Greening the Children of God uncovers the theological roots of the growing ethical imperative to reconnect children to their natural environment. In their different traditions, theologians, environmental educators and psychologists all affirm that knowing their place in the natural environment helps a child develop an intersubjective 'ecological' identity that nurtures virtues of mutuality and care. During the Scientific Revolution this ethical harmony was threatened as science and moral theology began to adopt different epistemological methods, something the Anglican priest and poet Thomas Traherne was all too aware of. Traherne insisted that education should promote a child's attention to the moral dimensions woven into 'the tapestry of creation', and professed that play, wonder, and a sensory relationship to diverse creatures play a pedagogical role in a child's moral formation. Greening the Children of God establishes the contemporary significance of Traherne's moral theory in conversation with child psychologists, educators, philosophers, and theologians who know that cultivating a place-based relationship to the local ecology helps children perceive creation's deep mutuality and develop a moral identity in the image of a caring Creator.

In der Kierkegaardforschung fehlt es bis dato an einer ausfA1/4hrlichen Rekonstruktion von Kierkegaards Begriff der Anerkennung. Die vorliegende Arbeit versteht sich als Versuch, Kierkegaards impliziten Begriff der 'Anerkennung' in Entweder/Oder und in Die Taten der Liebe aus den Begriffen der Wahl und der Liebe zu gewinnen. Es gilt zu zeigen, dass die Selbstwahl und die Selbstliebe als elementare Formen der Anerkennung zu verstehen sind. Damit ist gemeint, dass die FAhigkeit zur Selbstwahl und zur Selbstliebe Voraussetzung der gegenseitigen Anerkennung ist.

Global health-related efforts today are usually shaped by two very different ideological approaches. They either reflect a human rights-based approach to health and equity, often associated with public health, medicine, or economic development activities; or they express religious or humanitarian "aid," usually motivated by personal beliefs about charity, philanthropy, missional dynamics, and/or a ministry of "mercy." The underlying differences between these two approaches can create tensions and even outright hostility that affects and may even undermine the best intentions of those involved. In Beholden: Religion, Global Health, and Human Rights, Susan R. Holman-a scholar in both religion and the history of medicine-challenges this stereotypical polarization through stories designed to help shape a new lens on global health, one that envisions a multidisciplinary integration of respect for religion and culture with an equal respect for and engagement with human rights and social justice. The book's six chapters range broadly, from pilgrimage texts in the Christian, Hindu, Buddhist, and Islamic traditions, to the effect of ministry and public policy on the 19th century poorhouse; the story of the Universal Declaration of Human Rights (UDHR) as it shaped economic, social, and cultural (ESC) rights; a "religious health assets" approach based in Southern Africa; and the complex dynamics of gift exchange in the modern faith-based focus on charity, community, and the common good. The book will appeal to readers interested in global health, faith-based aid, public policy, humanitarian response, liberation theology, charity, gift exchange, and a good story.

The major humanitarian crises of recent years are well known: the Shoah, the killing fields of Cambodia, the Rwandan genocide, the massacre in Bosnia, and the tsunami in Southeast Asia, as well as the bloody conflicts in South Sudan, Syria, and Afghanistan. Millions have been killed and many millions more have been driven from their homes; the number of refugees and internally displaced persons has reached record levels. Could these crises have been prevented? Why do they continue to happen? This book seeks to understand how humanity itself is in crisis, and what we can do about it. Hollenbach draws on the values that have shaped major humanitarian initiatives over the past century and a half, such as the commitments of the International Committee of the Red Cross, Oxfam, Doctors Without Borders, as well as the values of diverse religious traditions, including Catholicism, to examine the scope of our responsibilities and practical solutions to these global crises. He also explores the economic and political causes of these tragedies, and uncovers key moral issues for both policy-makers and for practitioners working in humanitarian agencies and faith communities.

C. S. Lewis, fantasy novelist, literary scholar, and Christian apologist, is one of the most original and well-known literary figures of the twentieth century. As one who stood at the crossroads of Edwardian and modern thinking, he is often read as a sexist or even misogynistic man of his time, but this fresh rereading assesses Lewis as a prescient thinker who transformed typical Western gender paradigms. The Gender Dance: Ironic Subversion in C. S. Lewis's Cosmic Trilogy, the second volume in a triad, proposes that Lewis's highly nuanced metaphorical view of gender relations has been misunderstood precisely because it challenges Western chauvinist assumptions on sex and gender. Instead of perpetuating sexism, Lewis subverts the culturally inherited chauvinism of "masculine" classical heroism with the biblically inspired vision of a surprisingly "feminine" spiritual heroism. His view that we are all "feminine" in relation to the "masculine" God - a theological feminism which crosses gender lines - means that qualities we tend to gender as feminine, such as humility, are the qualities essential to being fully human. The study's theoretical framework is Lewis's own, grounded in his view of biblical thinking, and as he was informed by writers such as Milton, Wordsworth, and George MacDonald, and in terms of the uniquely progressive implications for twentieth-first-century cultural studies. This highly insightful and entertaining study of theological feminism in Lewis's Cosmic Trilogy will be compelling for anyone interested in fantasy literature, Inklings scholarship, gender discourse, ethical and spiritual discourse, literature and theology, and cultural studies in general.

In a time of climate change, environmental degradation, and social injustice, the question of the value and purpose of human life has become urgent. What are the grounds for hope in a wounded world? This Sacred Life gives a deep philosophical and religious articulation of humanity's identity and vocation by rooting people in a symbiotic, meshwork world that is saturated with sacred gifts. The benefits of artificial intelligence and genetic enhancement notwithstanding, Norman Wirzba shows how an account of humans as interdependent and vulnerable creatures orients people to be a creative, healing presence in a world punctuated by wounds. He argues that the commodification of places and creatures needs to be resisted so that all life can be cherished and celebrated. Humanity's fundamental vocation is to bear witness to God's love for creaturely life, and to commit to the construction of a hospitable and beautiful world.

An ancient question asks what role moral formation ought to play in education. It leads to such questions as, do intellectual and moral formation belong together? Is it possible to form the mind and neglect the heart? Is it wise? These perennial questions take on new significance today, when education-especially, higher education-has become a defining feature in the lives of young people. Throughout his more than 40 years in academia, John Garvey has reflected on the relationship between intellectual and moral formation, especially in Catholic higher education. For 12 years as the President of The Catholic University of America, he made the cultivation of moral virtue a central theme on campus, highlighting its significance across all aspects of University culture, from University policy to campus architecture. During his two decades of presiding at commencement exercises, first as Dean of Boston College Law School and then as President of The Catholic University of America, Garvey made a single virtue the centerpiece of his remarks each year. The Virtues is the fruit of those addresses. More reflective than analytical, its purpose is to invite conversation about what it means to live well. Following Catholic tradition, The Virtues places the theological virtues of faith, hope, and love at the center of the moral life, and the cardinal virtues-justice, temperance, fortitude, and prudence-with them. Alongside these major virtues, Garvey considers a collection of "little virtues," habits that assist and accompany us in small but important ways on the path to goodness. Though he treats each virtue individually, a common thread unites his reflections. "The intellectual life depends on the moral life," Garvey writes. "Without virtue we cannot sustain the practices necessary for advanced learning. In fact, without virtue, it's hard to see what the purpose of the university is. Learning begins with love (for the truth). If we don't have that, it's hard to know why we would bother with education at all." The Virtues invites its readers, especially students, to appreciate that the cultivation of virtue is indispensable to success, academic or otherwise, and more importantly, essential to their ultimate aim, a life well lived.

Christians of all theological and political backgrounds ought to be ardent advocates of advancing, not curbing, freedom of speech within their own ranks and in the increasingly secular societies in which they live. Christians, Free Expression, and the Common Good presents the concept of free expression, and its opposite of censorship, as a tool for the Western church (and the U.S. church in particular) to respond more wisely and effectively to controversy. In their most severe form, these controversies lead to both formal and informal limitations on free expression, as Christians seek to silence those with whom they most stridently disagree. This study is timely given the Western church's current state of flux as it tries to determine its identity and mission in a post-Christian setting. Christians, Free Expression, and the Common Good will appeal to a wide range of thoughtful religious scholars and others who would welcome ideas on how the church should refine and live out its mission in the early twenty-first century.

What is the state of contemporary American morality? From their original conception in Christian scripture to their assimilation into Western culture, the 'Seven Deadly Sins' - lust, greed, envy, pride, and all the rest - have guided human morality, steering human behavior and psychology away from evil and toward a full embrace of the good. But their hold on modern life is increasingly tenuous. Indeed, one may observe that these days, deadly sin is far more common and more commonly practiced than its virtuous counterparts - humility, charity, kindness, industriousness, and chastity. Without greed, there is no economy; without anger, no politics; and without pride and envy, surely less motivation and competition would exist. James D. Wright carefully examines the complexities and ambiguities in modern society in the context of the seven deadly sins and their corresponding virtues. Are we all lost souls, condemned by our immoral deeds, or are the trappings of older sin deteriorating? Is it time, finally, to reconsider the classifications of evil and good? Wright uses each chapter to consider how the social sciences have operationalized each 'sin', how they have been studied, and what lessons have been learned over time. He reviews recent trends and contemplates the societal costs and benefits of the behaviors in question. Lost Souls emerges, then, as a meditation on contemporary sin, concluding that the line between guilt and innocence, right and wrong, is often very thin.

Winner of the 2018 American Board and Academy of Psychoanalysis (ABAPsa) prize for best Edited book Temporality has always been a central preoccupation of modern philosophy, and shame has been a major theme in contemporary psychoanalysis. To date, however, there has been little examination of the critical connection between these core experiences. Although they deeply implicate each other, no single book has focused upon their profound interrelationship. Temporality and Shame highlights the many dimensions of that reality. A core point of this book is that shame can be a teacher, and a crucial one, in evaluating our ethical and ontological position in the world. Granting the fact that shame can be toxic and terrible, we must remember that it is also what can orient us in the difficult task of reflection and consciousness. Shame enables us to become more fully present in the world and authentically engage in the flow of temporality and the richness of its syncopated dimensionality. Such a deeply honest ethos, embracing the jarring awareness of shame and the always-shifting temporalities of memory, can open us to a fuller presence in life. This is the basic vision of Temporality and Shame. The respective contributors discuss temporality and shame in relation to clinical and theoretical aspects of psychoanalysis, philosophy, anthropology, and genocide, as well as the question of evil, myth and archetype, history and critical studies, the 'discipline of interiority', and literary works. Temporality and Shame provides valuable insights and a rich and engaging variety of ideas. It will appeal to psychotherapists and psychoanalysts, philosophers and those interested in the basic philosophical grounds of experience, and anthropologists and people engaged in cultural studies and critical theory.

In this thoughtful text, Brian Kane explores the foundations, methods, and conclusions of Catholic thinking on bioethics. With the advent of medical technologies and treatments that once seemed impossible, scientific knowledge brings with it opportunities to enhance, damage, or even destroy our humanity. Catholic theology has a long tradition of exploring this relationship between science and the human person. By providing an introductory explanation of Catholic theological thinking on bioethics, Kane offers a systematic approach to questions on the meaning of human existence and the power of human choice. He explains the ways Catholic readers can better understand ethical dilemmas and decisions regarding medicine and health care-both individually and collectively as members of society.

What is a human? Are humans those with human DNA, those in possession of traits like rationality, or those made in the image of God? The debate over what makes human beings unique has raged for centuries. Many think that if society accepts the wrong definition of what it is to be human, people will look at their neighbor as more of an animal, object, or machine-making maltreatment more likely. In the longest running claim, for over 150 years critics have claimed that taking a Darwinist definition results in people treating each other more like animals. Despite their seriousness, these claims have never been empirically investigated. In this groundbreaking book John H. Evans shows that the definitions promoted by biologists and philosophers actually are associated with less support for human rights. Members of the public who agree with these definitions are less willing to sacrifice to stop genocides and are more supportive of buying organs from poor people, of experimenting on prisoners against their will, and of torturing people to potentially save lives. It appears that the critics are right. However, Evans finds that few Americans agree with these academic definitions. Looking at how most of the public defines humanity, we see a much more nuanced picture. In a fascinating account, he shows that the dominant definitions are unlikely to lead to human rights abuses. He concludes that the critics are right about the definitions of a human promoted by academic biologists and philosophers, and are therefore justified in their vigilance. However, because at present few Americans agree with these definitions, the academic definitions would have to spread much more extensively before impacting how the general public acts. Evans' book is a major corrective to the more than century-long debate about the impact of definitions of a human.

Modern medicine has produced many wonderful technological breakthroughs that have extended the limits of the frail human body. However, much of the focus of this medical research has been on the physical, often reducing the human being to a biological machine to be examined, understood, and controlled. This book begins by asking whether the modern medical milieu has overly objectified the body, unwittingly or not, and whether current studies in bioethics are up to the task of restoring a fuller understanding of the human person. In response, various authors here suggest that a more theological/religious approach would be helpful, or perhaps even necessary. Presenting specific perspectives from Judaism, Christianity and Islam, the book is divided into three parts: "Understanding the Body," "Respecting the Body," and "The Body at the End of Life." A panel of expert contributors-including philosophers, physicians, and theologians and scholars of religion- answer key questions such as: What is the relationship between body and soul? What are our obligations toward human bodies? How should medicine respond to suffering and death? The resulting text is an interdisciplinary treatise on how medicine can best function in our societies. Offering a new way to approach the medical humanities, this book will be of keen interest to any scholars with an interest in contemporary religious perspectives on medicine and the body.

The Journal of the Society of Christian Ethics continues to be an essential resource for students and faculty pursuing the latest developments in Christian and religious ethics, publishing refereed scholarly articles - a preeminent source for further research. The Journal also contains book reviews of the latest scholarship available.

How churches can work to stem gun violence Over 300 Episcopalians came together in Oklahoma City in April 2014 to renew their commitment to the Gospel call to make peace in a world of violence. Through deep conversation, prayer, and skill building the event empowered the Episcopal Church to address violence and reclaim its role in society as workers for nonviolence and peace. This book is one of the outcomes of that event - resources to help dioceses, congregations, and individuals reclaim the Gospel message of peace for our society. Divided into four sections - Proclaim: The Gospel, Sustain: The Witness, Reclaim: The Response and Our Prayers - topics are offered in the areas of advocacy, education, liturgy, and pastoral care that our Church can use to address the culture of violence within and outside of the Church, the reader will hear the Gospel proclaimed through personal stories of witness from key leaders in the Church today, including Justin Welby, Katharine Jefferts Schori, Bishop Ed Konieczny, Eugene Sutton, Mark Beckwith, Kay Collier McLaughlin, James Michael Dowd, Matthew Ellis, and others. Topics include: systemic/root cause of violence, suicide/mental health, hate crimes, gang violence, race and violence, advocacy, gun violence, bullying, gender-based violence, and non-violence. Reflection questions follow each chapter with a comprehensive study guide for group use included.

How can teachers introduce Islam to students when daily media headlines can prejudice students' perception of the subject? Should Islam be taught differently in secular universities than in colleges with a clear faith-based mission? What are strategies for discussing Islam and violence without perpetuating stereotypes? The contributors of Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet address these challenges head-on and consider approaches to Islamic studies pedagogy, Islamophobia and violence, and suggestions for how to structure courses. These approaches acknowledge the particular challenges faced when teaching a topic that students might initially fear or distrust. Speaking from their own experience, they include examples of collaborative teaching models, reading and media suggestions, and ideas for group assignments that encourage deeper engagement and broader thinking. The contributors also share personal struggles when confronted with students (including Muslim students) and parents who suspected the courses might have ulterior motives. In an age of stereotypes and misrepresentations of Islam, this book offers a range of means by which teachers can encourage students to thoughtfully engage with the topic of Islam.

This book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the "beliefs of the people" the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we need structures integrating givers ethical perspectives. But, there seems to be a gap and significant perception differences among healthcare providers' learning environments and actual professional situations. Hence, teaching ethics and healthcare providers values is important to bridge this gap.

How can teachers introduce Islam to students when daily media headlines can prejudice students' perception of the subject? Should Islam be taught differently in secular universities than in colleges with a clear faith-based mission? What are strategies for discussing Islam and violence without perpetuating stereotypes? The contributors of Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet address these challenges head-on and consider approaches to Islamic studies pedagogy, Islamophobia and violence, and suggestions for how to structure courses. These approaches acknowledge the particular challenges faced when teaching a topic that students might initially fear or distrust. Speaking from their own experience, they include examples of collaborative teaching models, reading and media suggestions, and ideas for group assignments that encourage deeper engagement and broader thinking. The contributors also share personal struggles when confronted with students (including Muslim students) and parents who suspected the courses might have ulterior motives. In an age of stereotypes and misrepresentations of Islam, this book offers a range of means by which teachers can encourage students to thoughtfully engage with the topic of Islam.

Based on an unfinished manuscript by the late philosopher Dallas Willard, this book makes the case that the 20th century saw a massive shift in Western beliefs and attitudes concerning the possibility of moral knowledge, such that knowledge of the moral life and of its conduct is no longer routinely available from the social institutions long thought to be responsible for it. In this sense, moral knowledge-as a publicly available resource for living-has disappeared. Via a detailed survey of main developments in ethical theory from the late 19th through the late 20th centuries, Willard explains philosophy's role in this shift. In pointing out the shortcomings of these developments, he shows that the shift was not the result of rational argument or discovery, but largely of arational social forces-in other words, there was no good reason for moral knowledge to have disappeared. The Disappearance of Moral Knowledge is a unique contribution to the literature on the history of ethics and social morality. Its review of historical work on moral knowledge covers a wide range of thinkers including T.H Green, G.E Moore, Charles L. Stevenson, John Rawls, and Alasdair MacIntyre. But, most importantly, it concludes with a novel proposal for how we might reclaim moral knowledge that is inspired by the phenomenological approach of Knud Logstrup and Emmanuel Levinas. Edited and eventually completed by three of Willard's former graduate students, this book marks the culmination of Willard's project to find a secure basis in knowledge for the moral life.

The German philosopher Robert Spaemann is one of the most important living thinkers in Europe today. This volume presents a selection of essays that span his career, from his first published academic essay on the origin of sociology (1953) to his more recent work in anthropology and the philosophy of religion. Spaemann is best known for his work on topical questions in ethics, politics, and education, but the light he casts on these questions derives from his more fundamental studies in metaphysics, the philosophy of nature, anthropology, and the philosophy of religion. At the core of the essays contained in this book is the concept of nature and the notion of the human person. Both are best understood, according to Spaemann, in light of the metaphysics and anthropology found in the classical and Christian tradition, which provides an account of the intelligibility and integrity of things and beings in the world that safeguards their value against the modern threat of reductionism and fragmentation. A Robert Spaemann Reader shows that Spaemann's profound intellectual formation in this tradition yields penetrating insights into a wide range of subjects, including God, education, art, human action, freedom, evolution, politics, and human dignity.

This book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the "beliefs of the people" the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we need structures integrating givers ethical perspectives. But, there seems to be a gap and significant perception differences among healthcare providers' learning environments and actual professional situations. Hence, teaching ethics and healthcare providers values is important to bridge this gap.

Conventional wisdom holds that attempts to combine religion and politics will produce unlimited violence. Concepts such as jihad, crusade, and sacrifice need to be rooted out, the story goes, for the sake of more bounded and secular understandings of violence. Ted Smith upends this dominant view, drawing on Walter Benjamin, Giorgio Agamben, and others to trace the ways that seemingly secular politics produce their own forms of violence without limit. He brings this argument to life--and digs deep into the American political imagination--through a string of surprising reflections on John Brown, the nineteenth-century abolitionist who took up arms against the state in the name of a higher law. Smith argues that the key to limiting violence is not its separation from religion, but its reconnection to richer and more critical modes of religious reflection. Only political theology can keep secular politics secular. A historical and theoretical intervention, "Weird John Brown" is also a constructive theological proposal for rethinking the nature, meaning, and exercise of violence, both human and divine.

This book deals with the identity of the Torah that Yahweh promised he would write on the hearts of New Covenant participants, as prophesied in Jeremiah 31:33 and understood later in New Testament times by Paul. This theological and exegetical monograph is an invaluable reference work and textbook for all theological seminaries and Christian religious departments of universities worldwide. Pastors and virtually all Christians interested in reading or researching Paul and the subject of Gospel/law controversy in biblical studies will benefit from it. The book's investigative study of the history of interpretation of the church's teaching on the subject from the early church to modern theological era, and Second Temple Judaism's writings on the topic, is unsurpassed. No work currently existing on this subject can compete with this book's historical survey and exegetical analysis, reading Jeremiah and Paul contextually on the issue.