In his Introduction Fr. Delhaye tells us that the present work has its origin in two modern movements, the one theological, the other philosophical.

The predicament with which Professor Paton is concerned is that of religion in an intellectual climate in which its continued survival is becoming more and more difficult, the climate of modern science. The seventh chapter entitled “Intellectual Impediments” states the difficulty very strongly: religion is under fire from physics, biology, i.e., evolution, psychology, history. Professor Paton is concerned with what is left of religion after these partial defeats and he hopes, with a modesty which does not succeed in hiding itself, (...) to “induce some of the indifferent to consider the possibility that religion may not be all nonsense, but may contain something precious without which life may be incomplete”. (shrink)

The following essay is an attempt at bringing together two conceptions, the one theological and ascetical, the other philos–ophical. This confrontation may be attempted either from the point of view of theology, using revealed premises, or from the point of view of philosophy using the methods of purely rational analysis. It is the latter task I am undertaking here. I do not argue from revealed premises, but I do take account of the mighty phenomenon of the Christian revelation. It is, (...) as I see it, absolutely essential to keep theology and philosophy distinct as methods, but this does not prevent the one from providing useful material and suggestive hypotheses for the other. (shrink)

Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a ?global case study? research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United (...) States. This research agenda stands to make a unique contribution with its ?whole curriculum? approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy ?learning? for policy makers, practitioners and scholars ? globally. (shrink)