Relevant and Effective Theological Education in the Context of Twenty‐First Century South Asia

This essay considers Christian theological education in South Asia highlighting pertinent issues in pedagogical content, form, method, and praxis. Debunking the notion of students as “empty bottles” to be filled, and criticizing the top‐down model of education, the paper argues that theological education is an ongoing and interactive process in which students and teachers are participants who share and reflect upon each other's faith and socio‐cultural experiences. Participants reject, test, negotiate, and choose – while remaining open to the variety that is embodied in different human experiences. The paper stresses the relationship between the theological college and the church and calls for mutual responsibility, respect, and accountability. In an increasingly communal and fundamentalist atmosphere that poses a threat to multi‐culturalism, the role of the laity in shaping theological education is highlighted and public debate is encouraged. The paper calls for interactive and dialogic learning. A version of this paper was published in Ministerial Formation 100 (2003): 5–16.     

Star Performers in Twenty‐First Century Organizations

We argue that changes in the nature of work in 21st‐century organizations have led to the emergence of star performers—a few individuals who contribute a disproportionate amount of output. We describe how stars negate the long‐held belief that the distribution of individual performance is normal and, instead, suggest an underlying power law distribution. In addition, we offer 9 propositions to guide future empirical research on star performers and an underlying power law distribution of individual performance. We describe how the presence of stars is likely to affect all individual‐, team‐, and firm‐level management theories addressing individual performance directly or indirectly, but focus on specific implications for those addressing human capital, turnover, compensation, downsizing, leadership, teamwork, corporate entrepreneurship, and microfoundations of strategy. In addition, we discuss methodological considerations necessary to carry out our proposed research agenda. Finally, we discuss how a consideration of star performers has important implications for management practice.     

Philosophy of Science in the Twenty‐First Century

Philosophy of science in the past half century can be seen as a reaction against logical empiricism's focus on modern logic as the format in which debates should be expressed and on physics as the canonical science. These reactions have resulted in a fragmentation of the field. Although this provides ways forward for disparate philosophies of various sciences, it threatens the very possibility of general philosophy of science. The debate that most obviously continues to be conducted at the general level—the debate about scientific realism—only does so because of a dangerous naïveté. Nevertheless, this article suggests that there is a place for general work not by starting at the highest level of abstraction but instead by abstracting general lessons from actual science.     

Developmental Advocacy: Twenty‐First Century School Counseling

Characteristics of current and emerging school counseling program models are reviewed, and their limitations and challenges in serving students' needs in the 21st century are enumerated. The authors discuss the implications for these models of recent advances in developmental theory and research and in positive psychology, along with the integration of nontraditional counseling functions. Developmental Advocacy is described and offered as a way to enhance the effectiveness of the contemporary school counselor.     

Freedom from and Freedom for: Luther's Concept of Freedom for the Twenty‐First Century

This article examines Martin Luther's two fundamental claims around Christian freedom. Drawing on Luther, I suggest three primary characteristics of Christian freedom that should be recovered and championed in our twenty‐first‐century context: it is relational, it is a gift; and it contains within it an ethical imperative for the sake of the neighbor. Together, these three characteristics point to the fact that in a Christian understanding, “freedom” is never considered by itself, but only in the larger context of “freedom from” and “freedom for.”     

Educating American Muslim Leadership (Men and Women) for the Twenty‐First Century

Abstract. Educating and training Muslim men and women leaders who are capable of effectively navigating the multi‐ethnic and multi‐religious terrain in America – particularly in the post 9–11 milieu – requires the development of a new critical American Muslim pedagogy. This new pedagogy, centered in Islamic epistemology and ontology, should selectively appropriate the best of traditional Muslim educational paradigms and modalities used over time. However, the traditional Muslim model must not be reified, but rather be subjected to a sharp critique which maintains the richness of its spiritual and intellectual legacy but rejects teachings and interpretations used to create false dichotomies resulting in binary constructs, particularly those which pit Muslims against the west. Finally, the new critical American Muslim pedagogy must embrace all of the best discursive practices (e.g., pedagogies of Freire and others) that engage us in a critical analysis of the way in which power and privilege, even in religious communities, operate to marginalize and suppress women, minorities, and people of color.     

The Imperative of Diakonia for the Church and Theological Education

This article begins by arguing that diakonia is an imperative for the church, be it at the local, national, regional, or global level. It goes on to describe how diakonia has been part of the identity of the World Council of Churches during its 70 years of existence, and highlights the struggle of diakonia and development within the fellowship and ecumenical partners. The article focuses on the document Called to Transformative Action: Ecumenical Diakonia as the most recent attempt to reflect on who we are and what we do as church. It identifies one important aspect of diakonia as reflected in the Pan‐African Women's Ecumenical Empowerment Network perspective on theological education. The article concludes by reflecting on the author's vision for a just community of women and men in prophetic diakonia.     

The Last Shall Be First: Human Potential in Genetic and Theological Perspectives

The notion of “human potential” provides a fruitful window through which to explore the competing conceptual frameworks of contemporary genetics and Christianity. The contemporary cultural frame of genetics conceives of human potential in a broadly positive manner: the source of personal and societal flourishing is located within individual bodies, waiting to be identified and unleashed by genetic science and medicine for the good of persons and society. In the Judeo-Christian narrative, human individual, biological potential is far less relevant—and, in fact, may be construed as an impediment to the achievement of personal and social flourishing. Implications for the dialogue between genetics and religion are discussed.     

Kant's Two Perspectives on the Theological Task

Proponents of 'the poetic hypothesis>> in Kant interpretation assume that the third Critique provides the necessary and sufficient conditions for understanding the nature of all theological discourse. This article opens with the assumption – taken from one of Kant's last works – that philosophy and theology must always remain in conflict. Then, by way of an abductive comparison of Gordon Kaufman and Adina Davidovich, I demonstrate that the poetic hypothesis leads to religious compromises that contradict this assumption. To conclude, I argue for an understanding of the motif of holism that is better able to uphold Kant's notion of conflict.     

Hospitable Kinship in Theological Education: Cross‐Cultural Perspectives on Teaching and Learning as Gift Exchange

Abstract. Using an autobiographical approach for pedagogical reflection, the author raises questions about how to include “hospitable kinship” and “gift exchange” in teaching and learning. Her experience with a Zimbabwean community circle of hospitable kinship has prompted her to consider how this method of community formation might be employed in classroom situations. Definitions for hospitable kinship and gift exchange are woven throughout the narrative. Attention to the role of the teacher as host is provided as well. The essay prompts readers to turn their attention toward specific strategies that will aid in the formation of classroom community.     

Twenty‐First‐Century Counseling Theory Development in Relation to Definitions of Free Will and Determinism

This article is a continuation of Wilks's ( 2003 ) review of the development of counseling theory in relation to definitions of free will and determinism. The original review showed that theoretical synthesis was in part achieved when causal events inherent in absolute determinism were incorporated into a soft self‐determinist process. This review traces three 21st‐century challenges to self‐determinism and provides evidence supporting the inclusion of both self‐determinism and indeterminate free will in a single but asymmetrical causal model.