This textbook untangles the complicated ethical dilemmas that arise during the day-to-day work of healthcare chaplaincy, and offers a sturdy but flexible framework which chaplains can use to reflect on their own practice. Tackling essential issues such as consent, life support, abortion, beginning and end of life and human dignity, it enables chaplains to tease out the ethical implications of situations they encounter, to educate themselves on relevant legal matters and to engage with different ethical viewpoints. The book combines case studies of familiar scenarios with thorough information on legal matters, while providing ample opportunity for workplace reflection and offering guidance as to how chaplains can best support patients and their families while preserving their own integrity and well-being. Clear, sensitive and user-friendly, this will be an indispensable resource for healthcare chaplains and all healthcare professionals interested in spiritual care.

Das reformatorische Schriftprinzip gilt vielen als nicht mehr tragfahig. Grund dafur ist die Losloesung der Schriftautoritat von ihrer kritischen und heilsamen Wirkung in Gesetz und Evangelium. Dagegen weisen die Aufsatze dieses Bandes Wege zu einer Wiederentdeckung der lebensgestaltenden Kraft der Schrift als Kanon und Sakrament. Dies geschieht in Auseinandersetzung mit theologischen Ansatzen, die selber die Relevanz der biblischen Botschaft gewahrleisten wollen und Gefahr laufen, das aussere Bibelwort in seiner Widerstandigkeit zu uberspringen. Auch die Ethik lebt von Grundlagen, die sie nicht schaffen kann. Gerade in der Debatte um Freiheit und Nachhaltigkeit erweist sich die biblisch-reformatorische Schoepfungstheologie als wichtiges Korrektiv in verschiedenen sozialethischen Kontexten.

Among the pressing concerns of Americans in the first century of nationhood were day-to-day survival, political harmony, exploration of the continent, foreign policy, and-fixed deeply in the collective consciousness-hell and eternal damnation. The fear of fire and brimstone and the worm that never dies exerted a profound and lasting influence on Americans' ideas about themselves, their neighbors, and the rest of the world. Kathryn Gin Lum poses a number of vital questions: Why did the fear of hell survive Enlightenment critiques in America, after largely subsiding in Europe and elsewhere? What were the consequences for early and antebellum Americans of living with the fear of seeing themselves and many people they knew eternally damned? How did they live under the weighty obligation to save as many souls as possible? What about those who rejected this sense of obligation and fear? Gin Lum shows that beneath early Americans' vaunted millennial optimism lurked a pervasive anxiety: that rather than being favored by God, they and their nation might be the object of divine wrath. As time-honored social hierarchies crumbled before revival fire, economic unease, and political chaos, "saved" and "damned" became as crucial distinctions as race, class, and gender. The threat of damnation became an impetus for or deterrent from all kinds of behaviors, from reading novels to owning slaves. Gin Lum tracks the idea of hell from the Revolution to Reconstruction. She considers the ideas of theological leaders like Jonathan Edwards and Charles Finney, as well as those of ordinary women and men. She discusses the views of Native Americans, Americans of European and African descent, residents of Northern insane asylums and Southern plantations, New England's clergy and missionaries overseas, and even proponents of Swedenborgianism and annihilationism. Damned Nation offers a captivating account of an idea that played a transformative role in America's intellectual and cultural history.

How do modern Jews understand virtues such as courage, humility, justice, solidarity, or love? In truth: they have fiercely debated how to interpret them. This groundbreaking anthology of musar (Jewish traditions regarding virtue and character) explores the diverse ways seventy-eight modern Jewish thinkers understand ten virtues: honesty and love of truth; curiosity and inquisitiveness; humility; courage and valor; temperance and self-restraint; gratitude; forgiveness; love, kindness, and compassion; solidarity and social responsibility; and justice and righteousness. These thinkers-from the Musar movement to Hasidism to contemporary Orthodox, Reform, Conservative, Reconstructionist, Renewal, Humanist, and secular Jews-often agree on the importance of these virtues but fundamentally disagree in their conclusions. The juxtaposition of their views, complemented by Geoffrey Claussen's pointed analysis, allows us to see tensions with particular clarity-and sometimes to recognize multiple compelling ways of viewing the same virtue. By expanding the category of musar literature to include not only classic texts and traditional works influenced by them but also the writings of diverse rabbis, scholars, and activists-men and women-who continue to shape Jewish tradition, Modern Musar challenges the fields of modern Jewish thought and ethics to rethink their boundaries-and invites us to weigh and refine our own moral ideals.

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.

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.

In this new textbook two Catholic ethicists with extensive teaching experience present a moral theology based on vision-the idea that how we see the world shapes our choices and actions. David Matzko McCarthy and James M. Donohue draw widely from the western philosophical tradition while integrating biblical and theological themes in order to explore such fundamental questions as What is good? The book's fourteen chapters are short and thematic. Substantive study questions engage with primary texts and get students to apply theory to everyday life and common human experiences. The book is accessibly written and flexible enough to fit into any undergraduate or seminary course on ethics.

In contemporary culture, accountability is usually understood in terms of holding people who have done something wrong accountable for their actions. As such, it is virtually synonymous with punishing someone. Living Accountably argues that accountability should also be understood as a significant, forward-looking virtue, an excellence possessed by those who willingly embrace being accountable to those who have proper standing, when that standing is exercised appropriately. Those who have this virtue are people who strive to live accountably. The book gives a fine-grained description of the virtue and how it is exercised, including an account of the motivational profile of the one who has the virtue. It examines the relation of accountability to other virtues, such as honesty and humility, as well as opposing vices, such as self-deception, arrogance, and servility. Though the virtue of accountability is compatible with individual autonomy, recognizing the importance of the virtue does justice to the social character of human persons. C. Stephen Evans also explores the history of this virtue in other cultures and historical eras, providing evidence that the virtue is widely recognized, even if it is somewhat eclipsed in modern western societies. Accountability is also a virtue that connects ethical life with religious life for many people, since it is common for people to have a sense that they are accountable in a global way for how they live their lives. Living Accountably explores the question as to whether global accountability can be understood in a purely secular way, as accountability to other humans, or whether it must be understood as accountability to God, or some other transcendent reality.

Can a Christian organization with colonial roots work towards reproductive justice for Kenyan women and resist sexist interpretations of Christianity? How does a women's organization in Africa navigate controversial ethical dilemmas, while dealing with the pressures of imperialism in international development? Based on a case study of the Young Women's Christian Association (YWCA) in Kenya, this book explores the answers to these questions. It also introduces a theoretical framework drawn from postcolonial feminist critique, narrative identity theory and the work of the Circle of Concerned African Women Theologians: 'everyday Christian ethics'. The book evaluates the theory's implications as a cross-disciplinary theme in feminist studies of religion and theology. Eleanor Tiplady Higgs argues that Kenya YWCA's narratives of its Christian history and constitution sustain a link between its ethical perspective and its identity. The ethical insights that emerge from these practices proclaim the relevance of the value of 'fulfilled lives', as prescribed in the New Testament, for Christian women's experiences of reproductive injustice.

William LaFleur (1936-2010), an eminent scholar of Japanese studies, left behind a substantial number of influential publications, as well as several unpublished works. The most significant of these examines debates concerning the practice of organ transplantation in Japan and the United States, and is published here for the first time. This provocative book challenges the North American medical and bioethical consensus that considers the transplantation of organs from brain dead donors as an unalloyed good. It joins a growing chorus of voices that question the assumption that brain death can be equated facilely with death. It provides a deep investigation of debates in Japan, introducing numerous Japanese bioethicists whose work has never been treated in English. It also provides a history of similar debates in the United States, problematizing the commonly held view that the American public was quick and eager to accept the redefinition of death. A work of intellectual and social history, this book also directly engages with questions that grow ever more relevant as the technologies we develop to extend life continue to advance. While the benefits of these technologies are obvious, their costs are often more difficult to articulate. Calling attention to the risks associated with our current biotech trajectory, LaFleur stakes out a highly original position that does not fall neatly onto either side of contemporary US ideological divides.

How do objects become contested in settings characterized by (violent) conflict? Why are some things contested by religious actors? How do religious actors mobilize things in conflict situations and how are conflict and violence experienced by religious groups? This volume explores relations between materiality, religion, and violence by drawing upon two fields of scholarship that have rarely engaged with one another: research on religion and (violent) conflict and the material turn within religious studies. This way, this volume sets the stage for the development of new conceptual and methodological directions in the study of religion-related violent conflict that takes materiality seriously.