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Neuroscience and Education
This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.
A Levinasian Ethics for Education's Commonplaces
Joldersma applies Levinas's ethics systematically to the commonplaces of education - teaching, learning, curriculum, and institutions - and elucidates the role of justice and responsibility and the meaning of calling and inspiration in education.
Educating for Shalom
In addition to his notable work as a premier Christian philosopher, Nicholas Wolterstorff has become a leading voice on faith-based higher education. This volume gathers the best of Wolterstorff's essays from the past twenty-five years dealing collectively with the purpose of Christian higher education and the nature of academic learning. Integrated throughout by the biblical idea of shalom, these nineteen essays present a robust framework for thinking about education that combines a Reformed confessional perspective with a radical social conscience and an increasingly progressivist pedagogy. Wolterstorff develops his ideas in relation to an astonishing variety of thinkers ranging from Calvin, Kuyper, and Jellema to Augustine, Aquinas, and Kant to Weber, Habermas, and MacIntyre. In the process, he critiques various models of education, classic foundationalism, modernization theory, liberal arts, and academic freedom.
Practice and Profile
Too many students are disappointed. They want to make a difference in their chosen professions. They are inspired by successful visionaries, but they have little idea how to follow in their oversized footsteps. Their colleges and universities promise more professional development than they can possibly deliver, especially in terms of moral development for the professions. Experts coming from a range of perspectives in higher education agree that moral formation for the professions must increasingly take place in higher education. Tragically, the recent evolution of teaching has stripped educators of much of the rationale for moral formation. The recent record of moral lapses by managers test...
The Poetics and Ethics of (Un-)Grievability in Contemporary Anglophone Fiction
The working hypothesis of the book is that, since the 1990s, an increasing number of Anglophone fictions are responding to the new ethical and political demands arising out of the facts of war, exclusion, climate change, contagion, posthumanism and other central issues of our post-trauma age by adapting the conventions of traditional forms of expressing grievability, such as elegy, testimony or (pseudo-)autobiography. Situating themselves in the wake of Judith Butler’s work on (un-)grievablability, the essays collected in this volume seek to cast new light on these issues by delving into the socio-cultural constructions of grievability and other types of vulnerabilities, invisibilities and inaudibilities linked with the neglect and/or abuse of non-normative individuals and submerged groups that have been framed as disposable, exploitable and/or unmournable by such determinant factors as sex, gender, ethnic origin, health, etc., thereby refining and displacing the category of subalternity associated with the poetics of postmodernism.
Tracing the Lines
Tracing the Lines takes on the project of what Christian scholarship is, and should be, today. It does so, however, with an eye to locating similarities in the rich tradition the last nearly two thousand years of Christian scholarship has given birth to. With humility and a sympathetic ear, Sweetman traces the way certain lines of thought have developed over time, showing their strengths, their weaknesses, and their motivation for shaping Christian scholarship in particular ways. Though he locates his own thought within a particular one of these streams, he shows how all of them have contributed in different ways to the formation of the work of Christian scholarship. Offering in the end an understanding of Christian scholarship as scholarship attuned to the shape of our Christian hearts, this book reaches across disciplines to connect Christians engaged in scholarship in all areas of the academy, whether at public or private institutions.
The Gratifications of Whiteness
The first book-length study of W. E. B. Du Bois's conceptualization of American whiteness. W. E. B. Du Bois famously argued that whiteness in the US in the late nineteenth and early twentieth centuries functioned as a "public and psychological wage," offering valuable social standing to even the poorest of whites. Such "compensation," dependent on the devaluation of Black existence, helped secure the US capitalist regime and prevent interracial class solidarity. This book argues that Du Bois's influential account of compensatory whiteness is crucially important, but also incomplete. For Du Bois, whiteness was never one thing, but many. Focusing on Du Bois's middle-period work (about 1920-194...
Christian Scholarship in the Twenty-First Century
The Christian tradition provides a wealth of insight into perennial human questions about the shape of the good life, human happiness, virtue, justice, wealth and poverty, spiritual growth, and much else besides -- and Christian scholars can do great good by bringing that rich tradition into conversation with the broader culture. But what is the nature and purpose of distinctively Christian scholarship, and what does that imply for the life and calling of the Christian scholar? What is it about Christian scholarship that makes it Christian? Ten eminent scholars grapple with such questions in this volume. They offer deep and thought-provoking discussions of the habits and commitments of the Christian scholar, the methodology and pedagogy of Christian scholarship, the role of the Holy Spirit in education, Christian approaches to art and literature, and more. CONTRIBUTORS Jonathan A. Anderson Dariusz M. Brycko Natasha Duquette M. Elizabeth Lewis Hall George Hunsinger Paul K. Moser Alvin Plantinga Craig J. Slane Nicholas Wolterstorff Amos Yong
Every Job a Parable
A Walmart greeter, a nurse, and an astronaut walk into a church. . . . They each bring with them their own exhaustions and exasperations, their own uncertainty about whether and how their work matters to God. Good news: All work matters to God, because all work reflects some aspect of the character of God. God created the world so that it runs best when it mirrors Him, and we ourselves find the most fulfillment when we recognize God behind our labor. John Van Sloten offers a fascinating and innovative reflection on vocation: Our work is a parable of God; as we work, we are icons of grace.
Corporal Punishment, Religion, and United States Public Schools
This book examines corporal punishment in United States public schools. The practice—which is still legal in nineteen states—affects approximately a quarter million children each year. Justification for the use of physical punishment is often based on religious texts. Rather than simply disregarding the importance of religious commitment, this volume presents an alternative faith-based response. The book suggests the “hermeneutical triad,” of sacred text, tradition, and reason as an acceptable approach for those seeking to be faithful to religious text and tradition.
