De Gruyter Brill on the Wire

The Pandemic led to a massive shift in the course of education as the world was forced to switch to distance learning. And with a new model comes new barriers, whether institutional, pedagogical, technical, or personal. These need to be solved through inclusive and strategic planning, comprehensive support infrastructure, collaboration among stakeholders, modern digital tools, and the creation of an environment of empathy and motivation both for the students as well as the instructors.

In this podcast, Dr. Lauren Cifuentes discusses her book A Guide to Administering Distance Learning, published by Brill, and talks about how she was preparing for a shift to the online model of education even before the pandemic. She believes that with the right infrastructure and resources it can be better than traditional learning.

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The pandemic has rapidly changed the world, making it one rife with online activity and information abundance. Education systems must be modified to match this new world. It must cater to the entrepreneurial, competitive, and independent generation that thrives in this world.

In this podcast, Susana Gonçalves and Suzanne Majhanovich discuss their book Pandemic, Disruption and Adjustment in Higher Education and talk about the changing needs of students today, the challenges of tailoring higher education to be in tandem with the growing world of technology, and how to maintain integrity and mental health in the face of it all.

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Formal education became widespread only as recently as the end of the 19th century, as a way to train people for jobs created by the boom in industrialization. Today, with most of those jobs phasing out, world politics radically changing at both the individual and macro levels, diverse cultures and disciplines increasingly coming together as communities, and the pandemic catalyzing a global move to predominantly e-learning, it may be time for us to rethink formal education.

In this podcast, Dr. Rosemary Sage and Dr. Riccarda Matteucci discuss their book How World Events are Changing Education and talk about education in their day, what it has become for Gen Z, and lessons from pockets of the world where robots, online learning, and the science of human interest have been accounted for in education programs.

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Education is one of our main weapons in the fight against climate change. The need of the hour, therefore, is to enhance the world’s commitment to climate education, and incorporate climate change into our education systems.

In a special episode that combines two of our ongoing themed series, Survival by Degrees and Quality Education, Radhika Iyengar and Christina T. Kwauk, co-editors of the book “Curriculum and Learning for Climate Action”, urge readers to pay attention to climate change in education, not just as a peripheral topic, but as a core part of curriculum design and implementation.

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The account of the exodus of Israel out of Egypt led by Moses has shaped the theology and community identity of both Jewish people and Christians across the centuries, blossoming further in later scriptures and religious writings, as well as in art and music. Join us as we speak with Joshua Coutts about the book, Let My People Go: The Reception of Exodus Motifs in Jewish and Christian Literature, published by Brill. This volume brings together an international group of scholars to explore the re-use of the exodus narratives across a wide range of early Jewish and Christian literature including the Apocrypha and the New Testament.

Dr. Joshua Coutts is Assistant Professor of New Testament at Providence Theological Seminary (Otterburne, MB). He completed a PhD at the University of Edinburgh in 2016. His most recent publication, The Divine Name in the Gospel of John, was published in 2017 by Mohr Siebeck (NBN Interview here).

Michael Morales is Professor of Biblical Studies at Greenville Presbyterian Theological Seminary, and the author of The Tabernacle Pre-Figured: Cosmic Mountain Ideology in Genesis and Exodus (Peeters, 2012), Who Shall Ascend the Mountain of the Lord?: A Biblical Theology of Leviticus (IVP Academic, 2015), and Exodus Old and New: A Biblical Theology of Redemption (IVP Academic, 2020). He can be reached at [email protected]

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Over the past few years and especially now— with COVID-19-related lockdowns necessitating that families stay at home—an increasing number of parents have chosen to home-school their children. This choice stems from several reasons: political views and distrust in the education system; anxiety about their children’s safety; or simply as an expression of their right to freedom.

In the newest episode of our podcast, Quality Education, Dr. Jameson Brewer, Assistant Professor of Social Foundations of Education at the University of North Georgia and author of ‘Homeschooling: A Guidebook of Practices, Claims, Issues, and Implications’, published by Brill, talks in detail about the changing trends in home-schooling practices. His compelling evidence makes us rethink our perception of formal education and lays bare the reality of educating a child without the support of experts or an educational system.

We discuss how COVID-19, and socioeconomic, political, and racial status (among other factors), influence a parent’s decision of choosing a school for their child.

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With radical changes being engineered in society, education systems everywhere need to match up. As part of our podcast, Humanities Matter, the all-new series, Quality Education, looks at ways to improve these systems.

Higher education has traditionally been viewed as a privilege affordable to only specific strata of society, mainly higher income groups. However, this trend is now changing, with governments and institutes actively trying to make higher education accessible to all.

In this episode, we chat with Dr. Budd Hall, from the Centre for Global Studies at the University of Victoria, Canada, and Dr. Rajesh Tandon, the Founder-President of the Society for Participatory Research in Asia, a global research and training centre based in New Delhi, India. Dr. Hall and Dr. Tandon are both UNESCO co-chairs in community-based research and social responsibility in higher education.

Drawing insights from their book, “Socially Responsible Higher Education: International Perspectives on Knowledge Democracy”, published by Brill, they talk about the various changes that have been implemented in different countries to ensure social inclusivity in higher education.

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This volume explores a core medieval myth, the tale of an Arthurian knight called Wigalois, and the ways it connects the Yiddish-speaking Jews and the German-speaking non-Jews of the Holy Roman Empire. The German Wigalois / Viduvilt adaptations grow from a multistage process: a German text adapted into Yiddish adapted into German, creating adaptations actively shaped by a minority culture within a majority culture. The Knight Without Boundaries: Yiddish and German Arthurian Wigalois Adaptations (Brill, 2021) examines five key moments in the Wigalois / Viduvilt tradition that highlight transitions between narratological and meta-narratological patterns and audiences of different religious-cultural or lingual background.

Lea Greenberg is a scholar of German studies with a particular focus on German Jewish and Yiddish literature and culture; critical gender studies; multilingualism; and literature of the post-Yugoslav diaspora.

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The global trends of increasing climate change are predicted to intensify over the next few decades. General consensus remains that climate change is caused by actions of various entities at various levels, and it is nearly universally accepted that it is morally unacceptable. However, who does the onus of taking action against climate change lie with?

In the fourth episode of our new themed series Survival by Degrees, Dr. Anna Luisa Lippold, programme manager at THE NEW INSTITUTE, puts forth the suggestion that the responsibility for tackling climate change is a public notion, rather than an individual effort, in the context of her work “Climate Change and Individual Moral Duties”, published by Brill.

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‘Ecumenism’ and ‘independency’ suggest two distinct impulses in the history of Christianity: the desire for unity, co-operation, connectivity, and shared belief and practice, and the impulse for distinction, plurality, and contextual translation. Yet ecumenism and independency are better understood as existing in critical tension with one another. They provide a way of examining changes in World Christianity. Taking their lead from the internationally acclaimed research of Brian Stanley, in whose honour this book is published, contributors to Ecumenism and Independency in World Christianity (Brill, 2020) examine the entangled nature of ecumenism and independency in the modern global history of Christianity. They show how the scrutiny afforded by the attention to local, contextual approaches to Christianity outside the western world, may inform and enrich the attention to transnational connectivity.

Byung Ho Choi is a Ph.D. Student from South Korea in the Department of History & Ecumenics, concentrating in World Christianity and history of religions at Princeton Theological Seminary.

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