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Paul Tillich was one of the great theologians and philosophers of the 20th century. Born before the advent of the automobile, he lived to see the launch of Sputnik, the Mercury and Gemini programs, and the dawn of the nuclear age. One of the key events in his early life was the First World War, during which he served the German army as a Chaplain. He survived that war, and his early works grew out of the optimistic and creative zeitgeist that emerged in its wake. Before he turned 60, he had survived the Second World War as well. His later work might be seen as a reaction to the pessimism and anxiety triggered by that conflict’s atrocities and by technological advancements capable of extinguishing life on this planet. Tillich always lived his life on boundaries. He straddled 19th and 20th centuries, feeling at home in both, but never quite feeling as if he fully belonged to either. If such a boundary existence created anxiety for him, it also brought him both intellectual and personal satisfaction. He believed that, to fully live, one must do so on the boundary. While the works of other existentialist philosophers have been applied to education, there have been few, if any, attempts to apply Tillich’s work specifically. This book demonstrates Tillich’s place in pedagogy, by showing how a specifically “Tillichian” approach to education may help diminish students’ existential anxieties and make them better prepared to live in the modern world. It suggests that taking such an approach might also help in diminishing devastating societal ills, such as opioid dependence and suicide rates.
Fifty years after his death in 1965 the essays in this collection return to Paul Tillich to investigate his theology and its legacy, with a focus on contemporary British scholarship. Originating in a conference held in Oxford in 2014, the book contains 16 original contributions from a mixture of junior and more established scholars, most of whom have a connection to Britain. The contributions are diverse, but four themes emerge throughout the volume. Several essays are concerning with a characterisation of Tillich's theology. In dialogue with recent emphases on the radical Tillich, some essays suggest a more conservative estimation of Tillich's theology, rooted in the Idealist and classical Christian platonic traditions, whilst in constant engagement with changing existential situations. Secondly, and perhaps reflecting the context of religious diversity and theories of religious pluralism in Britain, many essays engage Tillich's approach to non-Christian religions. Thirdly, some essays address the importance of existentialist philosophy for Tillich, notably via an engagement with Sartre. Finally, a number of essays take up the diagnostic potential of Tillich's theology as a resource for engaging contemporary challenges.
This is the first book-length study in English to investigate Freire's landmark educational theory and practice through the lens of his lifelong Catholicism. A Pedagogy of Faith explores this often-overlooked dimension of one of the most globally prominent and influential educational thinkers of the past fifty years. Leopando illustrates how vibrant currents within twentieth-century Catholic theology shaped central areas of Freire's thought and activism, especially his view of education as a process of human formation in light of the divinely-endowed “vocation” of persons to shape culture, society, and history. With the contemporary resurgence of authoritarian political and cultural forces throughout much of the world, Freire's theologically-grounded affirmation of radical democracy, social justice, historical possibility, and the absolute dignity of the human person remains as vital and relevant as ever.
This collection brings together approaches to the teacher education and preparation curriculum that may be described as holistic. It also discusses teacher education curricula that are reconstructionist and reconceptualist in nature, seeking to shift the trajectory of society through teacher education. The book serves as an introductory text for the field of holistic curriculum studies, and will open it up to a wider audience.
How does oppression manifest itself in the structures and systems of society? What are the psychological and theological issues surrounding the phenomena of a tortured self-identity and diminished self-esteem? Through the study of King's life and witness, Building King's Beloved Community seeks to inspire and suggest a prophetic practice that will broaden and inform the paradigm for pastoral caregiving in responding to the needs of oppressed people in any context--especially where Christianity is practiced.
This book advances that history by exploring stories, images and discourses across a worldwide range of geographical, cultural and confessional contexts. Its twelve authors not only enrich our understanding of the significance of the contextual method, but also produce a new range of original ways of doing theology in contemporary situations. The authors discuss some prioritised thematic perspectives with an emphasis on liberating paths, and expand the ongoing discussion on the methodology of theology into new areas. Themes such as interreligious plurality, global capitalism, ecumenical liberation theology, eco-anxiety and the anthropocene, postcolonialism, gender, neo-pentecostalism, world theology, and reconciliation are examined in situated depth. Additionally, voices from Indigenous lands, Latin America, Asia, Africa, Australia, and Europe and North America enter into a dialogue on what it means to contextualise theology in an increasingly globalised and ever-changing world. Such a comprehensive discussion of new ways of thinking about and doing contextual theology will be of great use to scholars in Theology, Religious Studies, Cultural Studies, Political Science, Gender Studies, Environmental Humanities, and Global Studies.
What allows African American women not just to survive but to become resilient? N. Lynne Westfield finds an answer to this question as she examines the Dear Sisters' Literary Group. As a Womanist scholar, Westfield reflects on the ways in which the hospitality of the group relates to the long-standing African American tradition of concealed gatherings, the Christian tradition of hospitality, and Christian education.
Can the syllabus constitute the curriculum? In this volume, Rocha explores curriculum theory through the lens of the syllabus. By critiquing curriculum studies and the entire field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy of education and curriculum theory, rooted in the humanities. Through an original reconceptualization, this text draws from a broad range of sources – ranging from Classical Antiquity to the present – offering a rich context for understanding curriculum as a philosophically salient concept, contained within the syllabus. The Syllabus as Curriculum features actual syllabi created and taught by the author in undergraduate and graduate courses at the University of British Columbia, Canada. These curated syllabi work as exemplars and media, supported by pedagogical commentary and context. Inspired by Augustine’s Confessions, each part of the book culminates in a metaphorical "garden," which serves as a meditation on the syllabus in three senses: correspondence, essay, and outline. An original, powerful, and corrective contribution to the literature on curriculum studies, this work invites teachers and scholars from across the foundations of education, especially philosophy of education, art education, and those invested in curriculum theory, to see their contribution in more direct and integral ways.
Shakespeare Studies is an annual peer-reviewed volume featuring the work of performance scholars, literary critics and cultural historians. The journal focuses primarily on Shakespeare and his contemporaries, but embraces theoretical and historical studies of socio-political, intellectual and artistic contexts that extend well beyond the early modern English theatrical milieu. In addition to articles, Shakespeare Studies offers opportunities for extended intellectual exchange through its thematically-focused forums, and includes substantial reviews. An international Editorial Board maintains the quality of each volume so that Shakespeare Studies may serve as a reliable resource for all students of Shakespeare and the early modern period – for research scholars and also for teachers, actors and directors. Volume 51 includes a Forum on the work of Michael D Bristol, with contributions from J. F. Bernard, Gail Kern Paster, James Siemon, Jill Ingram, Unhae Park Langis and Julia Reinhard Lupton, Anna Lewton-Brain and Brooke Harvey, Nicholas Utzig, and Paul Yachnin. Volume 51 includes articles from the Next Generation Plenary of the Shakespeare Association of America and essays by Laurence Senelick ("A Gift to Anti-Semites: Shylock on the Pre-Revolutionary Russian Stage"), Christopher D'Addario ("Metatheater and the Urban Everyday in Ben Jonson's Epicoene and The Alchemist"), and Denise A. Walen ("Elbowing Katherine of Valois"). Book reviews consider eleven important publications on liberty of speech and female voice; theaters of catastrophe; adaptations of Macbeth; staging touch in Shakespeare's England; the criticism of Hugh Grady; Shakespeare and World War II film; Shakespeare and digital pedagogy; Shakespeare and forgetting; Shakespeare and disability studies, and Shakespeare's private life.