War and peace in the Bible -- Theoretical aspects of war in rabbinic thought -- War and peace in modern Jewish thought and practice -- Israel, war, ethics and the media.

War and peace in the Bible -- Theoretical aspects of war in rabbinic thought -- War and peace in modern Jewish thought and practice -- Israel, war, ethics and the media.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Consistently Pro-Life: The Ethics of Bloodshed in Ancient Christianity by Rob Arner, and: Christ at the Checkpoint: Theology in the Service of Justice and Peace ed. by Paul Alexander, and: Becoming Nonviolent Peacemakers: A Virtue Ethic for Catholic Social Teaching and US Policy by Eli Sarasan McCarthyBrian D. BerryReview of Consistently Pro-Life: The Ethics of Bloodshed in Ancient Christianity ROB ARNER Eugene, OR: Pickwick, 2010. 136 pp. $15.56Review (...) of Christ at the Checkpoint: Theology in the Service of Justice and Peace EDITED BY PAUL ALEXANDER Eugene, OR: Pickwick, 2012. 182 pp. $19.80Review of Becoming Nonviolent Peacemakers: A Virtue Ethic for Catholic Social Teaching and US Policy ELI SARASAN MCCARTHY Eugene, OR: Pickwick, 2012. 259 pp. $27.00In Consistently Pro-Life, Rob Arner (who teaches at Chestnut Hill College in Philadelphia) makes the case that Christians should not kill other human beings—regardless of the circumstances. Taking as his point of departure the vigilante killing of abortion doctor George Tiller in Wichita, Kansas, in 2009, he argues not only that abortion is always morally impermissible but so also is [End Page 217] the murder of abortion doctors and the use of the death penalty to punish those who murder them. In addition, he turns to the early church fathers to contend that, prior to Constantine, “without exception, the church strongly condemned the taking of human life in any form whatsoever”—thus rejecting abortion and infanticide, the blood sport of the Roman games, suicide, and killing in war (120). This was because the New Testament witness to Jesus and his death on the cross required early Christians to view “the means as just as important, if not more important, than the ends” (xiii).Arner supplements this deontological argument for Christian pacifism, which he learned from John Howard Yoder, with a brief consideration of the virtue of patience cultivated in the early churches, reflecting the influence of Stanley Hauerwas on his thought. This “cardinal virtue” connoting “longsuffering, forbearance, patient endurance”—as found in Jesus’s teaching in the Sermon on the Mount (Mt 5:38–48)—enabled early Christians to practice non-violent resistance “deferring personal revenge in favor of God’s vindicating justice” (98). If Christians were to adopt this same consistently pro-life ethic today, argues Arner, it would “lead to greater healing and peace in our blood-soaked world” (121). The book closes with three appendices—one of which is a chart of terminology that dehumanizes vulnerable victims, including unborn human beings. Unfortunately, the book does not have an index.Christ at the Checkpoint, edited by Paul Alexander (professor of Christian ethics and public policy at the Palmer Theological Seminary of Eastern University), includes thirteen plenary addresses delivered at a conference on the Arab-Israeli conflict organized by Palestinian Evangelical Christians at Bethlehem Bible College in March 2010. Almost all of the contributors to this volume—including biblical scholars, theologians, ethicists, pastors, activists, and others—criticize the ideology of Christian Zionism and its support of a theology of dispensationalism that, in their view, distorts the scriptures and fosters violence rather than reconciliation between the Israelis and the Palestinians. In his own presentation titled “What Can Pentecostals and Charismatics Do for Peace with Justice in Israel and Palestine?,” Alexander—who describes himself as a former “one-sided” Christian Zionist who later discovered the writings of Yoder and Hauerwas—appeals to Jesus’s teaching in the Sermon on the Mount and urges Pentecostals to create church communities “that cultivate persons of character and conviction, who through habits, practices, and action live out the core of our faith” (69). Along with being faithful to the “greater challenges” of love, mercy, compassion, and forgiveness, he argues that they should publicly declare that Jesus does not want Israel to continue the occupation of Palestine, and they should engage in the “easier tasks” of promoting human rights, lending support to United Nations Resolutions, and working toward a two-state solution (72). “The time has come in human history,” writes Alexander, “for Pentecostals to speak and act prophetically regarding this present injustice … [End Page 218] and to use every nonviolent weapon in our arsenal—stories, preaching... (shrink)

The issue of sexual relations between spouses is a major cause of broken homes in Nigeria and Christian couples are not an exception. People believe that a large percentage of broken homes have the root of their problem traced to sex. The preponderance of broken homes notwithstanding, most studies in this area have been from the socio-scientific and medical cum psychological point of view and many more have focused on teenagers and young people to the exclusion of married couples that (...) need healing in this regard. This article is aimed at bringing out biblical instruction concerning the issue of sex that could help to restore peace to many homes at the verge of breaking down. The focal passage is 1 Corinthians 7:1–5, which was Paul’s instructions to the Corinthian church when they faced a similar problem. This article is an exegetical analysis of the passage and is read rhetorically with the Nigerian situation in mind. It concludes that sex must be enjoyed within the ambits of marriage and within this ambit, the only reason for abstinence is mutual agreement for the purpose of prayer.Contribution: The article upholds gender equality in initiating and enjoying sex and rejects looking down on women who request sex. It also calls for the eradication of female genital mutilation, a tradition based on making women not enjoy sex. (shrink)

The creation-evolution “controversy” has been with us for more than a century. Here I argue that merely teaching more science will probably not improve the situation; we need to understand the controversy as part of a broader problem with public acceptance of pseudoscience, and respond by teaching how science works as a method. Critical thinking is difficult to teach, but educators can rely on increasing evidence from neurobiology about how the brain learns, or fails to.

Revisionist just war scholarship employs the rigors of analytical philosophy to make arguments about the deep morality of war. Accepting the individual and cosmopolitan are paramount to making sense of war as many revisionists do, this essay looks outside the just war canon to Montaigne—a sixteenth century French humanist hailed for his exploration of the self and cosmopolitan musings—for alternative insights. It explores how Montaigne was read during the Second World War by three intellectuals to make sense of war: Stefan (...) Zweig, Jean Guéhenno, and François Mauriac. While Montaigne’s skepticism and turn to the self as an act of preservation was, in the 1930s, rejected as a strategy to combat rising authoritarianism in Europe by philosophers such as Max Horkheimer of the Frankfurt school, the thinkers studied here shed light on Montaigne as a source of active humanism based in reflective action that leads to Resistance. Building on trends in just war thinking that call for paying greater attention to the lived experience of war, the article identifies several psychological and moral processes—the inward turn, the cosmopolitan gaze, casting an existential anchor, and the humanist’s wager—to shed light on the doubt-laden process of making individual moral choices amidst the rising dogmatic forces that war tends to impose. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Biblical Economic Ethics: Sacred Scripture’s Teachings on Economic Life by Albino BarreraRaymond Kemp AndersonBiblical Economic Ethics: Sacred Scripture’s Teachings on Economic Life By Albino Barrera LANHAM, MD: LEXINGTON BOOKS, 2013. 353 PP. $89.65; KINDLE, $54.49You will not find much direct application of biblical theology to pressing economic issues in this book. Albino Barrera, a Dominican monk who teaches economics and theology at Providence College, gave us (...) that in well-received earlier works on market complicity, political economy, and the evils of scarcity. Keeping to this book’s title, he now gives us a remarkable collation of recent studies on the social and theological contexts of the Bible itself. He seems quite confident that given a comprehensive review, we will intuit modern implications for ourselves and be drawn closer together by our common heritage.Written for a wide audience, Barrera’s clear and readable book compiles fascinating snapshots of the diverse cultural situations and beliefs that unfold across the millennium-spanning canon. Even biblical scholars will enjoy this lively, up-to-date tour of their field.As a monastic, Barrera is careful to show that those New Testament texts that seem to call for divestment of property describe a situation-related special calling and do not make poverty an end in itself. Yet he stresses how the “preferential status of the poor” and the “devaluation of wealth” are prime norms that recur throughout both the Old Testament and New Testament and that he sees backed by both revelation and natural experience.One may find the book limited by the procrustean selectivity that seems inevitable when pre-formed notions (e.g., what is proper to our modern discipline of ethics or to the field of economics) shape our apperceptions of ancient [End Page 205] peoples’ concerns. From Barrera’s viewpoint, ethics has to do primarily with the promulgation and refinement of set norms. So his main goal is to uncover abstract principles and norms for behavior that recur insistently across scripture’s enormous diversity. This, he does beautifully. But in the process, he lets the recurrent trump the emergent.For example, Barrera seems to not fully appreciate the revolutionary impact where Jesus finally declares it impossible for people to bolster their personal stature by pursuing such norms (see, e.g., Mk 10:27). Little attention is given the apostles’ insistence (with Ps 14 and Ps 53) upon this same ethical impasse. For when they find the normative redefined by Christ’s excruciatingly holistic love command, they not only discover their own incapacity but also find themselves catapulted into the totally grace-dependent motivational dynamic described by Paul’s Christian freedom (Rom 3:12, 5, passim, 11:32; Gal 3:22; Jas 2:10).Evidently preoccupied by his quest for the normative, Barrera bypasses the historical priority of Paul and virtually ignores how his grace-responsive freedom pervades the later Gospels and Acts. (He relegates the Paul material to the tail end and accords it but a fraction of the space.)Freedom for Barrera is a social norm—freedom from oppression, slavery, poverty, hunger, and so forth (and he forcefully shows how this is a recurrent theme). But was not Paul, like Jesus before him, hounded and persecuted for his notorious freedom in the use of norms—even those of Mosaic law? Did not the Gospel reduce the normative to a minimum in favor of life-shaping, person-responsive love as the free gift or “fruit of the Spirit”? All of us—the rich and powerful, along with the poor and oppressed—discover our corporate brokenness exposed before God’s grace. Yet in our concomitant response to that same grace, we find our actions newly motivated and gradually reshaped—bonded into covenant community through his judgment of healing re-creation.Again, Barrera does well to stress Sabbath law’s normative force, as mandating times of rest. But one could wish to hear more on how the apostles parleyed this priestly provision into something new, in joyful direct response to a gracious Lord—a freely sabbatic, playfully creative ethic. [End Page 206]Raymond Kemp AndersonWilson CollegeCopyright © 2015 Society of Christian Ethics... (shrink)

This introductory textbook presents Christian philosophical and theological approaches to ethics. Combining their expertise in philosophy and theology, the authors explain the beliefs, values, and practices of various Christian ethical viewpoints, addressing biblical teachings as well as traditional ethical theories that contribute to informed moral decision-making. Each chapter begins with Words to Watch and includes a relevant case study on a vexing ethical issue, such as caring for the environment, human sexuality, abortion, capital punishment, war, and euthanasia. End-of-chapter reflection (...) questions, illustrations, and additional information tables are also included. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

Philosophy Compass, Volume 17, Issue 3, March 2022.

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Biblical Economic Ethics: Sacred Scripture’s Teachings on Economic Life by Albino BarreraRaymond Kemp AndersonBiblical Economic Ethics: Sacred Scripture’s Teachings on Economic Life By Albino Barrera LANHAM, MD: LEXINGTON BOOKS, 2013. 353 PP. $89.65; KINDLE, $54.49You will not find much direct application of biblical theology to pressing economic issues in this book. Albino Barrera, a Dominican monk who teaches economics and theology at Providence College, gave us (...) that in well-received earlier works on market complicity, political economy, and the evils of scarcity. Keeping to this book’s title, he now gives us a remarkable collation of recent studies on the social and theological contexts of the Bible itself. He seems quite confident that given a comprehensive review, we will intuit modern implications for ourselves and be drawn closer together by our common heritage.Written for a wide audience, Barrera’s clear and readable book compiles fascinating snapshots of the diverse cultural situations and beliefs that unfold across the millennium-spanning canon. Even biblical scholars will enjoy this lively, up-to-date tour of their field.As a monastic, Barrera is careful to show that those New Testament texts that seem to call for divestment of property describe a situation-related special calling and do not make poverty an end in itself. Yet he stresses how the “preferential status of the poor” and the “devaluation of wealth” are prime norms that recur throughout both the Old Testament and New Testament and that he sees backed by both revelation and natural experience.One may find the book limited by the procrustean selectivity that seems inevitable when pre-formed notions (e.g., what is proper to our modern discipline of ethics or to the field of economics) shape our apperceptions of ancient [End Page 205] peoples’ concerns. From Barrera’s viewpoint, ethics has to do primarily with the promulgation and refinement of set norms. So his main goal is to uncover abstract principles and norms for behavior that recur insistently across scripture’s enormous diversity. This, he does beautifully. But in the process, he lets the recurrent trump the emergent.For example, Barrera seems to not fully appreciate the revolutionary impact where Jesus finally declares it impossible for people to bolster their personal stature by pursuing such norms (see, e.g., Mk 10:27). Little attention is given the apostles’ insistence (with Ps 14 and Ps 53) upon this same ethical impasse. For when they find the normative redefined by Christ’s excruciatingly holistic love command, they not only discover their own incapacity but also find themselves catapulted into the totally grace-dependent motivational dynamic described by Paul’s Christian freedom (Rom 3:12, 5, passim, 11:32; Gal 3:22; Jas 2:10).Evidently preoccupied by his quest for the normative, Barrera bypasses the historical priority of Paul and virtually ignores how his grace-responsive freedom pervades the later Gospels and Acts. (He relegates the Paul material to the tail end and accords it but a fraction of the space.)Freedom for Barrera is a social norm—freedom from oppression, slavery, poverty, hunger, and so forth (and he forcefully shows how this is a recurrent theme). But was not Paul, like Jesus before him, hounded and persecuted for his notorious freedom in the use of norms—even those of Mosaic law? Did not the Gospel reduce the normative to a minimum in favor of life-shaping, person-responsive love as the free gift or “fruit of the Spirit”? All of us—the rich and powerful, along with the poor and oppressed—discover our corporate brokenness exposed before God’s grace. Yet in our concomitant response to that same grace, we find our actions newly motivated and gradually reshaped—bonded into covenant community through his judgment of healing re-creation.Again, Barrera does well to stress Sabbath law’s normative force, as mandating times of rest. But one could wish to hear more on how the apostles parleyed this priestly provision into something new, in joyful direct response to a gracious Lord—a freely sabbatic, playfully creative ethic. [End Page 206]Raymond Kemp AndersonWilson CollegeCopyright © 2015 Society of Christian Ethics... (shrink)

The Roman Catholic teaching on peace and war, as found in the documents of the universal church and of the American bishops, is found to be consistent with traditional Catholic approaches to ethical theory, eschatology, and ecclesiology. Mediation in ethical theory recognizes that the gospel is mediated through reason and the sciences to particular conclusions and insists on the importance of structures and institutions. An eschatology recognizing the tension between the now and the not yet argues against both pacifism and (...) a noncritical acceptance of the status quo. Catholic ecclesiology has traditionally accepted a pluralism of specific approaches in social ethics and understands the prophetic role of the church within such a "big" ecclesiology. (shrink)

The efficiency of engineering applied to civilian projects sometimes threatens to run away with the social agenda, but in military applications, engineering often adds a devastating sleekness to the inevitable destruction of life. The relative crudeness of terrorism (e.g., 9/11) leaves a stark after-image, which belies the comparative insignificance of random (as opposed to orchestrated) belligerence. Just as engineering dwarfs the bricolage of vernacular design—moving us past the appreciation of brush-strokes, so to speak—the scale of engineered destruction makes it difficult (...) to focus on the charred remains of individual lives. Engineers need to guard against the inappropriate military subsumption of their effort. Fortunately, the ethics of warfare has been an ongoing topic of discussion for millennia. This paper will examine the university core class I’ve developed (The Moral Dimensions of Technology) to meet accreditation requirements in engineering ethics, and the discussion with engineering and non-engineering students focused by the life of electrical engineer Vannevar Bush, with selected readings in moral philosophy from the Dao de Jing, Lao Tze, Cicero, Aurelius Augustinus, Kant, Annette Baier, Peter Singer, Elizabeth Anscombe, Philippa Foot, and Judith Thomson. (shrink)

Description: With major themes like "the knowledge of good and evil," "knowing that YHWH is your God," knowing that Jesus is the Christ, and the goal of developing Israel into a "wise and discerning people," Scripture clearly stresses human knowledge and the consequences of error. We too long for confidence in our understanding, the assurance that our most basic knowledge is not ultimately incorrect. Biblical Knowing assesses what Israel knew, but more importantly, how she was meant to know--introducing a (...) comprehensive Scriptural epistemology, firmly rooted in the Scripture's own presentation of important epistemological events in the story of Israel. Because modern philosophy has also made authoritative claims about knowledge, Biblical Knowing engages contemporary academic views of knowledge (e.g., Reformed Epistemology, scientific epistemology, Virtue Epistemology, etc.) and recent philosophical method (e.g., Analytic Theology), assessing them for points of fittedness with or departure from Scripture's own epistemology. Additionally, Biblical Knowing explores what proper knowing looks like in the task of theology itself, in the teaching and preaching of the church, and in the context of counseling.Endorsements: "Dru Johnson attends carefully to Scripture to elucidate the dimensions of human knowing it exemplifies throughout. He compares biblical knowing favorably with scientific epistemology in a Polanyian vein, and he contrasts it with the myopic preoccupation with propositions in Anglo-American analytic philosophy. Johnson taps his multi-disciplinary expertise to bring Christian scholars a valuable study that itself calls us to listening and participation in order to see a broader reality."--Esther L. MeekAssociate Professor of PhilosophyGeneva College"Dru Johnson's Biblical Knowing is a superb introduction to the latest currents in scholarship seeking to elucidate the philosophical content of Scripture. Johnson focuses on biblical approaches to human knowledge, arguing that Scripture shies away from propositional affirmations in favor of phenomenal experience as constitutive of knowledge. In doing so he defends rigor and clarity as biblical values, but boldly insists that these can be no less present in biblical stories about gaining knowledge than in the discursive arguments of later traditions. This is an excellent work that deserves careful attention, opening up new horizons in both philosophy and biblical studies."--Yoram Hazonyauthor of The Philosophy of Hebrew Scripture"Biblical Knowing makes a significant contribution to a fresh opening up of the relationship between Scripture and philosophy. This is no easy task, requiring the author to navigate philosophy, biblical studies, and theology. Dru does this masterfully. The result is a lucid, accessible text, and yet one that makes an original contribution. It is the sort of book that I have been waiting for when teaching epistemology and I suspect that many professors will have the same experience."--from the foreword by Craig G. BartholomewH. Evan Runner Professor of PhilosophyRedeemer University CollegeAbout the Contributor(s): Dru Johnson is an Assistant Professor of Biblical Studies at The King's College in New York City. He is also the Templeton Associate Research Fellow in Analytic Theology at the Institute for Advanced Studies at the Shalem Center in Jerusalem, Israel. (shrink)

Through an immanent critique of Peter McLaren's recent work, the author demonstrates the strengths and weaknesses of critical-revolutionary paedagogy. This review reveals internal lacks, gaps, and contradictions emerging from within the three main dimensions of McLaren's overarching manifesto including passion, reason, and revolution. Although McLaren is an important voice in linking Marxist political and cultural theory to the practice of education, his work ultimately cannot complete its own project and as such needs further development.

'We will overcome it [and] I hope in the years to come, everyone will be able to take pride in how they responded to this challenge, and those who come after us will say the Britons of this generation were as strong as any' Her Majesty The Queen The Coronavirus pandemic forced the great British people to dig to the very depths of their resolve. It was during this crisis, the gravest crisis the country has faced since the Second World (...) War, that members of the Greatest Generation - Tom Moore, Dame Vera Lynn, the Queen - proved vital reminders of the self-effacing stoicism required in times of emergency; to summon our 'Blitz spirit' and to 'Keep Calm and Carry On'. Taking twelve qualities of the wartime generation, including fellowship, courage and integrity, and drawing on personal interviews with over two hundred Second World War veterans - from SAS officers to London firewomen to Dame Vera herself - Guidance from the Greatest shows us how we can improve our individual character and our collective approach to life. Guidance from the Greatest reminds us of all that is great about Britain and shows how we can build upon that greatness for the future. (shrink)

Michael Cafferky sets a new standard in the field of business ethics with this comprehensive textbook from a Christian perspective. Using twelve biblical themes to evaluate contemporary ethical approaches and concerns, he covers consumer behavior, management, accounting, marketing, corporate responsibility and more.

Biblical scholar Michael Rhodes argues that the Bible offers a vision of justice-oriented discipleship that is critical for the formation of God's people. Grounded in biblical theology, virtue ethics, and his own experiences, he shows that justice is central to the Bible, central to Jesus, and central to authentic Christian discipleship.

The primary objective of this article is to detail how two teachers in the same school site, in the American Southeast, taught war to the children of soldiers. Taken from an extensive qualitative case study involving eight teachers, this article examines the pedagogies engaged in by two teachers who expressed a desire to teach war more critically to their students. Critically here means but is not exclusive to raising student consciousness to issues of war not typically taught including investigating how (...) power, race, gender, and sex operate in war, more closely examining decisions evaluating them for their justness or unjustness. In short a more authentic exploration of war. One teacher engaged a pedagogy of tension the other a pedagogy of facts. Both resulted in a less than critical examination of war. A pedagogy of tension reflected this teacher's reaction to pressure from the community and fear of surfacing or inflicting trauma upon students. A pedagogy of facts reflected the second teachers’ beliefs that focusing teaching on facts will allow her to teach a more critical rendition of war. A qualitative empirical study, data was collected through interview and classroom observation. (shrink)

Are your students prepared? Are they ready to view the world through biblical lenses? Are they equipped to engage the world with scriptural discernment? Biblical Worldview: Creation, Fall, Redemption is a tool that helps teachers equip 11th or 12th grade students with a Christian understanding of all major academic disciplines and cultural arenas. Course goals: Define worldview and demonstrate how worldviews influence the way people think about all of life; Analyze a Biblical worldview in terms of Creation, (...) Fall and Redemption; Apply Creation, Fall and Redemption to real-life issues as well as to making positive contributions to life and culture. Biblical Worldview: Creation, Fall, Redemption Student Text was created to appeal to student interest and develop understanding. Application examples taken from history and recent events resonate with students, motivating them to apply Scripture to issues that are crucial to their spiritual growth. Apologetics is interwoven throughout the textbook, equipping students to defend the foundational teachings of the Bible against competing worldviews. At the same time, the framework of Creation, Fall, Redemption enables students to make distinctively Christian contributions to their culture. (shrink)

Biblical anthropology is demonstrably both holist and dualist. It is holist in teaching that God created, redeems, and will glorify humans as whole embodied persons. It is dualist in teaching that God created humans of two ingredients and that he sustains persons apart from their bodies between death and resurrection. This chapter shows that key arguments against dualism are compromised by problematic hermeneutics, conceptual confusions, and faulty reasoning. It also shows that monism cannot account for the texts which imply (...) dualism, and that dualism is compatible with holism. N. T. Wright corroborates the exegesis supporting these conclusions but defines and rejects dualism as incompatible with holism. Nevertheless, his understanding of holism is compatible with virtually all current Christian dualism. However, Joel Green's holistic exegesis, integral anthropology, and practical theology make valuable contributions that dualists can affirm. (shrink)

Purpose: The purpose of this study was to assess the Biblical approach of Proverbs 1-9 that is applicable and relevant on addressing increased antisocial ills in Africa.Methodology: The study was a desktop research where review of empirical literature was done.Results: It is only in the book of Proverbs 1-9 that we find the individual instructions from parents to their children. The book of Proverbs 1-9 can conveniently serve as the Biblical manual of parenting. The book of Proverbs 1-9 (...) regards the home as the basic institution of learning the life skills. To appropriate the teachings and practices of Proverbs 1-9 in the life of child rearing in the African communities, there is need for the search of the Biblical approach that will enable parents to extract lessons that are applicable and relevant for the purposes of addressing increased anti-social ills in the community. The study argues that traditional-historical method of Biblical analysis as the most appropriate approach to be followed in the quest for the meaning of Proverbs 1-9 that will enable the extraction of lessons that are applicable and relevant in the African child rearing. The nature of the book of Proverbs 1-9 in terms of its traditional historical nature, social setting, purpose, relationship between it and other ancient near East wisdom literature, authorship and social-cultural environment are strong indicators that traditional historical method is the most appropriate approach that is relevant and applicable in the present African communities child rearing.Unique Contribution to Theory, Policy and Practice: The study hypothesizes that if the analysis of Proverbs 1-9 engages traditional-historical method, the crucial aspects of parenting which includes the parenting styles, contents of instructions and the goal of the instructions will be extracted. These aspects will ultimately serve as a foundation upon which child rearing in African communities be established. Understanding the Biblical teaching on child rearing in Proverbs 1-9 serves as a manual that deepens the understanding of Christian parenting in African communities hoping that it will contribute towards reducing anti-social ills. (shrink)

While the traditional Christian teaching opposing abortion has been relatively unanimous until the twentieth century, it has been claimed in more recent decades that certain Biblical passages support the view that the fetus, or unborn child, has a lesser moral status than a born child, in a way that might support the permissibility of abortion. In this paper, I address the foremost three texts used to argue this point: Genesis 2:7; Exodus 21:22–25; and Numbers 5:11–31. I argue that interpreting (...) the former in the literal way necessary to support abortion leads to untenable moral and exegetical conclusions, indeed straightforwardly contradicting other Biblical texts. I then demonstrate that the most plausible readings of the other passages—on textual and contextual grounds—do not support a lesser moral status, one of the passages plausibly even supporting full moral status, for the unborn child. (shrink)

How should contemporary Thomistic theologians speak of providence and predestination? This essay suggests that St. Catherine of Siena’s approach to the doctrine provides a model for Thomistic theology today. After examining biblical teaching and the guidelines proposed by the Catechism of the Catholic Church, I explore in some detail the positions of Hans Urs von Balthasar and Jacques Maritain, both of whom sought to overcome what they perceived to be difficulties in the Thomistic account of predestination. I conclude by (...) proposing a retrieval of the perspective of St. Catherine of Siena. (shrink)

No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how (...) science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock. (shrink)

In South Africa and in many other countries in Africa and around the globe, the demand for more Doctor of Philosophy (PhD) candidates has increased. With such a demand, a number of challenges also arise. In the discipline of Theology, these challenges are becoming apparent in Old and New Testament Studies, where these fields are experiencing a declining number of students enrolling for biblical languages. This problem is enhanced as the current inherent requirement to study for a PhD in (...) Old Testament is that one must have a knowledge of Biblical Hebrew (and Aramaic), and for New Testament, one needs Greek at an advanced level. Supervisors are challenged more and more to defend these requirements that are complicated by the developmental goals of institutions that require that the number of PhD candidates be increased. In this article, the challenges faced by PhD supervisors (and candidates) in respect of students wanting to enrol for PhDs in Old and New Testament without the necessary requirements are considered, and a case is made as to why it is essential that these students have a background in biblical languages. If students do not take the biblical languages as part of their (undergraduate) studies, immediate concerns for the future of Old and New Testament research and biblical translations (and ministry) are raised. The article concludes with possible suggestions for addressing some of these concerns. Contribution: This article makes an interdisciplinary contribution based on current challenges experienced in the education and supervision of postgraduate studies in the fields of Old Testament and New Testament and on the development and training of postgraduate supervisors in practical education as to contribute to the relevance and practice of theological education today and the future. (shrink)

The author describes how he uses Shakespeare's play about Henry V in his courses on ethics and warfare to illustrate several principles in the just-war tradition.

How can Scripture address the crucial justice issues of our time? In this book Mark Brett offers a careful reading of biblical texts that speak to such pressing public issues as the legacies of colonialism, the demands of asylum seekers, the challenges of climate change, and the shaping of redemptive economies. Brett argues that the Hebrew Bible can be read as a series of reflections on political trauma and healing -- the long saga of successive ancient empires violently asserting (...) their sovereignty over Israel and of the Israelites forced to live out new pathways toward restoration. Brett retrieves the prophetic voice of Scripture and applies it to our contemporary world, addressing current justice issues in a relevant, constructive, compelling manner. (shrink)

Purpose: This research intended to conduct a theological appraisal of the church’s teachings on human sexuality and the role she has in mitigating the problems ensuing from a lack of understanding or misuse of human sexuality. The researcher discussed the problem of sexuality by examining the views of authors who agreed with the fact that there was a problem in the way society had understood and harnessed human sexuality. The response and teaching of the church were a central concern of (...) the researcher. The researcher discussed the problem of condemning the victims of sexual perversion and further expressed the need for the church to redefine her methods of reclaiming people from unhealthy and unbiblical sexual habits. Methodology: This study used a qualitative design. The researcher collected data from individuals from three selected churches in Nairobi County, Kenya with semi-structured interviews as the sole instrument of data collection. The analyses of the data were done using thematic and descriptive analysis methods. The three churches included Christ is The Answer Ministries (CITAM) Valley Road, African Inland Church, Milimani and Ufalme Church, Nairobi. Findings: The findings revealed that the church had not done enough in teaching about human sexuality and in giving a practical solution to church members who struggled with sexual perversions. This left Christians with unorthodox sources of information and education on the subject such as media and the internet. Unique contribution to theory and practice: The researcher recommends that the church should treat human sexuality as an important area that should not be shunned but should be addressed with passion. Correct biblical guidance on recovery and freedom from addictions should be offered by church pastors to all persons that have sexual addictions and the ones that have the potential of struggling with sexual perversions. The church should work to enhance psycho-social therapies to help members of their congregation and others who have sexual addictions. (shrink)

In Section Two of Second Piece of Religion, Immanuel Kant presents a step‐by‐ step assessment of the biblical account of salvation, starting with the Genesis narrative, proceeding from there to the life and teachings of Jesus, and concluding with his death and resurrection as the source of a new freedom. The main text of the Second Piece then ends with a summary interpretation of the rational meaning of biblical symbols regarding the struggle between good and evil. Kant gives (...) an account of the metaphorical description of the struggle between evil and good‐a description that portrays the struggle through the symbolism of two external powers (Satan and God). The chapter focuses separately on several equally important themes Kant emphasizes in the development of the second experiment. (shrink)

The roles of small and great books, and passionate yet well-considered writings in the general education of a “college” or “university” trained teacher are questions which should be turned back upon the historian as teacher and writer. Where resides the historian's classroom? Who are the students and how do teachers come to be? What subject matter should be used to prod and provoke an often dormant humanity awake? Professor Marc Bloch's work, his passion for history's rôles and its voices from (...) the past speaking to the present, had a Renaissance in the cauldron of World War II. Bloch's commitment to teaching and writing history, teaching about the forceful, or surprising and shocking, “presences” of history's supposed past-tense experiences, remains seminal to the historian's craft. Bloch's own voice from the past was forged in an intensity of present-time experience. Reflection was searing experience. Memory was “now” and remembrance was an accident of preservation for futures then unknown. These futures need to know of the experiences of former, fragile, personal and generational memories if the very same futures were to be lived more surely and securely. Marc Bloch's The Historian's Craft, remains a vindication of the human-centred, purposive roles of history in a general education. Moreover, this general education can now be said to cover the broad sweep of “secondary schooling” experiences. This sweep of schooling and post-schooling experiences is beginning, however tentatively and problematically, to extend itself into worlds of work, the futures of work and the academic futures or courses of higher education: the arena of tertiary and university education. In a not dissimilar fashion but in an even more intense spirit, Bloch's work, L’étrange défaite, examines the explosion and implosion of France and, in effect, Western Europe in the years, months and days leading up to the German offensive in the West of 10 May 1940. Bloch recognized that education and the failures to harness intellect, true intellectual freedom and innovative teaching weighed heavily upon the disastrous course of events in 1940. Professor Bloch's texts can serve two complementary purposes. First, his works, Strange Defeat and The Historian's Craft remain as significant, contemporary records of personal thoughts, argumentative methodologies, and recollections of world-shattering events. They constitute, quite literally, an historian's craft in action. Second, Bloch's texts can serve an equally valuable role where the writer seeks to take his reader through and beyond the immediate historical question, methodology or series of unravelling events into an intellectual duel which stands upon the historian's engagement with worlds, past and present. Questions and actions, makings and doings matter in this world. Understanding is not only a prime responsibility of the historian; it is a duty which might well prove dangerous. Given the above observations, this essay will seek to emphasize that world history and the teaching of broad histories of humanity recognizes few, if any, borders which seek to block or hold at bay the presentation of the “passport” known as understanding. Teaching history is much more than teaching civics or recognizing civilizational variety and its barbarous opposites. Teaching history is an act, however imperfect, of recognizing ourselves in time. My brother “schoolmasters”—when it came to the point, you did, for the most part, put up a magnificent fight. It was your goodwill which managed to create in many a sleepy secondary school, in many universities—prisoners of the worse routines the only form of education of which, perhaps, we can feel genuinely proud. I only hope that a day will come, and come soon, a day of glory and of happiness for France, when, liberated from the enemy, and freer than ever in our intellectual life, we may meet again for the mutual discussion of ideas. And when that happens, do you not think that, having learned from an experience so dearly purchased, you will find much to alter in the things you were teaching only a few years back? Strange Defeat, 142).1 What was at stake was a geological upheaval of thought …2. (shrink)

This paper examines the particular relevance of feminist critiques of epistemic authority in contexts of institutionalized violence. Reading feminist criticism of “experts” together with theorists of institutionalized violence, Stone-Mediatore argues that typical expert modes of thinking are incapable of rigorous knowledge of institutionalized violence because such knowledge requires a distinctive kind of thinking-within-discomfort for which conventionally trained experts are ill-suited. The author demonstrates the limitations of “expert” modes of thinking with reference to writings on the Iraq war by Michael Ignatieff (...) and Fouad Ajami. Finally, the author turns to a newly active group of epistemic agents—anti-war relatives of soldiers--to examine the role that undervalued epistemic traits can play in knowledge of war and other forms of structural violence. (shrink)