Evaluating sermons: The function of grades in teaching preaching

What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre‐ and post‐preaching feedback and incorporates professor‐ and student‐crafted rubrics.     

The foolishness of preaching

Journal of Religion and Health -     

A study of Islamic preaching in France

Since the beginning of the 1980s France has witnessed intensive preaching activity in Muslim quarters. It is impossible to understand the significance of this phenomenon of the reislamization and mobilization of the community without first paying attention to the function of liturgical preaching in Islam, i.e. the khutba. In France the selection of the preachers is determined not only by the rules of supply and demand but also by the dynamics of external spheres of influence. This focus on the spoken word is manifested in many different ways within the very heart of the Muslim community. All the same, the western context in which it evolves modifies it palpably. A process of inculturation can already be noticed.     

鲍曼的后现代伦理学批判视角

鲍曼以一种批判的视角和独特的方式 ,审视现代性的伦理问题。他的后现代伦理不仅仅是时间意义之“后”,还是一种对现代伦理反思意义之“后”,更是一种理论超越意义之“后”。他的《后现代伦理学》揭示了现代伦理自身的矛盾 ,指出并非可以通过在其基础之上的“织补”而解决的。启发人们深入审视现实的道德迷宫 ,开启新的思维建设天地。