Roger D. Johnson Books

Bultmann's pioneering study of the New Testament initiated a new era in biblical studies in the Twentieth Century. Together with Karl Barth, Bultmann broke with liberal theology, but his often misunderstood program of demythologization took him in a radically different direction from Barth. In many respects Bultmann set the agenda for biblical theology in the decades following World War II. This volume concentrates on the key texts and ideas in Bultmann's thought. It presents the essential Bultmann for students and the general reader. Roger Johnson's introductory essay and notes on the selected texts set Bultmann in his historical context, chart the development of his thought, and indicate the significance of his theology in the development of Christian theology as a whole. Substantial selections from Bultmann's work illustrate key God as "Wholly Other" Jesus and the Eschatological Kingdom Existentialist interpretation Kerygma Faith and Modernity in conflict controversial slogan and theological focus

This volume is a collection of papers focused on cooperative learning, authored by classroom teachers with varying experience levels. It introduces cooperative learning and provides examples of activities, units, and systems developed by educators from Japan, the United States, and Canada. Cooperative learning involves group activities where learning depends on the structured exchange of information among learners, with each individual accountable for their own learning and motivated to enhance the learning of others. The book is organized into sections on systems, units, and activities. Systems represent comprehensive cooperative learning frameworks applicable to any content. Units consist of extended cooperative learning activities centered around a single theme, spanning multiple classes, a semester, or an entire year. Activities are brief cooperative learning exercises lasting from ten minutes to a full class period. The book concludes with a section on evaluation and includes an instant index that outlines key words related to topics, institutional levels, skills practiced, abstracts, and author contact information for each of the 14 chapters. An annotated bibliography is also provided, covering various resources related to cooperative learning, including books, organizations, newsletters, and web resources. Topics explored include cooperative learning in Japan, its implementation in language learning, and techniques for