In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ed. by David J. Elliott, Marissa Silverman and Gary E. McPhersonCara Faith BernardDavid J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019)Three leading voices in music education, David J. Elliott, Marissa Silverman, and Gary E. (...) McPherson, consistently work to reconceive how music educators create and challenge the discourses of music learning and the ways in which people engage with music. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education furthers their contributions and serves as a break from the familiar and common “default philosophy of assessment” of tests, standards, regimens, and rankings to invite new ways of approaching music assessment.1 They, along with their coauthors, apply their theoretical, research, and teaching experience to examine music assessment through social praxis and how individuals and communities “deepen their growth as knowing and compassionate human beings.”2 In short, this Handbook is an invitation for music educators of all levels to reengage with their values and name them in their current and future practices.Using the current neoliberal state of education as a backdrop, Elliott, Silverman, and McPherson portray schools as spaces that yield corporate types of learning practices and assessments which “place little value on arts education.”3 Countering these realities, the diverse cadre of authors examines assessment [End Page 123] from different settings, roles, policies, and practices, organized around four themes. The first theme examines assessment through theoretical ideas including critical pedagogy, pragmatism, and Deleuzean frameworks. Next, in methodological practices, new ideas for assessment are considered through teacher evaluation, working with students with disabilities, and incorporating habits of mind. Creativity explores assessment through technological possibilities, popular music, and drawing, among others. Closing with international perspectives, the authors explore assessment through German and Scandinavian bildung/bildning, care as a driving force of assessment in South Africa, and an Iranian non-regulated perspective of assessment.Alexandra Kertz-Welzel asks: “Who decides what is assessed? How it is assessed? By whom is it assessed?”4 These questions are embraced and challenged throughout the Handbook. Instead of conceiving of assessment as something diagnostic—reaching musical benchmarks and aptitudes deemed by outside authorities—the authors welcome an epistemological shift of assessment. What might happen when music educators replace written self-assessments, quizzes, and playing tests in favor of, say, habits of mind (as Jillian Hogan and Ellen Winner describe in their chapter5) such as listening, noticing, being part of a community, persisting, expressing oneself, imagining, and making decisions? These changes might transform a community, one where students and teachers embrace music making beyond mere replication.6 The authors suggest ways of engaging in acts of subversion, resistance, care, and pragmatism to push past the product-driven view of assessment dictated by neoliberal and for-profit discourses.Historically, assessment has been contextualized, discussed, and critiqued through its practices; its purpose has been to gain information which aids in making decisions about teaching. In many contexts, particularly in the U.S., assessment practices stem from current educational policies, namely those noted in teacher evaluation systems.7 Such practices are intended to show student growth and drive instruction, to better label teaching quality and student success.8 In my own research on teacher evaluation, I found that music educators struggle with definitions and strategies of assessment; as a result, they defer to assessments based on hierarchies of musical skill and technique.9 Yet, Charlotte Danielson, a creator of many U.S. teacher evaluation frameworks, reminds that teaching “is not simply a matter of following a script of carrying out other people’s instructional designs.”10 Having to uphold the demands of assessment and evaluation forced many of the participants in my research to become compliant, even when they knew their teaching strategies were ancillary to who the students were and what they needed. They fabricated their assessments— often in the form of exit slips and inauthentic writing and musical compositional activities—to comply with policies. As a result, teachers’ values for music [End Page 124] teaching and learning were omitted from... (shrink)

I argue that we can understand John Henry Newman as defending the Principle of Faith throughout the University Sermons. According to the Principle of Faith, belief in the Christian message is in itself a good act of the mind, and it has moral significance. I argue that Newman’s developed account of faith and its relation to reason in Sermons 10 through 12 are designed to defend the Principle of Faith. Finally, I argue that we can understand (...) Newman’s defense of the Principle of Faith as a reaction against criticisms dating back to the English Deists. (shrink)

I argue that we can understand John Henry Newman as defending the Principle of Faith throughout the University Sermons. According to the Principle of Faith, belief in the Christian message is in itself a good act of the mind, and it has moral significance. I argue that Newman’s developed account of faith and its relation to reason in Sermons 10 through 12 are designed to defend the Principle of Faith. Finally, I argue that we can understand (...) Newman’s defense of the Principle of Faith as a reaction against criticisms dating back to the English Deists. (shrink)

When this book was originally published in 1957 there had been lively debates on the air and in the press about the bearing of modern philosophy upon Christianity, but there had been relatively little sustained discussion of the subject. This book of essays was the product of a small group of Oxford philosophers and theologians, who had met and talked informally for some years before writing it. It is an attempt to discuss with care and candour some of the (...) problems raised for Christian belief by contemporary analytical philosophy. In asking the questions raised, this book makes articulate the perplexities of many intelligent people, both believers and unbelievers. The contributors concentrate on the way such concepts as God, Revelation, the Soul, Grace are actually used rather than asserting or denying some very general theory of meaning. (shrink)

Çalışmamızın konusu, Phil Zuckerman tarafından kaleme alınan “Faith No More Why People Reject Religion” adlı kitabın değerlendirilmesidir. Ateizm, agnostisizm, şüphecilik, hümanizm ve natüralizm alanlarında araştırmalar yapan Zuckerman “Faith No More Why People Reject Religion” adlı kitabında inançlarını terk eden insanların entelektüel ve sosyal özelliklerini inceleyerek, İnsanların gerçekten ahlaklı olmak için bir Tanrıya ihtiyaç duyup duymadıklarını sorgulamaktadır. Çalışmamızda kitapta yer alan irtidat hikayeleri, yazarın tezleri ile mukayese edilerek incelenmiştir. İrtidat oranları ve verilen sosyal değişkenler arasındaki ilişkiler bilimsel nesnellik açısından (...) değerlendirilmiştir. (shrink)

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This is a review of Teresa Obolevitch's Faith and Science in Russian Religious Thought, which provides an intellectual history of the collaboration between fides and ratio in the course of the development of Russian thought, from its Byzantine origins to the twenty-first century. Obolevitch examines various approaches to combining faith and science in such eighteenth-century thinkers as Mikhail Lomonosov and Gregory Skovoroda, the nineteenth-century thinkers Victor Kudryavtsev-Platonov, Dimitrii Golubinsky, Sergei Glagolev, the Schellingian Peter Chaadaev, the Slavophiles Alexei Khomyakov (...) and Ivan Kireevsky, the writers Fedor Dostoevsky and Lev Tolstoy, Vladimir Soloviev, the twentieth-century philosophers Nikolai Lossky, Pavel Florensky, Semen Frank, Nikolai Berdyaev, Lev Shestov, Sergius Bulgakov, Alexei Losev, the Russian Cosmists Nikolai Fedorov, Konstantin Tsiolkovsky, and Vladimir Vernadsky, and the Orthodox priest Georges Florovsky. The book ends with considerations on the Neo-Patristic synthesis of the twentieth and twenty-first centuries. In the present review, I situate the book in the context of the author's works, I summarize it, editorializing occasionally, and I discuss the thesis of the book in the wider context of world religions. (shrink)

In 1839 and 1840, Newman preached four Oxford University Sermons, which critiqued the evidential apologetics advocated by John Locke (1632-1704) and William Paley (1743-1805) and subsequently restated by Richard Whately (1787-1863). In response, Newman drew upon Whately’s earlier works on logic and rhetoric to develop an alternative account of the reasonableness of religious belief that was based on implicit reasoning from antecedent probabilities. Newman’s argument was a creative response to Whately’s contention that evidential reasoning is the only safeguard against (...) superstition and infidelity. (shrink)

In 1839 and 1840, Newman preached four Oxford University Sermons, which critiqued the evidential apologetics advocated by John Locke (1632-1704) and William Paley (1743-1805) and subsequently restated by Richard Whately (1787-1863). In response, Newman drew upon Whately’s earlier works on logic and rhetoric to develop an alternative account of the reasonableness of religious belief that was based on implicit reasoning from antecedent probabilities. Newman’s argument was a creative response to Whately’s contention that evidential reasoning is the only safeguard against (...) superstition and infidelity. (shrink)

U.S. Latino/a theologians share much with Latin American liberation theologians, but they have also explicitly differentiated themselves from their southern partners. One prominent focus in this effort is U.S. Latino/a attention to popular religion, in contrast to a Latin American stress on political, structural change. On this interpretation, U.S. Latino/as’ practice of everyday life is a form of “aesthetic resistance” to, and freedom from, WASP hegemony—quite a different situation and response from the south. However, the question has been raised whether, (...) in turning to the aesthetic dimensions of lo cotidiano, U.S. Latino/a theologians had not abandoned a critical, ethical edge essential for any.. (shrink)

Faith and Reason displays in historical perspective some of the rich dialogue between religion and philosophy over two millennia, beginning with Greek reflections about God and the gods and ending with twentieth-century debate about faith in a world which tends to reserve its reverence for science. Paul Helm uses as a case study the question of whether the world is eternal or whether it was created out of nothing, following this theme from Plato through medieval thought to modern (...) scientific speculation about the beginnings of the universe. This Oxford Reader also includes discussion of many other fundamental issues raised by the juxtaposition of faith and reason, including arguments for and against the existence of God, the relationship between religion and ethics, the contrast between reason and revelation as sources of knowledge, and the implications of religious belief for freedom of the will. (shrink)

Let me begin with what I take to be the two most significant features of this collection. First, it addresses an area that is woefully under-discussed: the intersection of virtue epistemology and philosophy of religion. Each is a massively influential and important field in its own right, so bringing the two into dialogue makes tremendous sense. This collection accomplishes much in this regard but also underscores the amount of work that needs to be developed. Bringing together virtue epistemology, philosophy of (...) religion, testimony, analyses of trust/faith, disagreement, etc. makes the volume of interest to philosophers working in a wide variety of fields. Second, each contributor is an extremely capable philosopher on the cutting edge of his/her field. The list is a murderer’s row of epistemologists and philosophers of religion, and their contributions will accordingly provide fodder for continued work regarding all of the topics discussed.W. Jay Wood begins with the necessity of fait .. (shrink)

The Oxford Handbooks series is a major new initiative in academic publishing. Each volume offers an authoritative and up-to-date survey of original research in a particular subject area. Specially commissioned essays from leading figures in the discipline give critical examinations of the progress and direction of debates. The Oxford Handbook of Theological Ethics offers the most authoritative and compelling guide to the discipline. Thirty of the world's most distinguished specialists provide new essays in order to offer a survey (...) of and analysis of the subject. Ethics is first placed firmly within the Christian theological tradition, from which thought and action can never be neatly separated. Four sections then explore the sources of Christian moral knowledge (scripture, divine commands, church tradition, reason and natural law, experience); the structure of the Christian life (vocation, virtue, rules, responsibility, death); the spirit of the Christian life (faith, hope, love); and the spheres of the Christian life (government, family, economy, culture, church). The final section of the Handbook contains essays discussing and evaluating certain scholarly works that have in the past influentially offered (different) visions of how best to structure the field of theological ethics. Unlike any other book now available, the Handbook's unrivalled breadth and depth make it the definitive reference work for all students and academics who want to explore more fully essential topics in Christian ethics. (shrink)

‘Faithfulness’ is defined in The Oxford English Dictionary of 1901 in a way that leaves out what one might take as a central paradigm. The OED entry reads, in partFaithfulness … the quality of being faithful.A. Fidelity, loyalty …B. Strict adherence to one's pledged word; honesty, sincerity. …The feudal system, the army, and the rest of such things are provided for in ‘loyalty to a superior …’, and so are friends – after superiors. In, commercial interests are satisfactorily covered: (...) ‘strict adherence to one's pledged word, honesty. …’ It is a nice piece of social history: from William the Conqueror to the latter phases of the Industrial Revolution, in two definitions. But a very odd piece of social history, in that conjugal faithfulness, the most existential one that there is, does not rate a mention. (shrink)

‘Faithfulness’ is defined in The Oxford English Dictionary of 1901 in a way that leaves out what one might take as a central paradigm. The OED entry reads, in partFaithfulness … the quality of being faithful.A. Fidelity, loyalty …B. Strict adherence to one's pledged word; honesty, sincerity. …The feudal system, the army, and the rest of such things are provided for in ‘loyalty to a superior …’, and so are friends – after superiors. In, commercial interests are satisfactorily covered: (...) ‘strict adherence to one's pledged word, honesty. …’ It is a nice piece of social history: from William the Conqueror to the latter phases of the Industrial Revolution, in two definitions. But a very odd piece of social history, in that conjugal faithfulness, the most existential one that there is, does not rate a mention. (shrink)

The philosophy of religion as a distinct discipline is an innovation of the last two hundred years, but its central topics--the existence and nature of the divine, humankind's relation to it, the nature of religion and its place in human life--have been with us since the inception of philosophy. Philosophers have long critically examined the truth of (and rational justification for) religious claims, and have explored such philosophically interesting phenomena as faith, religious experience and the distinctive features of religious (...) discourse. The second half of the twentieth-century has been an especially fruitful period, with philosophers using new developments in logic and epistemology to mount both sophisticated defenses of, and attacks on, religious claims. The Oxford Handbook of Philosophy of Religion contains newly commissioned chapters by 21 prominent experts who cover the field in a comprehensive but accessible manner. Each chapter is expository, critical, and representative of a distinctive viewpoint. The Handbook is divided into two sections. The first, "Problems," covers the most frequently discussed topics, among them arguments for God's existence, the problem of evil, and religious epistemology. The second is called "Approaches" and contains four essays assessing the advantages and disadvantages of different methods of practicing philosophy of religion. The Handbook offers contributors of high stature who present substantive and in-depth treatment of the most central topics. It is a must-have reference for anyone with an interest in philosophy and religion. (shrink)

Faith is a central attitude in Christian religious practice. The problem of faith and reason is the problem of reconciling religious faith with the standards for our belief-forming practices in general (‘ordinary epistemic standards’). In order to see whether and when faith can be reconciled with ordinary epistemic standards, we first need to know what faith is. This chapter examines and catalogues views of propositional faith: faith that p. It is concerned with the (...) epistemology of such faith: what cognitive attitudes does such faith require, what epistemic norms govern these attitudes, and whether Christian faith can ever adhere to them. (shrink)