This chapter reviews the perspectives and levels of an analysis that inform how an observation is made. This is done by demonstrating that there are two perspectives (language use and the human factor) and five levels (summation, description, interpretation, evaluation, and transformation) of analysis in discourse analysis. These perspectives and levels can be used to understand the frameworks of established methodologies, such as conversation analysis, critical discourse analysis, and narrative analysis. After reading this chapter, readers will know that the analytic process can combine different perspectives and levels of analysis.

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.

This chapter employs a survey to ask whether the efforts of various climate networks as part of collaborative climate governance are perceived as effective. Sweden is known for being a corporatist state in which dialogue with stakeholders is a key feature of policy development. This can also be seen in the way that the Swedish government has developed its policies for decarbonization by establishing the multi-stakeholder initiative Fossil Free Sweden as a flagship. However, there are numerous other climate networks that are led by non-state and sub-state actors and operate independently of state action. This chapter outlines a set of multi-actor networks that work to contribute to achieve Sweden’s climate targets and assesses them in terms of perceived effectiveness. By studying the perceptions of key stakeholders, this chapter seeks to understand the contributions of various climate networks to Swedish decarbonization beyond measurable emission reductions, thereby paving the way for critical reflections about the role of collaborative climate action in broader governance arrangements.

This chapter provides an overview of the aims and research questions guiding this book. It introduces key terms and concepts and outlines the main contributions of the book. The chapter explains why the complex relations between state and non-state actors are crucial to understanding the implementation of the Paris Agreement. It provides a background to understanding the role of collaborative climate governance in the post-Paris governance landscape by highlighting the international context and describing Sweden’s climate policy framework. Finally, it provides a brief overview of each chapter in the book.

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.