Hospes: The Wabash Center as a Site of Transformative Hospitality

Abstract. The Wabash Center for Teaching and Learning in Theology and Religion is a place of hospitality and its staff the epitome of the “good host.” This essay explores the meaning of hospitality, including its problematic dimensions, drawing on a number of voices and texts: Jacques Derrida's Of Hospitality; Henri M. Nouwen's Reaching Out: The Three Movements of the Spiritual Life, N. Lynne Westfield's Dear Sisters: A Womanist Practice of Hospitality, Arthur Sutherland's I Was a Stranger: A Christian Theology of Hospitality, and Kathleen Norris's “Hospitality.” Beginning with the claim that hospitality is concerned with power and grace, the essay explores the relationship between hospitality and teaching, and the modes by which the Wabash Center helps teachers both find their identities and heal.     

Meditative Dialogue: Cultivating the Transformative Theater of Psychotherapy

This article offers a selective review of literature on the use of improvisation and play to promote “the bursting forth from the unknown in the moment” (Kindler, 2010, p. 224) in what I term the “theater of psychotherapy.” It presents an innovative Meditative Dialogue process through which clients and their therapists are able to cultivate and access this “theater” as they co-create creative spaces in which transformative experiences are accessible. A brief vignette offers an illustration of how the Meditative Dialogue process helps to develop intimacy, presence, and focus through a collaborative positioning of curiosity, openness, and enlivenment in the therapeutic relationship.     

论宗教对话的可行性及其在当代的意义

通过对话来消除因宗教信仰不同而引发的社会矛盾和意见分歧,维护社会和谐,已成为当今社会各界的普遍共识.肯定以往学者探寻各宗教间共性方面所取得的积极成果的同时,人们更应该看到作为宗教对话主体的人所具备的生存智慧在宗教对话中可以起到的重要作用,只有这样才能使宗教对话不至于流于形式,而显得积极富有成效.     

The Dildo as a Transformative Political Tool: Feminist and Queer Perspectives

Censorship in patriarchal cultures runs deep in pushing dialogues and discussions on sexuality and sexual desires underground. The forbidden nature of these conversations is tighter around women and girls. With the inadequacy of affirmative and safe spaces to talk about sexual desire and pleasure, accessibility and availability of sex toys including dildos becomes significantly difficult, more so for women and other marginalized communities. Discussions about the dildo are further mired in debates between and among feminist and queer ideologies. In this paper, I look at how the dildo could be viewed simultaneously as a tool of oppression as well as of liberation and attempt to address the question: who does the dildo oppress and who does it liberate? I explore the multiple perspectives around the dildo within feminist thought and queer theory with special attention to points of convergence and divergence between them. While some predominant feminist perspectives understand the dildo as a symbol of the phallocentric order, there are others which view it as a tool for transformative politics. Queer theory also views the dildo as a device that can alter and shift traditional hierarchical relationships and be liberating not only for women but also for several marginalized identities including people with disabilities and people living with HIV. Unwrapping some of the ways in which the dildo is perceived, understood and experienced, I suggest that the dildo needs to be interpreted in complex and multi-layered ways.     

The Virtue of Dialogue,Dialogue as Virtue in Plato's Protagoras

Abstract

This article interprets Plato's Protagoras as a defense, against the claim of the sophists to possess a skill of teaching virtue, of Socrates’ claim in the Apology (38a) that the greatest good for a human being is examining oneself and others every day with regard to virtue. Attention to the often-neglected complex series of prologues as well as the dispute about method at the dialogue's center shows both the erotic and the dialogical character of Socratic virtue. Specifically, human virtue turns out to be a process of becoming as opposed to being good that can be carried out only in constant dialogue with others. In this context, the ‘science of measurement’ Socrates describes on behalf of Protagoras and the other sophists is exposed for what it is: a delusion that continues to exert its power over us today on account of the recurrent human wish to possess a skill or technique that could save us by guaranteeing the goodness and happiness of our lives.     

Transformative Spirituality and Mission as Healing and Reconciliation

The memory of the therapeutic praxis of Jesus Christ, narrated and celebrated in the heart of communities of believers, configures the personal and collective identity and recreates it in each social‐historical situation. This memory has the power of questioning discourses and practices that move away from the message of life in fullness that they involve; it invites change and encourages ways of life in harmony with the path of a great community of memory which, in its diversity, has sought to walk in the steps of the Resurrected. The healing encounters are therefore a manifestation of the love and mercy of God and they aim to make men and women open themselves up to this reality and allow themselves to be transformed by it, putting it at the centre of their lives and with the possibility of transforming all dimensions of life. Then, communities and every person become mediators of healing and salvation. In this article I aim to reflect the most significant dimensions of the therapeutic praxis of Christ in order to illuminate mission and transformative spirituality as healing and reconciliation (mercy, proximity, living touch, compassionate gaze, listening, dialogue and liberating word, forgiveness). The summons to heal and reconcile gradually intertwines with a way and style of life and a way of committing to history by welcoming the Spirit of God that acts and reveals itself therein.     

走向第二轴心时代:论跨文化宗教对话的可能性

在当今多元宗教传统并存的背景下,不同宗教传统如何相处,彼此如何互益,不仅是一个学术问题,也是一个现实问题。传统本质主义的实在论已经没有能力真正处理好不同宗教传统之间的关系,对话到了它的极限。而基于非本质主义的非实在论认为我们正进入第二轴心时代,可以把各宗教传统视为仅仅是人的创造,视为艺术。这一非实在论的思想视角为跨文化对话提供了广阔的空间,可以最大限度地避免文明、文化和宗教传统之间的冲突。     

The Reformation of Jan Hus as Inspiration for Transformative Ecumenism

While 2017 marks the 500th anniversary of the Lutheran Reformation, this article argues that reflection on the Reformation should begin by remembering that the Lutheran Reformation was only one of several reformations. Noting both the achievements and the limits of Luther's Reformation, the article proposes commemorating Jan Hus and the Czech Reformation, which took place a hundred years before Luther. Unlike Luther's Reformation, which focused on the doctrinal issue of “justification by faith,” the Czech Reformation focused on the issue of the Lord's supper and practised a “social Holy Communion” beyond the boundaries of the church. The article concludes that the Czech Reformation provides a fresh vision and inspiration for the contemporary ecumenical movement in Korea and around the world, transcending a perspective that sees ecumenism as being focused on a fellowship of churches.     

Pedagogy as a Framework for a Proper Dialogue between Science and Literature

An aim of science is to find truths about reality. These truths are collected together to form systematic knowledge structures called theories. Theories are intended to create a truthful picture of the reality behind the study. Together with all the other fields of science we get a (complete) scientific picture or a world view. This scientific world view is open in the sense that not all truths are known by scientists and not all present day theories are true. So, there is no reason to assume that any field of science has been or will be completed; science is essentially progressive, or an open ended approach. Science is not the only method of picturing, but the view that science is the best human method for knowledge acquisition is well justified. Knowledge is not all we humans are looking for; we need to make our lives meaningful. The meaningfulness may be achieved through science, art, or practical activity. It is interesting to compare literature and science. Both are expressed linguistically, but the aims of literature and science seem to be very different. We are looking for the theoretical interconnection between science and literature, but the proper dialogue can be found not through science, literature or philosophy, but through pedagogy.     

The Self as a Relational Structure A Dialogue with Multiple-Self Theory

This paper addresses the postmodern critique of unified-self theories that argues that the self is not unified but multiple, not a static entity but in constant flux, not a separate center of initiative but intersubjectively constituted. The author proposes that there are two kinds of division in self-experience: the dissociative divisions of multiple-self theory, and a division, akin to the divisions between Freud's structural agencies, between what are here termed the “intersubjective self” and “primary subjective experience.” In contrast to dissociated self-states, which occur in different moments in time, these two dimensions of self-experience occur simultaneously; indeed, what is most important about them is their relationship. The author suggests that it is this intrapsychic relationship, as it occurs in a given psychological moment, that determines the qualities of self-experience that are emphasized in unified-self theories: such qualities as cohesiveness versus fragmentation; authenticity vs. falseness; vitality versus depletion; optimal versus nonoptimal self-regulation; and agency versus feeling one is at the mercy of others. Furthermore, a major organizer of the intersubjective self is early identifications, especially “identifications with the other's response to the self.” The implications of these concepts for therapeutic action are discussed and illustrated with an extended account of an analytic case.     

Indian Philosophy and Ethics: Dialogical Method as a Fresh Possibility

This paper discusses the positions held by two opposing camps—the traditionalists and the positivists (to use Pradeep Gokhale’s typology) regarding the presence or absence of ethics in Indian philosophy. It subsequently offers a way ahead of the impasse where I consider some inputs inherent in the method of dialogue in pre-modern Indian philosophy for imagining an ethics of and ethics for plurality. Such an ethics, I argue, cannot be imagined without involving the category of ‘Other,’ which has otherwise remained elusive in the Indian philosophical debates. The diverse nature of Indian societies demands Other-centric ethics to assess and evaluate the enduring moral crisis pervading contemporary times.     

The Classroom as a Place of Formation: Purposefully Creating a Transformative Environment for Today's Diverse Seminary Population

Abstract. This essay draws on insights from studies on learning to explore the role of formation in the classroom. Studies of intellectual development, learning styles, and the physiology of learning are reviewed. Methodologies and models for encouraging formative learning in seminary classrooms are explored. This essay was written to address one of the issues that have focused the attention of the participants in the Lexington Seminar on Theological Teaching for the Church's Ministries, a project sponsored by Lexington Theological Seminary and supported by the Lilly Endowment, Inc. It will be included in Practical Wisdom: On Theological Teaching and Learning, edited by Malcolm L. Warford, a collection of essays intended to (1) affirm the teaching ministry of theological educators, (2) raise up and discern the diverse ways in which issues of teaching and learning present themselves in institutional contexts, (3) evoke new perspectives on the challenges facing individual schools, and (4) encourage faculty to make conversations about teaching and learning a crucial part of faculty life. Peter Lang Publishing will release the book in fall 2004. Additional information about the work of the Lexington Seminar is available on the Lexington Seminar's Web site < http://www.lexingtonseminar.org/ >.     

Dialogue with a Bishop

Pastoral Psychology -