Jesus of Nazareth’s future engages Christian hope and the fulfillment of creation’s purpose. Jesus’s earthly life and divine identity are inseparable. This union both constitutes and challenges perceptions of linear time and functions creatively to intertwine past, present, and future. Jesus’s transformative impact on humanity and history signifies the final reconciliation and realization of God’s kingdom, which is manifest both in his historical presence and in his eternal nature.

In the absence of its founding figure Jesus Christ, Christianity developed diverse expressions of spirituality and worship. Central to this process is the embodiment of Jesus’s presence via representation and reenactment, traversing the milestones of Jesus’s life – his childhood, adult ministry, and passion. It is marked by a duality of identification with Jesus and counter-identification with others, fostering personal transformation and deeper adherence to Jesus’s example.

This chapter outlines creative and body-based learning (CBL) as a pedagogical approach that puts principles of transformative pedagogy into action. CBL provides a provocation to engage with the body and creativity as instruments for learning and modes of representation. In highlighting the liberatory impact for both learners and educators, we explore how such approaches disrupt power imbalances and allow young people agency, higher-order thinking and a sense of belonging to a community of learners. In developing a theoretical base for our work, we are drawn to theories of embodiment, arts and affect.

This chapter outlines the theoretical and practical processes of teaching arts integrated curriculum through a transformational learning framework (Mezinow, 2009). A key aim is to highlight how relational knowledge built through dialogic meaning making strategies in visual art provides an approach to curriculum design where students can interrogate their standpoint. We outline pedagogical approaches under the banner of creative and body-based learning (CBL) that focus on transformational learning underpinned by standpoint theory and illustrated by vignettes of three visual art strategies.

A short epilogue brings together the themes of the book, inviting us to look at the period not as a ‘Dark’ or ‘Golden Age’ but as a period of great complexity and transformation. As Gregory of Tours himself wrote: many things happened, both good and bad.

Understanding the past requires understanding how it has been created. This is not simply about improving methodologies, but also the theoretical approaches employed and the broader socio-political framework within which they are applied. This chapter therefore delineates major developments in southern African archaeology from its nineteenth-century origins to the present, situating them with respect to the region’s wider history and the broader social and political context in which they emerged. It also considers how archaeological research was constrained by, but simultaneously challenged, structures of racial oppression during the twentieth century, differences in the experience of southern Africa’s states (including research disparities within and between them), some of the key paradigms within which archaeological research is currently conducted, and the problems encountered in making archaeology accessible to all sections of society. Another theme concerns the theoretical and methodological challenges that archaeologists face when invoking the ethnographies of southern Africa’s recent or contemporary inhabitants to help understand the past revealed by their research.

Chapter 19 examines Goethe’s relationship to philosophy, which throughout his life was one of both interest and guarded distance. It considers the transformations which philosophy as a discipline underwent during his lifetime, details Goethe’s attitudes to intellectual developments in his own time, above all the work of Kant, and devotes particular attention to Spinoza, without whose inspiration Goethe’s work is unthinkable, even if it cannot be reduced to a Spinozist position. The chapter also emphasises the singularity of Goethe’s own thought, which was forever transforming any influences that it received, becoming a source of inspiration and critical reflection for contemporary and succeeding generations of philosophers.

In the second chapter, the role of the dialogue’s Proem is treated in detail. Socrates’ first words are not those of concepts but of courtship, and Alcibiades’ pending metamorphosis is begun by means of love. The Neoplatonic reading of the dialogue’s opening section is not just a reflection on Socrates’ pederastic obsession with a beautiful young man and his attempt to seduce him away from his other lovers; it is a prolonged meditation on the nature of love and its ultimate expression in the philosophical life. Far from being a playful preface without philosophical substance, the Proem is an introduction to this introductory dialogue, an isagogic first step in a lengthy rite of philosophical transformation that begins with erotic initiation. The Neoplatonic student finds that Socrates nurtures the seeds of erotic contemplativity in Alcibiades prior to his formal questions and arguments.

This chapter meditates on how Black erotic bodies manifest in a white supremacist world. It contends that said bodies congeal through an amalgamation of fungible gender and material/discursive dispossession. These inheritances afford Black people the opportunity to conjure fugitive freedom practices, such as multiplicity, which enable Black people to harness erotic power in the pursuit of self-determined notions of pleasure and intimacy with themselves and within Black communities. To buttress my argument, I draw on the work of Akwaeke Emezi – namely, their debut novel Freshwater and an essay about their gender transition surgeries – and Audre Lorde’s classic essay, “The Uses of the Erotic: The Erotic as Power,” to illustrate how multiplicity is a freedom practiced undergirded by erotic power such that practitioners need not minimize or eliminate contradictory or complex aspects of themselves in order to access pleasure and intimacy along personal and interpersonal registers.

150 words: The books of Nahum, Habakkuk, and Zephaniah contain oracles that address problems in and around ancient Judah in ways that are as incisive and critical as they are optimistic and constructive. Daniel C. Timmer’s The Theology of Nahum, Habakkuk, and Zephaniah situates these books in their social and political contexts and examines the unique theology of each as it engages with imposing problems in Judah and beyond. In dialogue with recent scholarship, this study focuses on these books’ analysis and evaluation of the world as it is, focusing on both human beings and their actions and God’s commitment to purify, restore, and perfect the world. Timmer also surveys these books’ later theological use and cultural reception. Timmer also brings their theology into dialogue with concerns as varied as ecology, nationalism, and widespread injustice, highlighting the enduring significance of divine justice and grace for solid hope and effective service in our world.

50 words: This volume examines the powerful and poignant theology of the books of Nahum, Habakkuk, and Zephaniah. Daniel C. Timmer situates these books’ theology in their ancient Near Eastern contexts and traces its multifaceted contribution to Jewish and Christian theology and to broader cultural spheres, without neglecting its contemporary significance.

20 words: This volume draws out the theology of Nahum, Habakkuk, and Zephaniah, attending to their ancient contexts, past use and reception, and contemporary significance.