Our Books - Ideas That Shape Scholarship

‘Teaching and Learning Classics at the University Level, Vol. 3’ focuses on the teaching of mythology, arts, and archaeology in Greek and Roman antiquity, with a particular emphasis on cultural expression, visual and material culture, and interdisciplinary approaches. The 9 chapters examine the approaches to teaching key topics including Greco-Roman astrology, classical and comparative mythology, Greek art, numismatics, experimental archaeology, and the study of ancient topography and landscapes, as well as performance and reception through the ancient dramatic chorus and Greek tragedy. The volume also addresses the role of artistic, archaeological, and comparative perspectives within the Humanities, highlighting how visual, material, and performative sources contribute to a broader understanding of antiquity and its reception. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in mythology, art in its broader sense, archaeology, and the reception of Classical antiquity in higher education.

‘Teaching and Learning Classics at the University Level, Vol. 2’ focuses on the teaching of social, cultural, and religious aspects of Greek and Roman antiquity. The 11 chapters examine the approaches to teaching key themes in ancient society including ethnography, the human condition and the afterlife, Roman religion, violence, sacrifice, slavery, love, and medicine, as well as aspects of daily life such as play, sport, and bathing culture. The volume also addresses the place of social and cultural history within the Humanities, highlighting how these topics contribute to a broader understanding of antiquity and its relevance today. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical civilization, ancient history, and the cultural and religious dimensions of Greek and Roman studies in higher education.

'Emerging Technologies in Second Language Teaching and Learning' examines how artificial intelligence and other digital innovations are remaking language education across K–12 and higher education contexts. As technologies such as generative AI, adaptive learning systems, virtual reality, and digital storytelling become increasingly integrated into classrooms, educators face new opportunities—and challenges—in designing meaningful language-learning experiences. This edited volume brings together international scholars and practitioners to explore how emerging technologies can support multilingual learners through personalized learning, immersive environments, and innovative pedagogical approaches. Grounded in established theories of second language acquisition, applied linguistics, and instructional design, the chapters combine research-based analysis with real-world classroom applications. Contributors examine topics including AI chatbots for language practice, AI-generated instructional materials, adaptive learning platforms, culturally adaptive digital storytelling, virtual reality–based language tasks, and open educational resources that expand access to language learning. Aside from technological innovation, the volume critically addresses the pedagogical and ethical issues of AI-enhanced education. Chapters explore issues such as algorithmic bias, academic integrity, digital equity, and teacher agency, as well as the importance of maintaining human-centered learning environments in increasingly automated educational systems. Across a variety of contexts—from secondary classrooms to university language programs—the contributors highlight how instructors can thoughtfully integrate technology to enhance interaction, creativity, and communicative competence. Integrating theory, research, and practice, this book offers a timely resource for language educators, instructional designers, teacher educators, and researchers in TESOL, applied linguistics, multilingual education, and educational technology. It also serves as a valuable guide for graduate students and academic leaders seeking responsible, evidence-informed approaches to innovation in language teaching.

'Teaching and Learning Classics at the University Level, Vol. 1' focuses on the teaching of Greek and Latin, with a particular emphasis on language, linguistics, and teacher training. The 13 chapters examine the approaches to teaching Greek and Latin for beginners and advanced students, including metrics, historical and descriptive grammar, linguistic typology, translation, and prose composition, as well as the role of Latin in the Humanities and in specialized fields such as medical terminology. The volume also addresses the training of teachers and lecturers in Classics, exploring how linguistic expertise and pedagogical practice are developed within the university context. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical language pedagogy and the future of Greek and Latin instruction in higher education.

This volume explores the importance of Universal Design for Learning (UDL) as a transformative framework for inclusive and equitable education. Through chapters contributed by international scholars, it examines the practical application of UDL in various educational contexts, including higher education, assessment, language education, and lifelong learning. The book positions UDL as an essential approach for creating accessible learning environments that embrace diversity and overcome barriers. Highlighting innovative case studies and research, it serves as a resource for educators, policymakers, and researchers committed to fostering inclusivity and improving educational outcomes globally.

People who are faithful and committed to their church often have a longing for others to feel the same way. They have a palpable hope for the church to be full and a desire for others to be spiritually enriched by God. 'Send Us Out: The Church on Mission through Hospitality' connects the reader with that desire for the church to be a vibrant, hospitable, and growing body of believers in Christ. The reader will be taken on a journey to consider those who have not fallen in love with the church and to grow awareness and compassion for connecting with them as God does with humankind. Inspired by texts such as 'Incarnational Ministry' by Samuel Wells and 'Surprise the World' by Michael Frost, 'Send Us Out' stirs passions for mission and evangelism through presence and intentionality, learning how to be with strangers. The journey includes a practical theology that clergy and laity alike can incorporate into daily living. The practical nature of 'Send Us Out' teaches a spiritual understanding of Christian hospitality through language, biblical study, ministry examples and models, reflection, and action. Readers may wish to form study groups for sharing in the end-of-chapter activities and discussions. The church will be strengthened in a call for each member to be sent out, revealing God as Host to a world learning to be reconciled as guests.

Entities, events, phenomena and states of affairs of the sphere of international relations/ interstate interactions are purely intersubjective recognisances. Their “subjects”, in particular the States, are themselves pre-theoretically, intersubjectively co-constituted and temporalised, ascribed with subject qualities especially in their “interactions” and experienced as such through intentional acts of perceiving, defining, remembering, anticipating, judging and so on. The said ascription includes their own community-building dynamics within an also intersubjectively given environment of interstate interactions. NATO is one of the most prominent State-communities. It has not only been defined by but has also been a constituent of the environment in which it existed. It gained its meaning from its existential relationship with its constituent State-subjects, its interactional counterparts and the meaningful appearance of its “environment”, and also made part of their meaningful appearances. NATO existed through transformations of environment and counterpart(s), continuing to be valid and viable in different identities and temporalisations. It is currently being re-identified and re-temporalised face to a new transformation of the interstate environment. Studying NATO requires co-studying its constituents, counterparts and environment in their substances and temporal states as they are given pre-theoretically, immediately, intersubjectively, which form parts of an expanded, existential kind of reality lived and lived-within by true subjects, replacing the objectivity in its narrow sense with meaningfulness, appearing as objectivity itself on the ground of a universal, pre-theoretical, immediate familiarity and intelligibility ground. Studying NATO “as is” in its identities and temporalisations with its environment, constituents and counterparts requires access to that pre-theoretical ground of meaningful, intersubjective appearances. Here, phenomenology and the phenomenological ontology offer useful concepts and tools which, due to the particular nature of the IR field, complement each other for conducting such a study of the “being and time” of NATO.

El amor personal, como realidad profundamente humana, ha sido poco explorado filosóficamente, pese a su centralidad en la existencia personal. No basta comprenderlo como pasión o sentimiento, sino como condición esencial que integra todas las dimensiones de la persona. En esta línea, Julián Marías, uno de los grandes filósofos españoles del siglo XX, ofrece una reflexión original y rigurosa sobre el amor como fundamento de la vida personal. Su pensamiento, enmarcado en la tradición personalista, permite comprender el amor como acto propio del ser personal, raíz de la plenitud, la ilusión y la felicidad humanas. A lo largo de su extensa obra, Marías aborda el amor como eje transversal de su antropología. Para él, la cuestión amorosa está vinculada a los grandes interrogantes del ser humano: “¿Quién soy yo?”, “¿Qué va a ser de mí?”, “¿Hay algo más allá de esta vida?”. De ahí que el amor revele la verdad profunda de la persona, su ser como “quién” capaz de amar y proyectarse. El presente estudio busca sistematizar esta categoría dentro del pensamiento mariasiano, articulando tres niveles de análisis: la estructura analítica de la vida, la estructura empírica y, finalmente, la vida personal. En todos ellos, el amor aparece como principio de sentido, proyecto y donación. Marías concibe la condición amorosa como una instalación vectorial que orienta la existencia hacia la plenitud y la trascendencia. Esta investigación pretende mostrar que, para Marías, el amor no es un tema accesorio, sino el núcleo que otorga consistencia a la persona y sentido a la vida. Desde una perspectiva personalista, su reflexión constituye una vía fecunda para comprender el amor como experiencia radical, fundamento de la autenticidad, la felicidad y la esperanza humanas.

Citizen participation stands as a pillar of democracy, embodying principles of popular sovereignty, government accountability, and public trust. This compiled volume expands our understanding of the many varied contemporary forms of political participation and unpacks the implications of contemporary civic engagement on civic culture. The motivating factors for and effects of political participation are complex. The ways in which humans use the varying avenues and opportunities to engage with the government have been complicated by the increasing ubiquity of social media. Under certain conditions, citizen participation may serve to increase trust in public institutions, with implications for civil service, courts, police, the military, and other public services. While at other times, modern political participation may create a countervailing influence on productive civic engagement and civic culture. Although technological advances of the twenty-first century have lowered some of the barriers to political engagement, they have also facilitated new ways of spreading disinformation and simplified messaging. This edited volume will be of interest to anyone who cares about political participation and the efficacy of civic engagement in the information age. In addition, this book would be of interest in many interdisciplinary courses from the social sciences and would facilitate discussions surrounding the varied ways that citizens can use political participation in democracies around the world to engage with democratic government and the impacts this has on social capital and civic culture.