Religion,Truth and Religious Education

The main questions discussed are (1) what we are to count as ‘religion’, and what kind of propositions are central to religious belief, and (2) in particular, how can religious belief be sustained without a superstitious belief in the supernatural? R.M. Hare's views are first examined, and in part rejected: religious belief involves more than ‘commitment’, and is primarily concerned to assert that certain features of the world are worthy of worship. We need to consider how such assertions may be verified or falsified.     

Correspondence and metaphysics: Andrew Newman's The Correspondence Theory of Truth

ABSTRACT

The article begins by contrasting medical and moral views of addiction and how such views influence responsibility and policy analysis. It suggests that since addiction always involves action and action can always be morally evaluated, we must independently decide whether addicts do not meet responsibility criteria rather than begging the question and deciding by the label of ‘disease’ or ‘moral weakness’. It then turns to the criteria for criminal responsibility and shows that the criteria for criminal responsibility, like the criteria for addiction, are all folk psychological. Therefore, any scientific information about addiction must be ‘translated’ into the law's folk psychological criteria. Distractions about responsibility are then quickly canvassed. Then it addresses the direct relation between addiction and criminal responsibility. It argues that most addicts retain sufficient rational and control capacities at the relevant times to be held responsible, especially for crimes that are not part of the definition of addiction itself. It suggests that there is good reason to excuse or mitigate addicts for the crimes of purchase and possession for personal use. It concludes by briefly considering what contemporary science can contribute to our understanding of addiction and agency.     

Religion,Education, and Religious Education in Irish Schools

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.     

Contesting Faith,Truth, and Religious Language at the Creation Museum: A Historical-Theological Reflection

Abstract

The Creation Museum in Petersburg, Kentucky, attempts to demonstrate the flaws in contemporary science and to offer an alternative explanation of human origins and biological complexity rooted in a specific reading of the biblical narrative. This effort, however, is paradoxically rooted in the worldview of modern science and the Enlightenment. This article will examine the Creation Museum's definitions of faith, truth, and religious language and will compare these definitions to those of mainline Protestant Christianity to uncover the historical and theological presuppositions of Creationist and mainline Protestant engagements with contemporary science.