Actualism and Incarnation: The High Christology of Friedrich Schleiermacher

Abstract: Defining Schleiermacher's Christology simply as ‘low’ is inadequate, and based on a neglect of the crucial role that actualism plays in his theology. However, accounts that see his Christology as so high as to be docetic are equally unhappy. This article shows that there is a different way to read Schleiermacher's theology, one that avoids both views. By looking at how Schleiermacher's Christology proceeds in both ‘vertical’ and ‘horizontal’ directions, it shows that through correctly understanding Schleiermacher's actualism we are able to see that, for Schleiermacher, Christ is the one who reproduces God's pure act of love through his own God‐consciousness. Christ, then, exists as pure activity and so, for Schleiermacher, is God incarnate. The article then addresses two common objections to Schleiermacher's Christology: that Schleiermacher's Christ is not fully human; and that, if Christ is pure act, what of the passion? The piece closes with an account of the relationship of Christology and Trinity.     

Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher

The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different answers upon the question of how to connect theory and practice in education. And although those answers are embedded in a very specific horizon of ethical and metaphysical ideas, the problems which are addressed in those discussions are still important in modern debates. The paper focuses upon the concepts of Herbart and Schleiermacher and presents those theories in the problematic context of the possibilities and limitations of educational theory and its importance for educational practice.