Radical Growth

The pathway to the radical growth you're wanting is not complex. It's not some unattainable, envy-provoking vision or dream meant to torment you with its impossibility. However - let's be honest, no one has a vibrant life by accident. No one has a flourishing garden unintentionally. Simply put, vibrant living looks like a life grown on purpose. With clear understanding of God's heart toward you, a commitment to 100 % obedient, and and unrelenting determination to follow truth, radical growth is possible. It's a life that's within your reach! This practical guidebook will give you daily access to being your own journey of living a radical and vibrant life!

A passionate deconstruction and reconstruction of learning, development, and schooling that urges teachers to explore and create new educational opportunities for themselves and their students, Schools for Growth: Radical Alternatives to Current Educational Models asks the following questions: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create their growth? Can schools become environments that support children to perform not only as learners but as developers of their lives? This book challenges educators to look at the deeply-rooted assumptions about schooling, learning, and development and urges that the way psychology and education have constructed our conceptions of what it means to teach, to learn, and to grow may be the most serious impediment to the learning and developing of children. Beyond the criticism, the author presents an original methodological reformation of what learning and development are as relational activities and then takes readers on a visit to three radical independent school settings. Arguing that current educational models have been misguided by scientific psychology, the author states that the dominant model of human development actually hinders development. Moreover, as learning theory has become infused with developmental theory over the past 30 years, the overly cognitive manner in which psychologists have come to think about thinking, learning, and development has become further insinuated into education. Both theories--learning and developmental--fail o recognize the human capacity for relational-revolutionary activity and for performance. The prevalent mode of education--acquisitional learning--is grounded in a world view that gives primacy to knowledge and knowing which Holzman believes is inconsistent with ongoing developmental activity. The author focuses on "developmental learning"--a social constructionist, activity-theoretic conception of development which includes a transformation and synthesis of Vygotsky and philosopher Ludwig Wittgenstein. She also discusses educational projects that are self-conscious attempts to break with key elements of modern epistemology and the dominant psychological paradigm as they are perpetrated in contemporary educational theory and practice. Their specific philosophies and practices highlight important methodological issues raised in the attempt to create "postmodern schools"--schools more concerned with growing than knowing.

In this book some of the leading thinkers in development studies trace the history of their multi-disciplinary subject from the late colonial period and its establishment during decolonization all the way through to its contemporary concerns with poverty reduction. They present a critical genealogy of development by looking at the contested evolution and roles of development institutions and exploring changes in development discourses. These recollections, by those who teach, research and practise development, challenge simplistic, unilinear periodizations of the evolution of the discipline, and draw attention to those ongoing critiques of development studies, including Marxism, feminism and postcolonialism, which so often have been marginalized in mainstream development discourse. The contributors combine personal and institutional reflections, with an examination of key themes, including gender and development, NGOs, and natural resource management. The book is radical in that it challenges orthodoxies of development theory and practice and highlights concealed, critical discourses that have been written out of conventional stories of development. The contributors provide different versions of the history of development by inscribing their experiences and interpretations, some from left-inclined intellectual perspectives. Their accounts elucidate a more complex and nuanced understanding of development studies over time, simultaneously revealing common themes and trends, and they also attempt to reposition Development Studies along a more critical trajectory.. The volume is intended to stimulate new thinking on where the discipline may be moving. It ought also to be of great use to students coming to grips with the historical continuities and divergences in the theory and practice of development.

On January 20, 1949 US President Harry S. Truman officially opened the era of development. On that day, over one half of the people of the world were defined as underdeveloped and they have stayed that way ever since. This book explains the origins of development and underdevelopment and shows how poorly we understand these two terms. It offers a new vision for development, demystifying the statistics that international organizations use to measure development and introducing the alternative concept of buen vivir: the state of living well. The authors argue that it is possible for everyone on the planet to live well, but only if we learn to live as communities rather than as individuals and to nurture our respective commons. Scholars and students of global development studies are well-aware that development is a difficult concept. This thought-provoking book offers them advice for the future of development studies and hope for the future of humankind.

WHAT IS JESUS WORTH TO YOU? It's easy for American Christians to forget how Jesus said his followers would actually live, what their new lifestyle would actually look like. They would, he said, leave behind security, money, convenience, even family for him. They would abandon everything for the gospel. They would take up their crosses daily... BUT WHO DO YOU KNOW WHO LIVES LIKE THAT? DO YOU? In Radical, David Platt challenges you to consider with an open heart how we have manipulated the gospel to fit our cultural preferences. He shows what Jesus actually said about being his disciple--then invites you to believe and obey what you have heard. And he tells the dramatic story of what is happening as a successful" suburban church decides to get serious about the gospel according to Jesus. Finally, he urges you to join in The Radical Experiment -- a one-year journey in authentic discipleship that will transform how you live in a world that desperately needs the Good News Jesus came to bring. (From the 2010 edition)"

This book provides a comprehensive treatise on the chemical and biochemical consequences of damaging free radical reactions, the implications for the pathogenesis of disease and how this might be controlled endogenously and by radical scavenging drugs. Oxidative stress may be influenced by exogenous agents of oxidative stress, radiation, trauma, drug activation, oxygen excess, or by exogenous oxidative stress which is associated with many pathological states including chronic inflammatory disorders, cardiovascular disease, injury to the central nervous system, and connective tissue damage. This and many other such aspects are presented clearly and in depth. The development of antioxidant drugs depends on the understanding of the mechanisms underlying the generation of excessive free radicals in vivo, the factors controlling their release and the site of their action. This excellent volume presents an up-to-date account of the current state of knowledge in these areas.