Teaching the College “Nones”: Christian Privilege and the Religion Professor

Working with undergraduate students invites teachers into relationship and conversation with young people at a time when they are emerging as adults and forming their identities. Faith is one area of identity formation often attended to by scholars, college professors, and their institutions. But within that, little attention has been paid to those who do not identify as religious. Additionally, “the overwhelming presence of Christianity at American institutions maintains it as the spiritual norm on campus. … Those within the spiritual norm gain a level of privilege that is often unconscious” (Seifert 2007, 11). This has an effect not only on nonreligious students but on any student who identifies as anything other than Christian; and it has a unique effect on teaching and learning in the religion classroom. In this article, I will explain what Christian privilege is, why it is a unique problem in the undergraduate religion classroom, and what teachers of religion might do in response to it. In the end, I argue that educators need to better understand the effects of Christian privilege in our classrooms and become allies to the nonreligious in particular by using pedagogies that include and support all students, in their many religious affiliations and unaffiliations.     

Spiritual Formation in Christian School Counseling Programs

This article makes the case that Christian school counselors should be more directly engaged in student spiritual formation. To accomplish this aim, the historical context for the discussion is first explored, followed by a review of contemporary medical and psychological research associating a positive spirituality with healthy functioning across a variety of developmental domains. The argument is then situated within developmental theory and systems thinking as well as the Christian theological—philosophical writings of John Macmurray. Recommendations for improving Christian school counseling practice as they relate to student spiritual formation are included.     

Formation in the Worlds of Theological Education: Moving from “What” to “How”

Abstract. Theological educators in church and academy alike continue to ask, “What is formation for ministry?” Dissatisfaction has increased within all participants of theological education – faculty, students, administrators, pastors, and church professionals. Temporarily postponing the “what” of formation, this article explores the dissatisfaction with formation language in terms of one critical dissonance: the improbable quest for a pastoral identity amidst the observable reality of multiple identities, chosen and imposed. A constructive response crafted by identities‐in‐practice, as configured by disciplined spiritual stewardship, gives both critical and contemplative guidance for a fuller participation by all in Christian formation. Formation then becomes defined with a publicly theological coherence: the “shaping‐being‐shaped” primarily by the Holy in the worlds mutually configured within improvised, risked service.     

“Queering” Spiritual Direction: Towards a Trans*-Literary Praxis

Abstract

The praxis of spiritual direction has a number of well-established orthodoxies, most notably Ignatian, Franciscan and Benedictine, each typically characterized as paths that invite us to become our “true” selves in God. This article interrogates practices of spiritual direction from a queer perspective, examining the exclusions and inclusions for trans* people implicit in traditional notions of “spiritual direction”. Concentrating on a theo-literary reading of Psalm 139 using trans* understandings of the terms “passing” and “stealth” and grounded in my experience as a trans* woman, a spiritual director and poet, this article presents critical strategies to enable trans* Christians to locate themselves in the Christian spiritual discourse.     

Instructional Practices in Fifth-through Eighth-grade Science Classrooms of a Selected Seventh-day Adventist Conference

This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had “never heard of” inquiry, the learning cycle, or constructivism. Over half the respondents felt discussion, student-projects, and hands-on laboratory work were effective instructional practices in science classrooms. Learning cycle and constructivism were described by most respondents as “not at all” effective; many respondents had “never heard of” these same two instructional approaches.     

AN EXPLOSION OF DAZZLING FLASHES: TEILHARD'S UNITY OF FAITH AND SCIENCE

Abstract. Science and revelation have been presented as two books with the same “author,” their reconciliation being called “concordism.” Teilhard opposed concordism, insisting that supposed “revelations” be treated as scientific hypotheses to be verified or not in experience. Applying his criterion for truth (Does it bring “coherence and fecundity” to the phenomena?) to Christian revelation, he told of finding “an explosion of dazzling flashes.” So Teilhard spoke of the hypothesis as the supreme spiritual act wherein the dust of experience takes on form and is kindled at the fire of knowledge.     

Discerning the Spirits,Practicing the Faiths: Why Be Lutheran?

Some spiritual wanderers today are “unstuck” in their faith, therefore, they have many faiths; while others are securely “stuck” in their tradition. Getting stuck is desirable, and the path is through spiritual practice. One’s inner life and even perception of reality become transformed through daily habits such as prayer, worship, and discipline. The Lutheran insight that a practicing Christian is simultaneously saint and sinner offers comfort and honest self–understanding.     

Christian School Leaders and Spirituality: A Reaction to Banke,Maldonado, and Lacey

Banke, Maldonado, and Lacey (2012) found evidence to suggest that the experiences of Christian school leaders affect their roles as spiritual leaders because learning from various prior experiences aided these leaders on how to be better spiritual leaders. Argued herein is that this conclusion “begs the question” because the conclusion that the authors attempt to prove is included in the initial premise of their argument. This approach perhaps explains why the authors purposefully nominated participants for the study and made other simplifying assumptions such as equating servant leadership to spiritual leadership, equating protestant Christians to all Christian denominations, equating Christian school leaders to spiritual leaders, and equating Christian primary and secondary school leaders to Christian college and University leaders.     

Teaching with Technology: Using Digital Humanities to Engage Student Learning

In this article, I address the challenge of fostering better student engagement with ancient material, and discuss my experience with designing a course around creative use of technology. In my recent course, “The Ancient Christian Church: 54–604 CE,” I employed several tactics to encourage student engagement with ancient and modern sources, which also promoted active participation at the level of pedagogy. By designing the classroom experience to allow for student‐centered technology use, students were enabled to explore the ancient world in creative ways. In the end, I noticed greater student participation and higher‐quality understanding of the ancient church when compared with lecture‐ or seminar‐focused classroom experiences.     

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.”     

Christian practices in urban clinical pastoral education

This article addresses primarily a connecting link in ministerial formation through the incorporation of certain practices of Christianity within an urban CPE curriculum and the impact on the development of pastoral identity and pastoral practice. Though the focus is identified as Christian the implications and practices are adaptable within all religious and spiritual traditions. The student groups of this urban CPE program represent a wide diversity of cultures and religious traditions and an equal representation of men and women.     

Between Guru and Deceiver? Responding to Unchosen Metaphors in the Religious Studies Classroom

Two troublesome portraits of religious studies professors often exist in the minds of some students at any given time: the Guru, or wise spiritual teacher, and the Deceiver. These metaphors capture student perceptions of us that may be ill‐informed and beyond our control. We will examine and compare how our own chosen metaphors for teaching – theological typologist and neutral enthusiast – respond creatively to the unchosen metaphors of guru or deceiver. We cannot avoid being cast as gurus/deceivers, but we can discern how our own metaphors for teaching engage “unchosen” student metaphors for us. This exercise can enhance our self‐awareness about our own normative agendas in the classroom, and help to sharpen colleagues' conversations about our sometimes differing assumptions regarding the discipline and teaching of religious studies.     

In Search of the Whole Person: Critical Reflections on Community Language Learning

Teaching methods in the modem-language classroom are widely assumed to be relatively value-neutral techniques, justified by their pragmatic usefulness. Charles A. Curran's “Community Language Learning” is unusual in that it deploys concepts taken from Christian theology in order to expound its core ideas. This article examines the degree to which Curran's methods harmonize with Christian faith, focusing in particular on the concepts of community, autonomy, agency, and the “whole person.” By means of this specific study, the author hopes to shed light on the larger question of how methods in modem-language teaching may be evaluated critically by Christian educators.     

Absolutizing the Relative and Relativizing the Absolute: Metaphysical Implications of the Christian and Buddhist Soteriological Perspectives,Part I

This essay is an attempt at opening parallel but contrastive avenues into the respective Christian and Buddhist outlooks with respect to the metaphysical notion of relativity in contradistinction with the concept of the Absolute. The main thesis is that Christianity and Buddhism present us, in their respective normative intellectual economies, with analogous, yet profoundly different ways of envisioning metaphysics from the vantage point of their sui generis soteriology. In other terms, our argument is that Christian and Buddhist metaphysics are essentially informed by the tenets of their spiritual way, whether redemptive or emancipative. Furthermore, these forms of “soteriological metaphysics” could be encapsulated in the twin nutshells of an “absolutization of the relative” on the one hand, and a “relativization of the absolute” on the other hand. The first formula refers, more specifically, to Christian Trinitarian theology, and the second to the Buddhist ontology of emptiness. These two formulas provide a theoretical framework that suggests both the internal coherence of each tradition and the ways in which this coherence is variously understood within the tradition itself. In the soteriological emphasis of these two traditions lies a possible—but not exclusive—way to open a wider space for a hermeneutics of aspects and vantage points, as well as for warding off any overly rigid conceptual crystallizations through a deeper recognition of the interplay between principled intellectual unity and the manifold of human existence. This essay is the first section of the submission, which is focusing on the Christian tradition.

     

THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH “DO” AND “DON'T” REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION

Two experiments are reported in which the relationship between compliance with “do” and “don't” requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted “do” request, (c) reinforcement for compliance with one targeted “don't” request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any “do” or “don't” request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (“do” or “don't”). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one “do” and subsequently with one “don't” request of a target student. Results of multiple baseline probes across “do” and “don't” requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.     

The Problem of a Transcendent God for the Well‐Being of Continuous Creation

This year marks the 30th Anniversary of Lynn White's critique of Christianity, which set off the field of eco‐theology. At that time, apologetic theologians responded to the White critique, that the Genesis “dominion” command is largely responsible for the contemporary ecological crisis, through reformulating Christian doctrines to address ecological issues. These pioneers have brought us a long way in terms of addressing both how Christianity has been responsible in supporting harmful human‐earth relations and what resources within the tradition might be useful for addressing the contemporary ecological crisis. Building on this work, this article suggests that Christian theology (whether eco or not) will continue to support an understanding of the human being as rooted “outside of creation” as long as the concept of a transcendent, Omni, Creator‐God is left intact. In place of this theological discourse of transcendence which secularizes the natural realm, I suggest a “radical materialist” (Val Plumwood) understanding of Christianity that moves between idealism and reductive materialism (both are forms of transcendence) through a “planetary” (Spivak) understanding of Creation and a “bio‐historical” (Gordon Kaufman) understanding of anthropology.     

Korean Christian Zionism: A Sociological Study of Mission

From the perspective of the sociology of missions, this study explores the Korean Christian Zionists' mission work after 9/11. The current Pentecostal success in South Korea has spurred the nation to send more missionaries abroad than any other country except the United States. As America has been losing the trust of the world since 9/11, some evangelical fundamentalists argue that Korea should take over the initiative of world mission from the United States. The Jerusalem Jesus March in 2004 and the South Korean hostage crisis in Afghanistan in 2007 have served to admonish Korean churches to hastily reconsider coercing their missionaries to proselytize in dangerous areas such as Islamic lands. This study unfolds issues such as “spiritual subjectivism” and “Korea‐centrism”, illustrated by the Jesus March incident and the Afghan controversy, and suggests that the expansionism of Korean Pentecostal/evangelical missionaries taken up with the idea of “global spiritual conquest” is a manifestation of “Korean Christian Zionism”.     

Towards and Beyond Edinburgh 2010: A Historical Survey of Ecumenical Missiological Developments since 1910

This article provides a brief history of mission theology of the global church since Edinburgh 1910, highlighting the seismological shifts and major developments in missiological thinking and praxis over the years and through various world mission conferences, specifically from the perspective of the Commission on World Mission and Evangelism (CWME). It argues that, as we prepare ourselves to celebrate the centenary mission conference in Edinburgh in June 2010, mission theology has moved from its early stage of colonial, Eurocentric expressions to post‐colonial and polyphonic articulations of missiology. For the CWME, though, the missiological journey continues even beyond 2010. This article argues that, amongst many important missiological themes that CWME needs to address within the overarching theme of “Ecumenism in Mission”, the themes CWME has identified as its major focus for the coming years – viz. ecclesiology and mission, mission as healing, and mission as contestation – are of crucial pertinence. In the changing global Christian landscape where the centre of gravity of Christianity has moved to the global South, and in a context where new forms of being ecclesial communities are tried out, “The Nature and Mission of the Church” needs to take a “from below” approach, going beyond the traditional frameworks of mainline churches. Mission as healing would provide a comprehensive and more integral perspective to the salvific purpose of God for this world, especially as “healing” is a common strand within many religious, ecclesial and spiritual traditions, offering a dialogical perspective. Mission as contestation is equally significant in today's world where the gospel imperative of confronting satanic forces that express themselves in the form of globalization, neo‐imperialism, patriarchy, racism, casteism and eco‐violence is of cardinal importance.     

Russian Philosophers on Continuous Creation as the Basis for Social Change

Vladimir Solov’ëv, Sergej Bulgakov, Nikolaj Berdjaev, and Semën Frank shared the conviction that Creation is incomplete: humanity must arrive at organizing social life on an “eighth day.” Thus they prophesied the Universal Church, “social Christianity,” “personalist socialism,” and “spiritual democracy.” Their attempt to avoid any illegitimate confusion between independent rational thought and Christian faith prompted Bulgakov to become an ordained theologian, Berdjaev a “philosophical poet,” and Frank a “Christian realist.” Solov’ëv’s theosophical attempt to philosophically substantiate faith and consequently eschatological prophecy finds itself in the same tragic predicament as Christian faith in general when amalgamated on a one to one basis with the world. I am to show that this is not the case for any of the three other authors discussed, however, much they did adhere to some of Solov’ëv’s major lines of thought.     

TOWARD A THEOLOGY OF BOUNDARY

Awareness of boundary, both physical and mental, is seen as the beginning of perception. In any account of the world, therefore, boundary must be a ubiquitous component. In sharp contrast, accounts of God within the Christian tradition commonly have proceeded by the affirmation that God is above and beyond boundary as infinite, timeless, and simple. To overcome this “problem of transcendence,” of how such a God can relate to such a world, an eight‐term grammar of boundary is developed to demonstrate how God as Trinity can properly be held to be without boundary yet constitute the ground of a bounded world. This leads to a way of granting theological significance to the origin and development of life. Life is seen to exist in dynamic, intentional relationships between context (“outside”) and intext (“inside”) across permeable boundaries through which an exchange of resources and information takes place for the sake of self‐continuation. Comprehending life's distinctive utilization of boundary in terms of the grammar developed here enables life to be seen not only as a vestige of the Trinity but also, precisely because of this, as a sign and parable of redemption.