The laws of physics, because they are cast in terms of homogeneous variables, fall short of determining outcomes in heterogeneous biological systems that are capable of an immense number of combinatoric changes. The universal laws are not violated and they continue to constrain, but specification of results is accomplished instead by stable configurations of processes that develop in a nonrandom, but indeterminate manner. The indeterminacy of physical laws puts an end to Deist speculations and necessitates an alternative to the mechanical-reductionistic (...) metaphor for nature. An antithetical Heraclitan metaphysics, called ‘Process Ecology,’ entails a dialectic between centripetal creation and centrifugal decay in which nature, humanity and the Divine can all potentially participate. The dialectic can be quantified and tracked using information measures applied to networks of processes to allow for the statement and testing of falsifiable hypotheses. Creation no longer appears as an emergent enigma, but rather as a core phenomenon of Process Ecology that allows for free will, Divine intervention, intercessory prayer and a necessary tolerance for petty evil. No longer is ‘heat death’ the inevitable and only endpoint of the cosmos. Rather, the course of the universe may include as well the production of ‘perpetual harmonies’ akin to Teilhard’s ‘Omega Point.’. (shrink)

Developing a scientifically grounded philosophy of cosmic evolution, and using the moral norm of completeness as dynamic harmony, this paper argues that humans are a part of nature in both its conserving and emergent aspects. Humans are both material and cultural, instinctual‐emotional and rational, creatures and creators, and carriers of stability and change. To ignore any of the multifaceted aspects of humanity in relation to the rest of nature is to commit one of a number of fallacies that are grounded (...) in a dualistic‐conquest mentality. Examples of some new developments in philosophy and theology, metaphorical images, and ritual show how to overcome dualism in favor of a dynamic harmony of humanity within nature. (shrink)

This research explores the link between the practice of contemplation and its influence on leadership. It investigates how the interiority of the leader can shape the style and quality of leadership practice. This research has as its ultimate goal the provision of a deeper understanding of contemplative leadership, its concepts, characteristics, challenges, and opportunities; and it shows how contemplative leadership can be realistically lived and demonstrated in an organisational setting. The literature includes an overview of the historical development of leadership (...) theories, an exploration of the history and development of the Christian contemplative tradition, and a review of the principal assumptions of contemplative leadership. The qualitative research methodology used was that of narrative inquiry by way of in-depth, semi-structured interviewing. The interview participants were a purposively chosen, information rich, non-probability group. Sixteen leaders who have a contemplative orientation to their life and work participated in the in-depth interviews. The study finds that to be a more authentic and effective leader, a major task is nurturing a disciplined contemplative life through developing an intimate relationship with God. The findings also provide an insight into the multifaceted reality of contemplative leadership including its concepts, characteristics, challenges, and opportunities. Further findings are described under the following themes: contemplation is transformative; contemplation and leadership are complementary; contemplative leadership can promote a good organizational culture. A new model of contemplative leadership is also presented with the hope of providing the language and a theoretical and practical framework necessary to inform and guide prospective leaders and future leadership development. (shrink)

This thesis investigates how children ought to be influenced with respect to religion. To answer this question, I develop a theory of cognitive curriculum content and apply it to the teaching of religious beliefs and beliefs about religions. By ‘a theory of cognitive curriculum content,’ I mean a theory that determines which truth-claims belong on the curriculum, and whether or not teachers ought to promote students’ belief of those claims. I extend this theory to help educators to decide which attitudes (...) address on the curriculum and whether or not to promote them. I then apply this to the case of religious attitudes and attitudes about religions. I argue that where having or failing to have a certain attitude makes a significant difference to students’ lives, it ought to be addressed by curricula. Where failing to have the attitude is irrational, this failure ought to be remedied; where having the attitude is irrational, that attitude ought to be discouraged; and where neither having nor failing to have the attitude is irrational, that attitude ought to be introduced and discussed without encouragement or discouragement. In so far as is practicable, educators should aim to acquaint students with arguments for and against having these attitudes and initiate them into the practice of assessing their soundness. The implications of this theory for extra-curricular influence, such as upbringing in the home, are also explored. (shrink)