives a speaker instant credibility. Also like the Bible, the Quran, and the Bhagavad Gita, the Talmud is a powerful source of allusion in large part even though so few people have really read it. People don't read the Talmud because they think it's inaccessible--the sprawling collection of rabbinic writings is added to in each generation, and its significance is nothing less than the summary of Judaism. The best guide to the Talmud's labyrinthine form is Abraham Cohen's Everyman's Talmud: The Major Teachings of the Rabbinic Sages--a monumental work of scholarly summary that describes all the basic doctrines of Judaism. Everyman's Talmud includes concise chapters on everything from sin to superstitions to a Jew's duty to animals. You probably won't be able to read it straight through--doctrine, even elegantly distilled, is hard to take in big doses--but you'll be led back to it again and again, by questions that arise in daily life, at dinner parties, and from the pages of the daily newspaper. --Michael Joseph Gross
Book Description
"To some readers of this book, the Talmud represents little more than a famous Jewish book. But people want to know about a book that, they are told, defines Judaism. Everyman's Talmud is the right place to begin not only to learn about Judaism in general but to meet the substance of the Talmud in particular. . . . In time to come, Cohen's book will find its companion-though I do not anticipate it will ever require a successor for what it accomplishes with elegance and intelligence: a systematic theology of the Talmud's Judaism."
--From the Foreword by Jacob Neusner
Long regarded as the classic introduction to the teachings of the Talmud, this comprehensive and masterly distillation summarizes the wisdom of the rabbinic sages on the dominant themes of Judaism: the doctrine of God; God and the universe; the soul and its destiny; prophesy and revelation; physical life; moral life and social living; law, ethics, and jurisprudence; legends and folk traditions; the Messiah and the world to come.
Customer Reviews:
Expecting to understand God's will better.......2007-06-28
I am a Chritian looking for best literatures which could give me better understanding about God. I haven't read this book yet, but I read short stories from Talmud which gave me good lessons from sages. I wish getting closer to God's will towards my life.
Everyman's Talmud for Everyman (or Woman).......2007-04-10
As the subtitle of the book (Major Teachings of the Rabbinic Sages) suggests, Abraham Cohen sets out to introduce his readership to the worldview of classic rabbinic literature. The topics covered by the book are nearly as varied as the topics covered by the Talmud itself - covering everything from ruminations about God, including God's attributes and God's place in the universe. The bulk of the book, however, is not directly about God nor theology as such, though the remainder draws heavily upon the conclusions from the secitons focused on these subjects. The doctrine of man, revelation, domestic life, social life, morality, the physical life, folk-lore, jurisprudence, and the hereafter all receive significant attention by Cohen as he devotes entire sections to each. Although the book is primarily about the ideas contained in rabbinic literature, an introduction to the literary structure of the works of the rabbis, specifically the Mishnah, the Gemara, and the Midrash is also included.
Cohen organizes rabbinic thought in a way that the rabbis themselves never did. Not until later Jewish philosophies and theologies does one receive the sort of systematic presentation that is delivered here. That said, though his book is structurally dissimilar from rabbinic literature, it does strive to accurately present the content of rabbinic literature. Cohen himself acknowledges this, however it should not be viewed as a weakness. Cohen's attempt to systematize rabbinic thought, while foreign to the rabbis themselves, is of great aid to the modern reader, so long as they understand that only the content is being conveyed and not the style of rabbinic literature.
Cohen's ultimate strength is his own knowledge of the enormous breadth of rabbinic literature as well as of the ancient world. He is easily able to draw on sources from a wide array of places. The Mishnah, both Talmuds, and many other texts are all portrayed and covered in his work, helping to provide as broad an overview as possible for the reader. Citations are given in the body of the text so that the motivated reader can easily reference the original material if so inclined. Another strength, not to be underestimated, is the readability of the book. The language and ideas are easily accessible. This is not to say that the writing is not scholarly. It is. However, one will be left to ponder ideas rather than complex jargon or sentence structure.
One final point: Abraham Cohen authored this work is in 1949. His scholarship and erudition were widely acknowledged. He edited the Soncino Bible and participated in the Soncino translation of the Talmud and Midrash, still in wide use today. Cohen was certainly familiar with the material and that is evident in his writings and his other scholarly achievements. However, his scholarship can sometimes be dated. While not always relevant, he does make several claims regarding the historical compisition of rabbinic material which is now in dispute. For example, Professor Jacob Neusner, a contemporary scholar, makes note of some of these issues in his foreword to the book. The reader is advised to take note of Jacob Neusner's observations and to understand that Abraham Cohen may not always accurately reflect the historical framework of the rabbis. This should not be overstated, however. The book is primarily an introduction to the rabbinic worldview, and as such it serves its function admirably.
Contradicts Torah.......2007-01-24
The talmudic writers are very clever in introducing their babylonian pagan beliefs and claiming they are Jewish. Hashem gave Torah to Moshe and told him to write everything down. Torah was to be read yearly to the congregation so they could understand G-d's law. Now the rabbis are claiming that the people are too stupid to understand what G-d said they could understand. This is the very same thing that goes on in the pagan catholic "church". Read the Tanakh for yourself and ask HaShem to reveal HIS truth to you - unadulterated by the rabbis and their poisonous lies.
I Recommended People to read this Book.......2006-09-23
I like this version I Give this Talmud 5 star Good translation Like this book fantastic Good
Problematic for a Jewish Student.......2006-08-26
As most of the reviews say: For it's time, this is a great achivement and it is an easy-to-read introduction to the Talmud. It's chapters are easy to follow and it is well indexed.
Still, I find it lacking in some very important ways. The Talmud is a collecion of rabbinic discussions on mishna (oral tradition), halachah (law) and Torah. This version of the talmud gives us a "unified vision" of what history has to say on any given subject and is in effect a very condensed work. The author took pains to find "the essence" of decision on theses subjects. He achives this and should be commended. Still.....
This, in my opinion, goes against the very nature of the Talmud, which is opinion and discussion over the ages. The text only in some instances gives the rabbinic author, and does not provide refrences to the era in which the writting was done. For the beginner or someone who is not of Jewish origin, this may be helpful by providing something more streamlined. Still, if a Jew has a question about what a particular Rabbi's opinion was, they will be hard pressed to find it.
Finally, I find in both the introduction and the forward an bend to the language. Passages such as, "So he [the author] had to make up his own program. He did this by following the standard theological program of mainstream Protestant Christian theology and locating statements on the topics of that program made in the Talmudic writings." (Neusner, pg. xv) worry me that the work may have an unintended Christian leaning. This is not a fault neccessarily, and in fact may help those Christians who are looking for more during their studies--my hat's off to you!
For a Jewish student though, this could be a bit of a turn-off. Sentences such as, "He claimed to provide not an overarching composite portrait of "Judaism" (whatever that might be) but a particular document..." (Neusner, pg. xvi) might have the same effect.
Hope this helps. Forgive my attrocious spelling :)
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