Introduction: the problem of estrangement from Scripture in Christian ethics -- Learning about reading the Bible for ethics -- Reading self-consciously : the hermeneutic solution -- Reading together : the communitarian solution -- Focusing reading : the biblical ethics solution -- Reading doctrinally : the biblical theology solution -- Reading as meditation : the exegetical theology solution -- Listening to the saints encountering the ethos of Scripture -- Augustine's ethos of salvific confession -- Luther's ethos of consoling doxology (...) -- Singing the ethos of God -- Ethical exegesis : what have we encountered -- Exploring the place of Christian ethics in Scripture. (shrink)
PART I. -- 1. The Asian, European and the American views on destiny -- 2. Biblical fulfilment of destiny -- 3. Destiny in the Ghanaian context -- 4. Mystical effects of names on destiny -- PART II. -- 5. My childhood days and primary education -- 6. My secondary education -- 7. University education -- 8. Employment after graduation, mariage life and children -- 9. Post-graduate studies at the University of Strathclyde, Glascgow, Scotland and working experience -- 10. Resignation (...) from Cocoa processing company and employment at Tema Food Complex Corportion -- 11. Appointment as the manaing director of cocoa processing company, achievements, awards and honours received -- 12. Mysterious occurrences in my life and my wife's miraculous healing -- 13. Do you believe in fasting, prayers and dreams? -- 14. Conclusion. (shrink)
The purpose of Judaism -- The Exodus-Sinai continuum of Jewish life -- Genesis : Abraham and "the call" -- Exodus : embracing the covenant -- Leviticus : roadmap to a more perfect world -- Numbers : from wilderness to prophecy -- Deuteronomy : how central is God? -- Sinai applied : seven core values of the rabbinic tradition -- The American Jewish community and the public square -- Jews and the struggle for civil rights -- Soviet Jewry : a cause (...) of our own -- Protecting and defending the state of Israel -- What is a Jewish issue? -- Beyond self-interest -- Social justice takes root -- Reconciling Exodus and Sinai -- Conclusion : responding to "the call". (shrink)
Over 700,000 copies of the original hardcover and paperback editions of this stunningly popular book have been sold. Karen Armstrong's superbly readable exploration of how the three dominant monotheistic religions of the world—Judaism, Christianity, and Islam—have shaped and altered the conception of God is a tour de force. One of Britain's foremost commentators on religious affairs, Armstrong traces the history of how men and women have perceived and experienced God, from the time of Abraham to the present. From classical philosophy (...) and medieval mysticism to the Reformation, the Enlightenment, and the modern age of skepticism, Armstrong performs the near miracle of distilling the intellectual history of monotheism into one compelling volume. (shrink)
Spinoza's Theological-Political Treatise (1670) is a landmark both in democratic political theory and in the history of biblical interpretation. Spinoza championed liberty of thought, speech and writing by discrediting the Bible as the standard for truth and a source of public law. Applying a new historical criticism, he showed that biblicalteaching and law were irrelevant for a modern pluralistic state and its intellectual life. J. Samuel Preus highlights Spinoza's achievement by reading the Treatise in the context (...) of a literary conflict among his contemporaries about biblical interpretation - a conflict fraught with political implication. Preus's exposition of neglected primary sources surrounding Spinoza's work offers new evidence regarding his rhetorical strategy and intent in the Treatise. The book provides not only a valuable contribution to Spinoza scholarship but an important account of the origins of modern methods of biblical interpretation. (shrink)
How should contemporary Thomistic theologians speak of providence and predestination? This essay suggests that St. Catherine of Siena’s approach to the doctrine provides a model for Thomistic theology today. After examining biblicalteaching and the guidelines proposed by the Catechism of the Catholic Church, I explore in some detail the positions of Hans Urs von Balthasar and Jacques Maritain, both of whom sought to overcome what they perceived to be difficulties in the Thomistic account of predestination. I conclude (...) by proposing a retrieval of the perspective of St. Catherine of Siena. (shrink)
This article argues that introductory ethics classes can unwittingly create or confirm skeptical views toward morality. Introductory courses frequently include critical discussion of skeptical positions such as moral relativism and psychological egoism as a way to head off this unintended outcome. But this method of forestalling skepticism can have a residual (and unintended) skeptical effect. The problem calls for deeper pedagogical-cum-philosophical engagement with the underlying sources of skepticism. The paper provides examples of how to do this and explains the additional (...) benefits of teaching moral skepticism. (shrink)
Recent attention to the context of biblical texts and to their literary dimension has been fruitful for preachers. But on the eve of a new millennium, biblical studies and homiletics must reclaim their identities as theological disciplines. As sacred scripture, the Bible's chief role is to serve as resource for the church's teaching, doctrine, and preaching.
In response to the difficulty of teaching an increasingly large number of students who are ill prepared for the sort of abstract thinking and well-structured essay writing that are essential to the field of Philosophy, I have discovered a five-step method for teaching students in my Philosophy and Social Ethics course how to examine any ethical issue and write well-structured essays discussing the issue. Just as important, students are now required to take more responsibility for the learning process (...) which, I believe, is an appropriate goal for a course in Ethics. (shrink)
Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the (...) curriculum business ethics should be taught. (shrink)
Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn (...) in the context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method. (shrink)