This essay indicates how theology of a certain sort may contribute to the “human humanities” as Willem B. Drees understands them, but also that there is no single entirely satisfactory solution to the question of how to give due attention to the intensely self‐involving character of plural religions. The best we can do is to undertake theology, religious studies, and philosophy of religion in proximity to one another. This helps to maintain the sense that, in the humanities generally and the (...) study of religion specifically, we not only develop comparative and disciplined reflections that aspire to a measure of neutrality, but also invite persons to undertake inherently self‐involving and reflexive inquiries, including theological ones. (shrink)

Ethics and Advocacy considers the connections and differences between critical reflection or moral arguments or narratives and advocacy for particular issues regarding justice and moral behavior and dispositions. The chapters in this volume share an interest in overcoming polarizing division that does not enable fruitful give-and-take discussion and even possible persuasive justifications. The authors all believe that both ethics and advocacy are important and should inform each other, but each offers a divergent point of view on the way forward to (...) these agreed-upon ends. Our shared goal is to avoid academic withdrawal and to speak relevantly to the important issues of our day while halting--or at least mitigating--the disruptive discourse--almost shouting--that characterizes our polarized current society. (shrink)

This essay argues that H. Richard Niebuhr's classic book, Christ and Culture, is best understood as a typology of moral theologies. Each of Niebuhr's five types may be regarded as a patterned resolution of four theological relations: reason and revelation, God and world, sin and goodness, and law and gospel. Many of his evaluative comments reflect his preference for what he calls a transformationist or conversionist pattern. However, it is not difficult to imagine evaluative comments on the several types, including (...) the transformationist one, made from the perspective of a different preferred resolution of the four theological relations. Moreover, Niebuhr's scheme remains useful for analyzing more recent texts in theological ethics, such as Gustavo Gutierrez's A Theology of Liberation. Thus, while the book is not without its flaws and while readers may wish to enter some emendations and revisions, Christ and Culture is still worth reading because the categories it presents for analyzing moral theologies remain unsurpassed in their richness, usefulness, and suggestiveness. (shrink)

THIS ESSAY PRESENTS THE ARGUMENT THAT A THEOLOGICAL ETHIC CAN be Christian if it is shaped by a Christian theology or a reflective attempt to articulate a Christian worldview in the service of the life of faith. But there is no generic Christian theology, only historical varieties, many of which shape our ethics differently and also include distinctive self-critical resources. Therefore, although theology is not all you need, you must also be your own theologian to be a critical, interesting, and (...) ecclesially relevant Christian ethicist. (shrink)

The story of theology and ethics at Union Seminary from 1812 to the present illustrates the critical relationship between theology, ethics, and historical circumstances. In a distinctive fashion, it also reflects both the wider story and current challenges of theology and ethics in American Protestantism.

Reinhold and H. Richard Niebuhr developed different stances in theological ethics as well as contrasting interpretations of important circumstances and events. Despite their differences, however, when it came to the idea of responsibility, they shared a fundamental insight about the situated character of human agency. Their insight points to a substantial if also flexible Niebuhrian legacy in theological ethics, and promising and problematic features of this legacy have continued to engage the critical and constructive energies of diverse thinkers, including James (...) M. Gustafson, Gordon D. Kaufman, Robin W. Lovin, and William Schweiker. (shrink)

Our theological pictures of God, the world, and ourselves sometimes change in order to take account of scientific findings, ideas, and beliefs. How might they alter in response to recent ideas about the cosmos and the place of us humans in it?

Journal of Religious Ethics, Volume 50, Issue 1, Page 7-19, March 2022.

Desafios e dilemas da condição de trabalho de professores iniciantes no magistério público no DF Resumo: Este trabalho se origina nas preocupações voltadas às condições de trabalho de professores que iniciam na docência e tem por objetivo estudar a condição de trabalho do professor no início da carreira, buscando entender os desafios e dilemas enfrentados, no intuito de contribuir com a análise da realidade da atividade docente. O foco é o professor iniciante na Secretaria de Educação do Distrito Federal. Os (...) resultados são obtidos a partir da análise documental em legislações e publicações no Diário Oficial do DF, e na aplicação de questionários e entrevistas. Os dados revelam um quantitativo expressivo de desistentes na carreira, compreendido em um terço dos professores que são aprovados no concurso público, anunciando questões objetivas ligadas as condições de trabalho, nos levando em questionar a necessidade de políticas de formação pensadas a partir da realidade do trabalho docente. Chamamos atenção para a omissão de políticas públicas diante do caso, como um fator condicionador para intensificar ainda mais as dificuldades enfrentadas nesta etapa da carreira. Se espera contribuir para a produção de conhecimento na área de formação de professores no que se refere aos dilemas vividos pelo professor iniciante, visando fundamentar propostas sobre acompanhamento profissional dos docentes iniciantes na carreira. Palavras-chave: Trabalho Docente; Professor Iniciante; Condições de Trabalho Challenges and dilemms of the working condition of initiating teachers in the public magistery in DF Abstract: This work originates from concerns about the working conditions of teachers who start teaching and aims to study the teacher's working condition at the beginning of their career, seeking to understand the challenges and dilemmas faced, in order to contribute to the analysis of reality teaching activity. The focus is the beginner teacher at the Education Department of the Federal District. The results are obtained from documentary analysis in legislation and publications in the Federal Official Gazette, and in the application of questionnaires and interviews. The data reveal an expressive number of dropouts in the career, comprised in one third of the teachers who are approved in the public exam, announcing objective questions related to working conditions, leading us to question the need for training policies designed from the reality of the work. teacher. We call attention to the omission of public policies in the case, as a conditioning factor to further intensify the difficulties faced at this stage of the career. It is expected to contribute to the production of knowledge in the area of ​​teacher training with regard to the dilemmas experienced by the beginning teacher, aiming to substantiate proposals on professional accompaniment of teachers beginning in their careers. Key words: Teaching Work; Beginner Teacher; Work conditions Challenges and dilemms of the working condition of initiating teachers in the public magistery in DF Resumen: Este trabajo nace de inquietudes sobre las condiciones laborales de los docentes que inician la docencia y tiene como objetivo estudiar la condición laboral del docente al inicio de su carrera, buscando comprender los desafíos y dilemas que enfrenta, con el fin de contribuir al análisis de la realidad de la actividad docente. El enfoque es el maestro principiante en el Departamento de Educación del Distrito Federal. Los resultados se obtienen del análisis documental en la legislación y publicaciones en el Diario Oficial de la Federación, y en la aplicación de cuestionarios y entrevistas. Los datos revelan un expresivo número de abandonos en la carrera, comprendido en un tercio de los docentes que son aprobados en el examen público, anunciando cuestiones objetivas relacionadas con las condiciones laborales, lo que nos lleva a cuestionar la necesidad de políticas de formación diseñadas a partir de la realidad del trabajo. profesor. Llamamos la atención sobre la omisión de políticas públicas en el caso, como factor condicionante para intensificar aún más las dificultades enfrentadas en esta etapa de la carrera. Se espera contribuir a la producción de conocimiento en el ámbito de la formación docente frente a los dilemas vividos por el docente principiante, con el objetivo de fundamentar propuestas sobre el acompañamiento profesional del docente que se inicia en su carrera. Palabras clave : Trabajo Docente; Profesor principiante; Condiciones de trabajo. Data de registro: 18/02/2020 Data de aceite: 30/06/2021 Financiamento: CNPq, FAPDF. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Theology for Liberal Protestants: God the Creator by Douglas F. OttatiRubén Rosario RodríguezTheology for Liberal Protestants: God the Creator Douglas F. Ottati GRAND RAPIDS, MI: EERDMANS, 2013. 377 PP. $38.00Douglas Ottati offers the first volume of a two-volume systematic theology that is firmly and unapologetically grounded in the nineteenth-century liberal Protestant tradition. To paraphrase Gary Dorrien, Ottati's work can be categorized as among those contributors (...) to the discipline of theology, like Kathryn Tanner, seeking to bridge the longstanding gap between Yale postliberalism and Chicago liberalism. In other words, the absolute rejection of Friedrich Schleiermacher, Adolf von Harnack, and Ernst Troeltsch by neo-orthodox theologians early in the twentieth century no longer serves as an adequate typology, thus necessitating the need for a different narrative—one that sees greater continuity between Protestant liberalism, its neo-orthodox opponents, and the narrative and postliberal theologies that have sprouted from the fertile soil of this supposed discontinuity.Ottati defends and reclaims use of the term "liberal" through an appeal to the Reformed theological tradition within which he stands (along with supposedly irreconcilable rivals Schleiermacher and Karl Barth) by recognizing the place of John Calvin as an advocate for compassionate civil discourse and cooperation grounded in distinctly Christian piety and praxis. Accordingly, "A liberal Protestant is one whose piety and sensibility join Protestant convictions about Bible, tradition, church, history and truth with sustained attention to critical argument and scientific inquiries, a developed historical consciousness, and a commitment to social criticism and reform" (14). He then reconceptualizes the discipline of Christian theology through a series of axiomatic propositions that locates the theologian within a particular faith community yet in continuous dialogue with the surrounding culture; confronts the radical plurality of our current age by pursuing comparative theological discourse; and is receptive to scientific, literary, and philosophical world views (even when these world views prove hostile to a Christian perspective) as naturally flowing from the Christian's pious submission "to God as Creator, Judge, and Redeemer" of all humanity in its many varied manifestations. In other words, Ottati presents diversity, tolerance, and cooperation as distinctly Christian virtues that can and ought to help Christians build bridges with differing religious and philosophical perspectives on the basis of a shared humanistic foundation that is nevertheless biblically and theologically grounded.This systematic theology intentionally follows Calvin's organizing schema in the Institutes of the Christian Religion (1559) of the twofold knowledge of God as [End Page 214] Creator and Redeemer; it greatly admires and respects its theological ancestors, including Augustine, Martin Luther, and Schleiermacher, yet offers a critical evaluation—and, when needed, rejection—of these same forebears. Like Katherine Sonderegger's recent Systematic Theology (a projected three-volume work), Ottati's contribution stands as a corrective against the twentieth century emphasis on a Trinitarian doctrine of God that often excludes classical reflection on the attributes of God. Whether or not he is avoiding classical Trinitarian language because he wants to avoid idle speculation about the Triune God (à la Calvin) will become more evident in the second volume when (if?) he addresses the work of the Spirit as part of God's act of reconciliation in Christ. This first volume is the work of a brilliant thinker who is guided by a pastoral sensibility that will find an audience in the church, in the seminary, and—perhaps most surprisingly—in the university classroom in great part because it takes very seriously the call to make the Christian faith intelligible and relevant in the face of external criticism of Christian piety and practice. In the end, what it offers is a rediscovery of the concept of wonder at the Creation and its infinitely mysterious source to a radically pluralistic and increasingly agnostic culture.Rubén Rosario RodríguezSaint Louis UniversityCopyright © 2017 Society of Christian Ethics... (shrink)

CUNHA, Luiz Antônio. O ensino profissional na irradiação do industrialismo. 2. ed. São Paulo: Editora UNESP; Brasília, DF: FLACSO, 2005. 270 p. Apresentado originalmente em 1999 para o Projeto Replanfor, da Secretaria de Formação e Desenvolvimento Profissional, do Ministério do Trabalho, e incorporado como parte dos trabalhos sobre o tema que o autor vem desenvolvendo desde 1972, quando da defesa de sua dissertação de mestrado, o livro é uma relevante contribuição para os estudos sobre a história da educação profissional no (...) Brasil. Constitui o terceiro volume da trilogia publicada pelo autor sobre o ensino técnico-profissional, antecedido das seguintes obras: O ensino de ofícios artesanais e manufatureiros no Brasil escravocrata e O ensino de ofícios nos primórdios da industrialização. O livro retrata o desenvolvimento da educação profissional brasileira, no período que vai do Governo Provisório pós-1930 até ao fim do século XX. Numa continuidade de sua extensa produção historiográfico[1]educacional e partindo de um posicionamento teórico-metodológico crítico, Cunha consegue captar as vicissitudes do movimento histórico do trabalho e da educação para o trabalho no Brasil no período correspondente, embora muitas vezes se referindo ao Brasil acabe generalizando e dando ênfase aos grandes centros como São Paulo e Rio de Janeiro. Cunha parte do ensino orientado pela força de trabalho industrial e manufatureira para abordar o ensino profissional, demonstrando que a constituição deste “grande aparato educacional” não é um processo linear e homogêneo. O autor busca reconstruir a lógica interna às políticas educacionais, descrevendo com exatidão a legislação correspondente, explicada por suas implicações ideológicas e disputas hegemônicas que se desenvolveram no campo educacional. Além das mudanças ocorridas no processo produtivo, o autor também descreve como os protagonistas envolvidos com o ensino profissional as encararam. Este livro culmina com a apresentação de um campo educacional marcado por conflitos, sobretudo no que diz respeito ao Serviço Nacional de Aprendizagem Industrial, instituição que o autor dá atenção especial. [...] Data de registro:13/02/2012 Data de aceite:03/10/2012. (shrink)

“Podemos escoger entre responsabilidad e irresponsabilidad, pero no podemos salirnos de la disyuntiva. O nos hacemos responsables del globo globalizado, o estamos involucrados en su destrucción” Franz HinkelammertHinkelammert (2001) emplea la metáfora de “cortar la rama del árbol en la cual se está sentado” para referirse a las consecuencias de la consolidación de la globalización en todos los ámbitos de la vida. Esta tendencia suicida, entendida a partir de la “crisis general de la conviven..

Previous research has shown that the proactive deprioritization of emotional distractors through the provision of information about the distractors or passive habituation of emotional distractors may attenuate emotion-induced blindness (EIB) in the rapid serial visual presentation stream. However, whether prior memory encoding of emotional distractors could bias the EIB effect remains unknown. To address this question, this study employed a three-phase paradigm integrating an item-method direct forgetting (DF) procedure with a classic EIB procedure. Participants completed a memory coding phase to (...) either remember or forget negative pictures, then performed an intermediate phase of the EIB test, and finally finished a recognition test. Critically, the same to-be-forgotten (TBF) and to-be-remembered (TBR) negative pictures in the memory learning phase were used as emotional distractors in the intermediate EIB test. The results replicated the typical DF effect by showing higher recognition accuracies for TBR pictures compared to those for TBF pictures. More importantly, the TBF negative distractors attenuated the EIB effect compared to the TBR negative distractors, but showed a comparable EIB effect as the novel negative distractors. These findings indicate that prior memory encoding manipulations of negative distractors could bias subsequent EIB effects, providing an important approach to modulate the EIB effect. (shrink)