Dark Night of the Soul

Wyatt North Publishing, LLC
17
Free sample

St. John of the Cross is widely considered one of the most prolific and important poets of his time. In fact, in Spanish poetry, the Spiritual Canticle and Dark Night of the Soul are two of the most important works of all time. 

He is known for his rich use of symbolism and imagery within his poetry.

Dark Night of the Soul is the title of a poem written by 16th-century Spanish poet and Roman Catholic mystic Saint John of the Cross, as well as of a treatise he wrote later, commenting on the poem.

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Additional Information

Publisher
Wyatt North Publishing, LLC
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Published on
Mar 1, 2014
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Pages
250
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ISBN
9781622780136
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Language
English
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Genres
Bibles / New American Standard Bible / General
Body, Mind & Spirit / Healing / Prayer & Spiritual
Body, Mind & Spirit / Inspiration & Personal Growth
Body, Mind & Spirit / Spiritualism
Education / Adult & Continuing Education
Education / General
Education / History
History / General
History / Reference
History / World
Philosophy / Religious
Reference / Research
Religion / Biblical Criticism & Interpretation / General
Religion / Biblical Meditations / General
Religion / Biblical Reference / General
Religion / Biblical Studies / History & Culture
Religion / Christian Church / General
Religion / Christian Education / General
Religion / Christian Life / General
Religion / Christian Theology / General
Religion / Christianity / Catholic
Religion / Christianity / History
Religion / Devotional
Religion / Inspirational
Religion / Prayer
Religion / Prayerbooks / General
Religion / Spirituality
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On Christmas Day in 1854, teachers and advocates of education came together to form the Indiana State Teachers Association. At that time, many Hoosiers did not embrace the concept of free education, instead believing that schools ought to be funded by those who were being educated. Immediately after ISTA's founding, its members began their advocacy of education, especially free public education for all children. Over the next 150 years, members of the Association stood ready to advance the cause of education. This advancement was neither steady nor easy. The Association endured many crises, some financial and some organizational. Pushed at times by charismatic leaders and driven at other times by the winds of cultural change, the Association was, and still is, an organization of individuals.

The history of ISTA is divided into three eras. The first period deals with the defining of the Association and chronicles its quest for universal public education, and its efforts to establish professional standards and secure benefits for teachers. Although this group of educators was a loosely knit association of individuals, they were able to accomplish much. Next, the Association became professional with a paid staff instead of volunteers, only to be faced with the crisis of the Great Depression. Robert H. Wyatt, a progressive educator, was selected to lead this organization as the depression ended, and he embraced education as a means for social change. Wyatt persistently lobbied legislators for increased funding, which included federal aid for education, although it was a radical idea at the time. Under his direction, ISTA soon became a powerful lobbying group. The final period looks at the Association as it was transformed into a union while still maintaining its success as a lobbying organization. Various issues were key during this period - unification, collective bargaining, rebuilding and refocusing.
For three weeks in 1970 and for eleven weeks in 1971, the schools in Newark, New Jersey, were paralyzed as the teachers went on strike. In the wake of the 1971 strike, almost two hundred were arrested and jailed. The Newark Teachers Union said their members wanted improved education for students. The Board of Education claimed the teachers primarily desired more money. After interviewing more than fifty teachers who were on the front lines during these strikes, historian Steve Golin concludes that another, equally important agenda was on the table, and has been ignored until now. These professionals wanted power, to be allowed a voice in the educational agenda.

Through these oral histories, Golin examines the hopes of the teachers as they picketed, risking arrest and imprisonment. Why did they strike? How did the union represent them? How did their action—and incarceration—change them? Did they continue to teach in impoverished schools? Golin also discusses the tensions arising during that period. These include differences in attitudes toward unions among black, Jewish, and Italian teachers; different organizing strategies of men and women; and conflict between teachers’ professional and working-class identities.

The first part of the book sets the stage by exploring the experience of teachers in Newark from World War II to the 1970 strike. After covering both strikes, Golin brings the story up to 1995 in the epilogue, which traces the connection between educational reform and union democracy. Teacher Power enhances our understanding of what has worked and what hasn’t worked in attempts at reforming urban schools. Equally importantly, the teachers’ vivid words and the author’s perceptive analysis enables us to view the struggles of not just Newark, but the entire United States during a turbulent time.

 

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