People often overlook the uncanny nature of homecomings, writing off the experience of finding oneself at home in a strange place or realizing that places from our past have grown strange. This book challenges our assumptions about the value of home, arguing for the ethical value of our feeling displaced and homeless in the 21st century. Home is explored in places ranging from digital keyboards to literary texts, and investigates how we mediate our homecomings aesthetically through cultural artifacts (art, movies, television shows) and conceptual structures (philosophy, theology, ethics, narratives). In questioning the place of home in human lives and the struggles involved with defining, defending, naming and returning to homes, the volume collects and extends ideas about home and homecomings that will inform traditional problems in novel ways.

At present the battle over who defines our future is being waged most publicly by secular and religious fundamentalists. 'Hope and the Longing for Utopia' offers an alternative position, disclosing a conceptual path toward potential worlds that resist a limited view of human potential and the gift of religion. In addition to outlining the value of embracing unknown potentialities, these twelve interdisciplinary essays explore why it has become crucial that we commit to hoping for values that resist traditional ideological commitments. Contextualized by contemporary writing on utopia, and drawing from a wealth of times and cultures ranging from Calvin's Geneva to early twentieth-century Japanese children's stories to Hollywood cinema, these essays cumulatively disclose the fundamental importance of resisting tantalizing certainties while considering the importance of the unknown and unknowable. Beginning with a set of four essays outlining the importance of hope and utopia as diagnostic concepts, and following with four concrete examples, the collection ends with a set of essays that provide theological speculations on the need to embrace finitude and limitations in a world increasingly enframed by secularizing impulses. Overall, this book discloses how hope and utopia illuminate ways to think past simplified wishes for the future.

People often overlook the uncanny nature of homecomings, writing off the experience of finding oneself at home in a strange place or realizing that places from our past have grown strange. This book challenges our assumptions about the value of home, arguing for the ethical value of our feeling displaced and homeless in the 21st century. Home is explored in places ranging from digital keyboards to literary texts, and investigates how we mediate our homecomings aesthetically through cultural artifacts (art, movies, television shows) and conceptual structures (philosophy, theology, ethics, narratives). In questioning the place of home in human lives and the struggles involved with defining, defending, naming and returning to homes, the volume collects and extends ideas about home and homecomings that will inform traditional problems in novel ways.

Teaching Religion and Literature provides a practical engagement with the pedagogical possibilities of teaching religion courses using literature, teaching literature classes using religion, and teaching Religion and Literature as a discipline. Featuring chapters written by award winning teachers from a variety of institutional settings, the book gives anyone interested in providing interdisciplinary education a set of questions, resources, and tools that will deepen a classroom's engagement with the field. Chapters are grounded in specific texts and religious questions but are oriented toward engaging general pedagogical issues that allow each chapter to improve any instructor's engagement with interdisciplinary education. The book offers resources to instructors new to teaching Religion and Literature and provides definitions of what the field means from senior scholars in the field. Featuring a wide range of religious traditions, genres, and approaches, the book also provides an innovative glimpse at emerging possibilities for the sub-discipline.

Teaching Religion and Literature provides a practical engagement with the pedagogical possibilities of teaching religion courses using literature, teaching literature classes using religion, and teaching Religion and Literature as a discipline. Featuring chapters written by award winning teachers from a variety of institutional settings, the book gives anyone interested in providing interdisciplinary education a set of questions, resources, and tools that will deepen a classroom's engagement with the field. Chapters are grounded in specific texts and religious questions but are oriented toward engaging general pedagogical issues that allow each chapter to improve any instructor's engagement with interdisciplinary education. The book offers resources to instructors new to teaching Religion and Literature and provides definitions of what the field means from senior scholars in the field. Featuring a wide range of religious traditions, genres, and approaches, the book also provides an innovative glimpse at emerging possibilities for the sub-discipline.

In "Vigilant Faith: Passionate Agnosticism in a Secular World, " Daniel Boscaljon takes up the contemporary challenges to faith by skepticism and secularism. He proposes a model of faith for believers and unbelievers alike--a passionate agnosticism--that is rooted in a skeptical consciousness. Skepticism and faith are structurally similar, he writes, in that they share an "unknowing" quality. The author argues that vigilance--the act of keeping watch, a spiritual practice in its own right--is as necessary a precondition for the structure of faith as it is for the structure of skepticism. A suspension in uncertainty and an openness to possibility require vigilance, he attests, if faith and skepticism are to avoid the often dogmatic tendencies of both theism and atheism to cling to their own brands of certainty and knowledge.

Boscaljon has three aims: to expand the current, post-theistic definitions of God for greater relevance to human beings on an individual and existential level; to integrate skepticism into faith so that it will restore the importance of faith to current theology and recover it from anti-intellectual bias; and to conceptualize the vigilance of faith in such a way that can provide a vocabulary for distinguishing "good faith" from "bad faith." He offers a variety of cultural examples ranging from film to poetry to represent a life of faith and to show how its components come together in practice. As an alternative to the prevailing fundamentalisms in today's world, his book proposes a paradigmatic understanding of faith in which theism, atheism, and agnosticism refuse to differ.

The essays in Paul Ricoeur and the Hope of Higher Education: The Just University discuss diverse ways that Paul Ricoeur's work provides hopeful insight and necessary provocation that should inform the task and mission of the modern university in the changing landscape of Higher Education. This volume gathers interdisciplinary scholars seeking to reestablish the place of justice as the central function of higher education in the 21st century. The contributors represent diverse backgrounds, including teachers, scholars, and administrators from R1 institutions, seminary and divinity schools as well as undergraduate teaching colleges. This collection, edited by Daniel Boscaljon and Jeffrey F. Keuss, offers critical and practical visions for the renewal of higher education. The first part of the book provides an internal examination of the university system and details how Ricoeur's thinking assists on pragmatics from syllabus design to final exams to daily teaching. The second portion of the book examines the Just University's role as a social institution within the broader cultural world and looks at how Ricoeur's description of values informs how the university works relative to religious belief, prisons, and rural poverty.