MODELING THE COSMOS: TRANSFORMATIVE PEDAGOGY IN SCIENCE AND RELIGION

This article reflects on the classroom pedagogy promoted by Christopher Southgate and its implications for the science–theology conversation. It highlights several important aspects of Southgate's pedagogy. The use of models of God, humanity, and cosmos emphasize relationality while encouraging the synthesizing of ideas. The promotion of holism in theological reflection is vital for nurturing students to become theologians themselves through the active reevaluation of key doctrines and ideas. An emphasis on ethical considerations reinforces synthesis between theology, science, and ethics, and is vital for perspective transformation. These aspects of Southgate's teaching should be recognized as vital for promoting intellectual independence, partnership, and theological transformation, all of which are essential to good science and theology pedagogy.     

REALIZING PLEASANT GROVE: THE REAL PRESENCE OF THE ESCHATON IN THE LIFE OF STANLEY HAUERWAS

Taking my cue from Hannah's Child: A Theologian's Memoir, I discuss the struggles Stanley Hauerwas experiences in trying to identify a place he can call home. The memoir suggests that his academic endeavours have taken Hauerwas far from his hometown, Pleasant Grove, Texas. The book shows, however, that places such as Pleasant Grove function for Hauerwas as anticipations of the heavenly eschaton. To suggest that Christians have no home here on earth does not take into account sufficiently the “real presence” of the heavenly future in everyday realities, such as Stanley's love of Paula Gilbert and a person's appropriate affection of his country.