“Oh Events” for the Professor: Studies and Stories of Religious Studies Abroad

This response explains three ways in which the preceding essays are a significant contribution to the study of study abroad, explores three additional issues, and makes three suggestions for future work on religious studies and study abroad. This response is published alongside of six other essays, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015).     

Reflections on <Emphasis Type="Italic">Mourning Religion</Emphasis>: A Response to the Respondents

This article is a response to the Mourning Religion review essays published in this forum. Specifically, it addresses the respondents’ concerns as they impact three related areas: the relationship between mourning and religion, mourning and melancholia, and mourning and the religious intellectual.     

A Gentle Critique of <Emphasis Type="Italic">Mourning Religion</Emphasis>

This article offers three points of critical reflection about Mourning Religion, a collection of essays edited by William Parsons, Diane Jonte-Pace and Susan Henking, (University of Virginia Press 2008). It is suggested that the word “religion” and related terms ought to have been contextualized, that Melanie Klein’s theories ought to have been used more extensively and that nostalgia expressed for the loss of an idealized paternal authority ought to have been made more explicit.     

Teaching Religious Studies to Undergraduate Non‐Majors at Seoul National University,South Korea

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.     

Adventist Perspectives on Faith Integration: Subject Index for Christ in the Classroom,Volumes 21–40

Abstract

This article presents a bibliography of essays from the Christ in the Classroom collection, organized by subject. The essays focus on various aspects of the intersection of faith and academic fields of study. This article presents the subject index for volumes 21 through 40 of the collection, including volumes produced in the French, Portuguese, and Spanish languages. The index for volumes 1–20 was printed in 2017. All essays listed here are freely available for download at http://ChristInTheClassroom.org/.     

Antonello da Messina: l’ opera completa

Antonello da Messina’s Annunciation with the Blessèd Virgin sola breaks with iconic convention, so inviting new interpretations of the theme. The Rome exhibition of 2006 allowed one to compare Antonello with van Eyck: Antonello seemed pre-modern. This review discusses three important essays on the Annunciation (see the last three keywords). All three perceptive essays raise theological and phenomenological issues directly related to the almost unique iconic representation which Antonello gives us.     

阅读范文对小学生作文成绩的影响

为考察阅读范文是否能够提高三年级小学生记叙文写作的成绩,在建立低年级小学生记叙文写作评价指标的基础上,选择1篇完整范文并设计8篇不同类型的不完整范文,选取300名三年级小学生为被试进行了实验研究。实验结果表明:(1)阅读完整范文和联结内容式、补充中间式、补充开头式、补充结尾式等不完整范文能够明显提高小学生记叙文写作结构分项的成绩,阅读其他4种类型的不完整范文作用不明显。(2)阅读完整的和8种不完整范文均能明显提高小学生在记叙文写作内容分项的成绩。(3)除了补充开头式、补充中间和结尾式两种不完整范文之外,阅读其他7种范文均能明显提高作文词句分项的成绩。(4)阅读范文对避免写作中出现错别字、错用标点符号和病句无显著作用。     

REVIEWS

Richard Rorty (ed.). The linguistic turn: recent essays in philosophical method. John R. Searle . Speech acts: an essay in the philosophy of language.     

Syncategoremata in Arabic Logic,al-Fārābī and Avicenna

Presented here are translations of two essays of the Austrian logician, philosopher and experimental psychologist Ernst Mally, originally delivered at the Third International Congress of Philosophy in Heidelberg, Germany. Both essays conclude with discussion between Mally and Kurt Grelling. Mally was a student of Alexius Meinong and a contributor to logical investigations in the field of object theory (Gegenstandstheorie). In these essays, Mally introduces a vital distinction between formal and extra-formal ‘determinations’ (Bestimmungen), and he argues that formal determinations are not part of the identity conditions for intended objects, but provide the basis for a theory of pure logical and mathematical relations. Mally then proceeds to develop a formal logic of formal and extra-formal determinations, whose interrelations of ontic and modal predications provide an analysis of fundamental object theory concepts.     

Teaching Religion Around the World: A Modest First Glimpse

This essay introduces a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). The central question uniting this collection is whether religious studies is a unified and global pedagogical field, and this introduction teases out salient continuities and discontinuities driven by broad cultural and political contexts. These essays are published together with this 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.     

Relocating Barth's Theology of Culture: Beyond the ‘True Words’ Approach of Church Dogmatics IV/3

Barth's writings present two discrete approaches to culture and attempts to link the two overlook Barth's rationale for isolating them. Though interpreters of Barth's theology of culture typically turn to CD IV/3, I argue that this material is not the place to look for insights into his analyses of cultural forms (e.g. the Mozart essays), but is better understood simply as a necessary extension of his doctrine of the Word – identical in content and context to his remarks against theology of culture in CD I/1. Instead, Barth's eschatology provides us with greater insights into his theological approach to culture.     

MARTIN RÁZUS: Literary and Philosophical Reflections on Morality1

Martin Rázus (1888–1937) was one of the most important personalities of Slovak Lutheran social, political, cultural, literary, and intellectual life during the first half of the twentieth century. First, I examine the picture of Slovak rural morality portrayed in the works of Rázus, particularly his 1929 novel Svety[Worlds], in which Rázus presents the morality of the people in the Slovak countryside from the beginning of the twentieth century until the end of the 1920s. Second, as the ethical and moral issues of life are crucial topics of Rázus's philosophical and ethical reasoning, I examine Rázus's ethical treatise Argumenty[Arguments] (1932), in which he develops, explains, and philosophically justifies many of his ideas concerning the ethics and morality expressed in his literary works and political and religious essays.     

Is There an Effective Approach to Deterring Students from Plagiarizing?

The purpose of this study was to evaluate the effectiveness of plagiarism detection software and penalty for plagiarizing in detecting and deterring plagiarism among medical students. The study was a continuation of previously published research in which second-year medicals students from 2001/2002 and 2002/2003 school years were required to write an essay based on one of the four scientific articles offered by the instructor. Students from 2004/2005 (N = 92) included in present study were given the same task. Topics of two of the four articles were considered less complex, and two were more complex. One less and one more complex articles were available only as hardcopies, whereas the other two were available in electronic format. The students from 2001/2002 (N = 111) were only told to write an original essay, whereas the students from 2002/2003 (N = 87) were additionally warned against plagiarism, explained what plagiarism was, and how to avoid it. The students from 2004/2005 were warned that their essays would be examined by plagiarism detection software and that those who had plagiarized would be penalized. Students from 2004/2005 plagiarized significantly less of their essays than students from the previous two groups (2% vs. 17% vs. 21%, respectively, P < 0.001). Over time, students more frequently choose articles with more complex subjects (P < 0.001) and articles in electronic format (P < 0.001) as a source for their essays, but it did not influence the rate of plagiarism. Use of plagiarism detection software in evaluation of essays and consequent penalties had effectively deterred students from plagiarizing.     

Comments on Sandra Lee Bartky's Femininity and Domination

To illustrate the strength of Bartky's clarity of insight I focus on her discussion of shame found in two essays in Femininity and Domination. J argue that these essays as well as the other in the collection identify and offer a clear analysis of many issues central to feminism and call for Bartky to write a sequel which offers constructive suggestions of ways out.     

Adventist Perspectives on Faith Integration: Subject Index for Christ in the Classroom,Volumes 1–20

This article presents a bibliography of essays focused on the integration of faith and learning (IFL) from the Christ in the Classroom collection. The contents of the first 20 (of a total of 40) volumes of this collection are organized here by subject area. An index for the remaining volumes will be published in 2018. All essays are available for free download at http://www.aiias.edu/ict/.     

Reply to Critics

Abstract

Cameron, Eklund, Hofweber, Linnebo, Russell and Sider have written critical essays on my book, The Construction of Logical Space (Oxford: Oxford University Press, 2013). Here I offer some replies.     

What we know now that we didn’t know then: reply to critics of <Emphasis Type="Italic">The Age of Meaning</Emphasis>

Author’s response to critical essays by Brian Weatherson, Alex Byrne, and Stephen Yablo on Philosophical Analysis in the Twentieth Century, Volume 2 The Age of Meaning     

REVIEWS

Noam Chomsky . Language and Mind. Marvin Farber (ed.) Philosophic thought in France and the United States: essays representing major trends in contemporary French and American philosophy, 2nd ed.     

The Basic Courses for the Study of Religions at the University of Southern Denmark

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.