Covenant, community and communion are ways in which God’s means and God’s ends are identical. Covenant is not the ‘Plan B’ after the failure of creation in the fall; it is the fulfilment of the reason for creation, and the anticipation of the true covenant, the incarnation itself. God’s love for Israel goes far beyond any instrumental goodwill: Israel is God’s child, God’s spouse, God’s companion forever. Communion is the centre of the Christian faith: being with but also being together. Communion and community name the two aspirations of church. The one is about being in, and bringing others into, relationship with God; the other is about relating civilly, cordially and sacrificially with one another, and attending to the things that need doing to function humanly. When Jesus talks of the realm of God, he is talking about this communion and community becoming a reality for all people.

This chapter reconstructs Schopenhauer’s complex discussion of human sociability. Schopenhauer thought that agents in the domains of politics and morality cannot conceive of human togetherness. For him, the areas of politics and morality correspond to the exercise of egoism and the spontaneous feeling of compassion, respectively. But he added that egoism is rooted in a form of practical solipsism, and compassion is rooted in a metaphysical insight into the inessential nature of individuals. It follows that neither egoistic nor compassionate individuals ultimately care about others as others. Yet Schopenhauer supplemented these treatments of others as reducible with his discussion of sociability. His analysis of social interaction exemplified by conversations, games, and other diversions includes accounts of interpersonal harmony and friction among individuals who remain distinct from one another. Even though Schopenhauer rejected sociable interaction as superficial and embraced misanthropy, his reflections on sociability contain a conception of human community.

This chapter is a largely non-technical overview of economic and political aspects of wind energy policy. The cost of wind energy is assessed in terms of Levelised Cost of Energy (LCoE) with equations given in full and simplified form. Using a large database historic installed costs for UK wind both on- and offshore are given, from the earliest projects to the present day. The observed trends are discussed. Operational and balancing costs are outlined, the latter reflecting the intermittency of wind power. LCoE estimates are made for a range of installed costs and output capacity factors at typical discount rates, and compared with current generation prices. The chapter considers the economics of onsite generation with the example of a private business using wind energy to offset demand; the energy displacement and export statistics are extrapolated to compare with a national scenario for 100% renewable electricity generation. The topic of ownership is introduced and examined in the context of the UK’s first community-owned windfarm. The chapter concludes with a brief review of UK renewable energy policy, which originated with legislation to protect the nuclear power industry.

Recent research endeavors have demonstrated the immense promise of team science to move the field of social and personality psychology forward. In this chapter, we introduce readers to the concept of team science as a model in which diverse teams collaborate on larger-scale research projects. These teams can bring people together from multiple labs, academic disciplines, or sectors to answer a shared question. Working in teams offers a number of benefits, allowing us to increase access and representation in our research, implement different methods and tools, answer more complex questions, and have greater social impact. We offer an overview of different models of team science and how researchers can expand their own teams, adhering to the principles of open communication, commitment to diversity and inclusion, clear roles and expectations, and cooperative decision-making. We also address some of the challenges inherent to team science and how to overcome them in order to make our science as efficient, fair, and impactful as possible.

This chapter explores the rapid “coming apart” of white working-class communities across the American South as the New Age of Inequality (post-1980) settled in. As the economic doldrums took hold across swaths of the American South and its diaspora during the decades since 1980, social dysfunction emerged with a vengeance in white working-class communities, a phenomenon that captured national attention through J. D. Vance’s depiction in his best-selling Hillbilly Elegy (2016). Older industrial cites suffered and declined as the economy deindustrialized. The many challenges the faltering economy presented to white southern workers and their communities stimulated a visceral response from disaffected workers, a response manifest in angry efforts to reclaim white privilege and the aggressive championing of “traditional” values, and ultimately an unprecedented level of death and despair. The complex story of disruptive economic forces, lingering racial resentments, and fierce atavistic loyalties led white southern workers to choose clinging to cultural values over building alliances that might redress their economic grievances.

In Australia, the educator landscape continues to be dominated by persons who are non-Indigenous, middle-class, speakers of English as their primary language and of European/Anglo cultural heritage (Daniels-Mayes 2016; Perso & Hayward 2015). When working with culturally minoritised learners, educators currently find themselves operating amid educational imperatives that are often complex and contradictory (Unsworth 2013). As foregrounded in chapters 3–5, cultural responsivity is a pedagogical approach that seeks to value, recognise and utilise the intelligence and cultural capacities that students already possess in the classroom (Morrison et al., 2019). This is a practice that requires educators to go beyond the limitations of simply being culturally aware, having cultural understanding or being culturally competent and instead seeks to tailor an educator’s practice according to learners’ unique place-based linguistic and cultural repertoires. In doing so, the eductor acknowledges through their practice that First Nations contexts are not all the same and that learners will often speak a range of differing home languages.

I conclude with a review of my findings in Chapters 3–7. I elucidate the relationship between “oil” and “Islam” and what that relationship teaches us about politics in Gulf monarchies. The overwhelming message is that with their abundant wealth, Gulf rulers have been exploiting not only oil rents but also religious doctrine and its (re-)formulations to function as tools of social management and social control. Their aim is to bolster their authoritarian ambitions: ruling families’ capacity to both dominate and shape their societies and retain their monopoly over resources. For the sake of maintaining – and enriching – dynastic states and constructing the nation, oil and Islam are their principal tools.

A gap divides modern ideas of genius from the sentimental conceptions of the 1760s and 1770s. Though talent was a common feature, musical genius for Rousseau and Diderot was integrally related to expression, affective identification with a community, and an orientation towards ‘the people’. Also important was ‘enthusiasm’, originally a type of religious inspiration fostered after 1700 within radical Protestant groups such as Count Zinzendorf’s Moravians, who radically challenged contemporary ideas of masculinity, sexuality and religious faith. Enthusiasm’s secularization with Goethe and Herder initiated the countercultural ‘period of genius’ (Genieperiode) later known as the Sturm und Drang. Its composers, such as J. M. Kraus, Neefe and Reichardt, lavished attention on popular, commercial forms such as German comic opera and ‘popular song’ (Volkslied) – priorities only challenged when the movement’s opponents such as J. N. Forkel tactically redefined ‘genius’ to centre it on technical mastery rather than inspiration and expression.

This chapter shows that the entire intelligible world in Plotinus has a personal nature. Every real being is a person, not an abstract concept or a dead thing. Moreover, those real beings don’t exist in separation, and they are not autonomous individuals, but form a unified, living whole, an organism or, as Plotinus calls it, a city with a soul. The Forms are sacred statues of the gods, which can be seen through their sensible images. In the end, Plotinus coins a neologism to describe this peculiar vision of reality: παμπρόσοωπόν τι, “being-all-faces”. This grand vision gives a deeper meaning to all the earlier metaphors of statues, reflected images, and faces that I have been elucidating in the book. In a deep unity of the intelligible world, to know and love one’s own face or to know and love the face of another is to contemplate all the other faces that participate in the living city that is reality.

I introduce the topic, theme, central argument of the study, and its setting in Gulf petro-monarchies. I discuss the relevant scholarly literature, especially as it concerns ways in which religion (and specifically, Islam) has been used by political actors to advance particular interests. I provide a detailed elaboration of the argument and its various parts, as well as the method of analysis and justification for the choice of cases. I then discuss the context and cases in greater detail, with attention to key features of the historical development of the petro-monarchies from their pre-oil contact with the British imperial power, the arrival of oil companies, the importation of labor, the definition of borders and emergence of “modern” states. I illustrate noteworthy structural peculiarities of each of the four states. Finally, I outline the architecture of the manuscript, with an overview of each chapter.

This chapter examines René Depestre’s epic poem Un arc-en-ciel pour l’occident chrétien. It contextualizes Vodou as a cultural and spiritual lieu de mémoire that was a major turning point leading to the Haitian Revolution. It analyzes the monumental role that the Vodou religion played in creating a sense of collective identity and consciousness that would eventually lead to the Ceremony of Bois Caïman. I argue that Vodou was at the heart of the resistance movement and provided agency for the enslaved. This agency allowed them to question the colonized Christian white god and embrace their own African spirituality. In so doing the enslaved were able to come together to create community and affirm their identity/ies. I then argue that the five sections of the poem depict Vodou as a framework for denouncing racism in the US South, as various lwas travel to Alabama, where lynching was commonplace, to decry the US’s political and religious hypocrisy and to avenge the enslaved and their families in the face of the wickedness and hatred associated with slavery. Depestre decries the hypocrisy of the white god and suggests to readers that the lwas show true humanity.

Though it is derived from individual thriving, community thriving cannot be reduced to the aggregate of individual experiences. Rather, community thriving is defined as the function of a community’s sustainability and its effectiveness at producing well-being outcomes. An overview of community concepts related to thriving, thus defined, is offered, and the implications of well-being, fairness, and worthiness in a community context are detailed. The chapter concludes with specific historical illustrations and steps readers can take to enhance the thriving of their own communities.