In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...) and teaching in the fields of theology, religion and science, and religion and literature, as well as ten years of editorial experience with the American Journal of Theology and .. (shrink)
This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...) one term. Methods for data collection included a weekly logbook, student questionnaires, teaching observations, reflective exercises, and peer discussions. The findings shed light on the complexities of teaching Greek philosophy to small groups and the challenges of the practitioner's reflective process in this teaching. (shrink)
Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...) explores the value of case study pedagogy for a full-semester graduate course in global health ethics at an American university. I address some of the pedagogical challenges of teaching global health ethics through my innovative use of case study methodology—the “prospective case study”. (shrink)
A study of the opinions of a prominent tenth-century scholar pertaining to different aspects of pain, including his theological explanation of the existence of human suffering as well as a historical survey of his Bahšamiyya Mu‘tazila school.
The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...) manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)
_ Source: _Volume 54, Issue 1, pp 46 - 107 The present paper discusses the question of Marsilio Ficino’s lost translations of Proclus’ _Elements of Physics_ and _Elements of Theology_. It reviews all known evidence for Ficino’s work on the _Elements of Physics_ and _Elements of Theology_, examines new references and fragments of these texts in Ficino’s manuscripts, especially in his personal manuscript of Plotinus’ _Enneads_, and studies how they fit within the Florentine’s philosophical oeuvre. The present case studies of (...) manuscript evidence demonstrate how Proclus accompanied Ficino from his early ‘scholastic background’ through to his mastery of the Platonic tradition late in his career, especially, as is shown, in his study of Pseudo-Dionysius and Plotinus. Despite the fact that scholarship at times pits scholasticism and Renaissance Platonism against each other, in this sense Proclus—largely due to the _Elements_—bridges the two cultures. (shrink)
In this article, I take my own position within an ongoing debate about what place (if any) Christian theology should have within the secular university. Against both “secularists” and “sectarians,” I argue that we can and should locate the study (teaching and learning) of theology squarely within the secular university, once we cease to demand that all academic study within the secular university be framed by a narrowly defined and overly constrictive “secular perspective.” Freed from (...) the controlling dogma of the “secular perspective,” theology in the secular university can proceed unhindered in its quest for knowledge, following the classical method of “faith seeking understanding,” while still remaining remarkably inclusive of, and respectful toward, those who do not share specific theological commitments. (shrink)
In the last forty years, Roman Catholic moral theology has been experiencing revolutionary tension and change. In this unique and thoroughly documented study, a distinguished Jesuit moral theologian examines the events, personalities, and conflicts that have contributed, from New Testament times to the present, to the Roman Catholic moral tradition and its contemporary crisis, and interprets the fundamental changes taking place in the subject today. Among the topics covered in this volume are papal infallibility, confession as a sacrament, (...) the legacy of Augustine, the dramatic change in attitude to "salvation outside the Church," and the continuing impact on moral theology of the 1968 papal encyclical on birth control and of the Second Vatican Council. (shrink)
Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...) of convergence or divergence. Findings include: the majority (72.8%) of the sample believed that insufficient time was allocated to the teaching of HCE; case studies were considered a popular, although problematic, teaching method; the ‘four principles’ approach was less than dominant in the teaching of HCE; and virtue ethics was taught by only 36.4% of the participants. The Delphi technique proved adequate and worth while for the purposes of this study. Further empirical research could aim to replicate or contradict these findings, using a larger sample and recruiting more university departments. Reflection is required on several issues, including the depth and breadth to which ethics theory and, more controversially, meta-ethics, are taught to nursing students. (shrink)
The Faculty of Theology at the University of Pretoria went through a process of restructuring, resulting in the amalgamation of Dogmatics, Christian Ethics, Church History and Church Polity into one department under the name 'Systematic and Historical Theology'. This contribution reflects only on the one aspect, namely Historical Theology. The point is made that a name change could not mean 'business as usual', but should be regarded as an opportunity to re-imagine the content and structure of Historical (...)Theology. This is not an easy task. This contribution reflects on Historical Theology as theological discipline, the teaching content and how it could be relevant in Africa in the 21st century. It also has implications for restructuring the curriculum. (shrink)
Chia, Edmund Kee-Fook Review of: Lay people in the church: A critical study of the theology of the laity in the documents of the federation of Asian bishops' conferences with special reference to John Paul's apostolic exhortation, by Peter Nguyen Van Hai, Frankfurt am Main: Peter Lang, 2015, pp. 290, US$76.95.
A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...) plausible that this deflated justification can be met. Specitically, I argue that it is reasonable to expect transfer of learning for basic logical skills. Additional topics covered include: the relation ofliberal education to critical thinking, argument analysis, testing for CT, and the value of conceptual or linguistic analysis. (shrink)
Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s (...) understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. (shrink)
A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
This article focuses on the role that distorted Christian theology played in the construction of the racial ideologies of Nazism and Apartheid. The central theoretical argument is that these theologies were instrumental in sacralising the history of a specific group by creating origin myths, by idolising the ingroup, defining the outgroup, by providing racist ideologies with rituals and symbols and by creating final utopian solutions. The theological doctrines that were used are characterised by certain common features, such as a (...) collectivist anthropology, the identification of the church with an ethnic group, the view of history as a source of revelation, and the appropriation of myths. The article concludes with the remark that the modern global environment is particularly vulnerable to racism. It is therefore important for Christianity to clearly identify the common characteristics of pseudo-racist theology and to educate its adherents on the difference between authentic theology and pseudo-theology, so that they will not fall prey to destructive forms of religion that encourage racism. (shrink)
Publication date: 30 March 2017 Source: Author: Poonam Bala, Tanivir Kaur, Maninder Kaur This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either (...) the lecture method teaching or the smart class method teaching. For conducting the experiment, the investigator used pre-test and post-test comparison group design. For collection of data, a structured questionnaire and a structured teaching programme was used. t-test was used for analysis and interpretation of the data. The results of the study revealed that the lecture method of teaching was more effective as compared to a smart class method of teaching. (shrink)
This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...) the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings. (shrink)
What does it mean for Christ to be the "image of God"? And, if Christ is the "image of God," can the human person also unequivocally be understood to be the "image of God"? Augustine's Early Theology of Image examines Augustine's conception of the imago dei and makes the case that it represents a significant departure from the Latin pro-Nicene theologies of Hilary of Poitiers, Marius Victorinus, and Ambrose of Milan only a generation earlier. Augustine's predecessors understood the imago (...) dei principally as a Christological term designating the unity of divine substance. But, Gerald P. Boersma argues, Augustine affirms that Christ is an image of equal likeness, while the human person is an image of unequal likeness. Boersma's careful study thus argues that a Platonic and participatory evaluation of the nature of "image" enables Augustine's early theology of the image of God to move beyond that of his Latin predecessors and affirm the imago dei both of Christ and of the human person. (shrink)
Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrix builds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, (...) an organizational structure is needed to sustain ongoing improvement. In addition, while the first book provided a primer on learning theory as it relates to pedagogy, Developing a Center for Teaching Excellence plumbs this topic more deeply from the perspective of the college instructor. Further, the second book is dedicated to demonstrating how the IRM can be institutionalized as the foundation for providing the structure and support to faculty and how they can help shape centers for teaching excellence by becoming more familiar with relevant learning theories and related pedagogical and technological approaches. (shrink)
This article approaches Judaism through Rabbi Bradley S. Artson’s book, God of Becoming and Relationships: The Dynamic Nature of Process Theology. It explores his understanding of how Jewish theology should and does cohere with central features of both process theology and Robert S. Hartman’s formal axiology. These include the axiological/process concept of God, the intrinsic value and valuation of God and unique human beings, and Jewish extrinsic and systemic values, value combinations, and value rankings.
This book argues that a basic problem in thinking about understanding, temporality, and selfhood is due to “imitative” modes of thought found in much traditional Western philosophy and theology. Given this, the book examines the complex role that “image” and “imitation” play in understanding and its world of meaning, the import of language and narrative for configuring human temporality, and the existence of self. The author’s contention is that when critically understood, mimesis, with its roots in performative enactment, holds (...) resources for reconsidering these basic dimensions of human life beyond imitative paradigms of thought. (shrink)
Throughout the 1980s Margaret Thatcher dominated British and global politics. At the same time she maintained an active Christian faith, which she understood as shaping and informing her political choices and policies. In this article I argue that we can construct from Thatcher's key speeches, her memoirs, and her book on public policy a cultural "theo-political" identity which guided her political decisions. Thatcher's identity was as an Anglo-Saxon Nonconformist. This consisted of her belief in values such as thrift and hard (...) work, care for the family and local neighbor, and charitable generosity; her belief in the renewal of the national British Christian spirit; and her notion of morality as the opportunity for free choice. Without a recognition of the centrality of her theo-political identity, it is difficult to understand the values and beliefs which were central to her political life. The methodological issues raised by the construction of this theo-political identity are examined in this article. The aim of the proposed methodology is to develop theological insights into a political phenomenon like Thatcher rather than make policy judgments or recommendations. (shrink)
In his seminal Theology of the Old Testament, Gerhard von Rad argues that the testimonial character of the Old Testament provides it with a coherent framework of theological interpretation. Von Rad defines “testimony” as the dynamic interplay between Israel's memory and the expectation of a God who is revealed in the history of the chosen people.
Friedrich Schleiermacher’s work appears in new perspective when examined in the context of his little-known studies of far-away countries such as Australia and its inhabitants as well as the “colonial phantasies” of his time. His views of the Jewish religion and its practitioners can also be reassessed in this light. As the connections between the flows of power and ideas are examined, a deeper understanding of Schleiermacher’s theology emerges both in terms of its limitations and its potential. This deeper (...) understanding also throws new light on more overarching matters in Schleiermacher research, such as the character of his philosophical method and his hermeneutic. (shrink)
This essay deals with the impact of Hegel's philosophy of religion by examining his positions on religious identity and on the relationship between theology and history. I argue that his criterion for religious identity was socio-historical, and that his philosophical theology was historical rather than normative. These positions help explain some historical peculiarities regarding the effect of his philosophy of religion. Of particular concern is that although Hegel’s own aims were apologetic, his major influence on religious thought was (...) in the development of various historical and critical approaches to religion. (shrink)
Religious believers understand the meaning of their lives and of the world in terms of the way these are related to God. How, Vincent BrU;mmer asks, does the model of love apply to this relationship? He shows that most views on love take it to be an attitude rather than a relationship: exclusive attention (Ortega y Gasset), ecstatic union (nuptial mysticism), passionate suffering (courtly love), need-love (Plato, Augustine) and gift-love (Nygren). In discussing the issues, BrU;mmer inquires what role these attitudes (...) play within the love-relationship and examines the implications of using the model of love as a key paradigm in theology. (shrink)
This paper aims to explain Henry of Ghent's views on what kind of language is appropriate in theology, and why. It concentrates on a number of questions of the Summa quaestionum ordinariarum , which are devoted to his take on how theologians should explain their discipline to students, and to the meaningfulness in general of theological language. The paper delves into the technical terms sensus and insinuare , and compares Henry's account with H.P. Grice's views on (speaker-)meaning and his (...) notion of `conversational implicatures', thus showing that Henry emphasises the performative features of linguistic use. (shrink)
Fox, Patricia Any study of recent publications, the statistics from diocesan websites and the litanies of anecdotal evidence reveals that the Church in Australia is at present being confronted by some very serious pastoral realities.1 In the face of this, I want to suggest that Vatican II's teaching on the call to holiness can open new pathways for the church by offering a significant challenge to the still widespread assumption among Catholics that God's call belongs only to a (...) select few. I want to propose that a restored and renewed theology of vocation needs to be a crucial element within the church's response to the serious pastoral situations confronting us. I will begin with the teaching on the call to holiness in Lumen Gentium, trace some developments towards a renewed pneumatology and theology of vocation that occurred in the wake of the conciliar teaching on holiness, and then consider briefly the creative impact of this on a theology of ministry and ministerial practice. I want to argue that there is an urgent pastoral necessity in this country for the leadership of the church, universal and local, to receive and enact the church's teaching on being called and sent. (shrink)
James Beilby’s Epistemology as Theology is the first monograph to address Alvin Plantinga’s completed Warrant Trilogy. The book provides a thorough introduction to Plantinga’s current religious epistemology, but readers hoping for a critical treatment of Plantinga will be largely disappointed: while Beilby does level criticisms against Plantinga, he often underestimates their significance. One of Beilby’s main goals is to sketch out how a version of Reformed epistemology, even if not exactly Plantinga’s version, can withstand its critics. I provide a (...) chapter-by-chapter examination of Beilby’s book, and argue his defense of Reformed epistemology is not obviously a significant improvement over Plantinga’s. (shrink)
This article traces the history of the foundation of the Society for the Study of Christian Ethics. It glances back to the birth of the Church of England during the Reformation era and then proceeds to examine the development of Christian ethics and moral theology in the twentieth century. It places Anglican developments within the wider ecumenical context. Drawing on personal correspondence and the author’s own involvement in the Society the article is the first account of the foundation (...) of this important movement within the teaching of Christian ethics. (shrink)