The American Journal of Bioethics, Volume 12, Issue 1, Page 16-18, January 2012.

David Brown (b. 1948) is a Scottish Episcopal priest and theologian whose work covers a vast terrain spanning methodological divisions between philosophy, Christian theology, religious studies, the arts and culture. Early work on the Trinity and Incarnation led to a Newman-inspired articulation of Scripture as tradition, and, related to this, the exploration of tradition as revelation with reference to a wide range of human experience. Moving from materially-mediated divine presence to culturally-mediated revelation, Brown's phenomenology of religious experience amounts to a (...) transformed natural religion along sacramental lines. Essays in this volume consider Brown's wide ranging and generative contributions in three parts: 1) Butler & Newman, 2) Incarnation & Trinity, and 3) Sacramentality & the Arts, with a concluding response from Brown himself that addresses 'religious experience and revelation', as well as 'secular culture and religious distinctiveness'. (shrink)

Here I describe a game that I use in my logic classes once we begin derivations. The game can help improve class dynamics, help struggling students recognizes they are not alone, open lines of communication between students, and help students of all levels prepare for exams. The game can provide struggling students with more practice with the fundamental rules of a logical system while also challenging students who excel at derivations. If students are struggling with particular rules or strategies in (...) the system, the game can be tailored to address them. I explain how the game has evolved since I started using it, highlighting the pedagogical benefits of the changes I have made, and I provide examples of the handouts I distribute and a “checklist” to use before, during, and after the game. (shrink)

Teaching Kant’s metaphysics to undergraduates in a survey course can be quite challenging. Specifically, it can be daunting to motivate interest in Kant’s project and present his system in an accessible way in a short amount of time. Furthermore, comprehending some of the important features of his requires some understanding of Hume’s skepticism. Unfortunately, students often misunderstand the extent and relevance of Hume’s skepticism. Here, I offer three strategies for presenting Kant’s metaphysics as a response to Hume. First, I describe (...) an exercise for presenting the problem of induction in a way that resonates with many students. Next, I provide a way of generating interest in Kant’s project so students are motivated to understand his position. Finally, I explain a game I use to bolster interest in Kant’s project and explain some of the more challenging aspects of the First Analogy. (shrink)

Teaching Kant’s metaphysics to undergraduates in a survey course can be quite challenging. Specifically, it can be daunting to motivate interest in Kant’s project and present his system in an accessible way in a short amount of time. Furthermore, comprehending some of the important features of his requires some understanding of Hume’s skepticism. Unfortunately, students often misunderstand the extent and relevance of Hume’s skepticism. Here, I offer three strategies for presenting Kant’s metaphysics as a response to Hume. First, I describe (...) an exercise for presenting the problem of induction in a way that resonates with many students. Next, I provide a way of generating interest in Kant’s project so students are motivated to understand his position. Finally, I explain a game I use to bolster interest in Kant’s project and explain some of the more challenging aspects of the First Analogy. (shrink)