A comparison of the ecclesiological doctrine of Vatican II with Faith and Order's convergence text The Church: Towards a Common Vision

Faith and Order's important new convergence text on ecclesiology was published in 2013, 50 years after the discussions in 1963, at the second session of Vatican II, which produced the council's Dogmatic Constitution on the Church, Lumen gentium, the following year. After acknowledging some of the pitfalls in comparing a conciliar teaching with an ecumenical convergence text, this article summarises the content of the new ecumenical text on ecclesiology, indicates points of agreement with Vatican II's teaching and proposes that The Church: Towards a Common Vision might be seen as reflecting a hierarchy of ecclesiological truths which provides a promising framework for seeking greater agreement about still divisive issues.     

The Idea of an Anglican Covenant: A Faith and Order Perspective

Recent Roman Catholic texts (Dominus Iesus, 2000, and Responsa, 2007) have raised the question of what kind of theological understanding enables Catholics to identify what constitutes a ‘proper’ church. This article addresses the same question with regard to both the Anglican Communion and its constituent member churches. It examines how the churches of the Anglican Communion understand their own ecclesial character at different levels (local, national/regional and worldwide), in relation above all to their professed belief in the ‘one holy catholic and apostolic Church’. It considers some of the current ways in which Anglicans appear to regard themselves as ‘church’ and seeks to identify some historic questions concerning their ecclesiology. Against this background, the article shows how the need for something like a covenant has been urged for many years and asks whether this might provide a possible way forward at a time of crisis for the Anglican Communion.     

Trauma and Development: A Faith Perspective

This essay describes the relationship between psychological trauma, psychosocial development and faith. I delineate four phases of development, each possessing particular psychosocial needs, achievements, and capacities. In addition, each phase includes specific ways of organizing experience and relating to objects in terms of the dynamics of trust-distrust and loyalty-disloyalty. Thus, trust-distrust and loyalty-disloyalty hold different meanings and functions in each phase. Throughout these phases, primary and secondary transitional objects provide persons with safe objects to recognize and work through the meanings and affects associated with changes in beliefs about and experiences of trust-distrust and loyalty-disloyalty. I suggest that trauma impacts phase specific capacities and achievements consequently disrupting one's ability to organize and relate to objects in terms of the dynamics of faith. Pastoral Care and Counseling     

Spirituality in Counseling: A Faith Development Perspective

This article describes the use of Fowler's (1981) faith development theory (FDT) in counseling. FDT is a stage model of spiritual and religious development that allows counselors to identify both adaptive qualities and potential encumbrances in spiritual or religious expression. FDT offers a nonsectarian model of spiritual growth that permits assessment of spiritual development apart from the specific contents of various faith traditions. This article summarizes Fowler's faith stages and demonstrates their clinical utility through composite vignettes.     

Towards a Common Civilization

An address given on 3 April 1997 at the Institute of Islamic Understanding, Malaysia (IKIM) on the occasion of the official visit of H.E. Prof. Dr Roman Herzog, President of the Federal Republic of Germany     

Strengthening Ethics: A Faith Perspective on Educational Research

This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one’s belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur’ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur’ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical.