Obama's Interfaith Service Challenge: A Call for a New Theology of Service in American Higher Education

Abstract : President Obama's recent Interfaith Service Challenge issued to colleges and universities in the United States encourages schools to commit to year‐long interfaith service projects that engage constituencies across campus, across faith traditions, and across the wider local community. While they were included in pre‐challenge planning, university chaplains and religious life staff were omitted from the list of partners. This omission challenges college chaplains and campus ministers to articulate a theology of interfaith service that represents their enduring priorities to engagement across faith lines and in service to others. For Christians, such a theology could be based on the three key principles of imago dei, theologia crucis, and faith active in love.     

Four Pedagogical Mistakes: A Mea Culpa

Abstract. The theological pedagogies which dominate degree‐granting schools originated in the courses of study and graduate programs of the teachers. These pedagogies foster a deep rift between theology as an academic or scholarly discipline (science?) and the situations and interests of students. Students are taught to imitate what scholars do: interpreting texts, making formal arguments, and writing essays. Accordingly, theology recedes from the present and future of students including future clergy, having little to do with their religious life or career. By defining theology as scholarship, academic pedagogy obscures its primary meaning, the critical and creative thinking of the situations of life and world under the perspective of the Gospel. If theology's primary meaning is scholarly knowledge and its preoccupation with text interpretation and doctrinal exposition, the result will be to ignore religion's actual practices, especially its idolatrous tendency to literalize its own language and absolutize its institutional mediations. A pedagogy that reflects theology's primary meaning will focus on contemplation, reflection, and thinking and thus order methods, texts, and doctrines to that.     

Theologia Prima—Liturgical Theology as an Ecumenical Challenge to Lutheran Worship Practice

Abstract : The doctrine of justification is of highest importance for Lutheran theology. But regarding their worship practice Lutheran churches seem to be less aware of this priority than Orthodox, Roman‐Catholic and Anglican churches. David Fagerberg, building on Alexander Schmemann, claims the worship service experience is theologia prima, God's action upon God's people. At the same time Andrea Grillo calls the human being an animal ceremoniale stating that liturgy always reminds us that God's action comes first. Can Lutherans building upon this ecumenical liturgical theology find in the worship service the ‘place of justification’?     

Immigration,Exodus, and Exile: Academic Theology and Higher Education

Recently scholars of religion have disputed whether theology properly belongs to the study of religion in institutions of higher education (McCutcheon 1997a, 1997b; Cady 1998; Brown and Cady forthcoming). At the same time, religious authorities have increasingly censored the work of theologians in seminaries and church‐related schools; witness the loyalty oaths required of scholars in religious studies programs at some Protestant denominationally related colleges and the Catholic Church's recent stand expressed by Ex Cordae Ecclessiae. Both scholars who would exclude theology as a field from the study of religion and ecclesiastical authorities who would censor it fail to acknowledge the emergence of academic theology as a field that does not depend on institutional religious affiliation or personal confession of faith, a field that by its nature does depend for its continued existence on academic freedom. This article suggests a working definition of academic theology and then poses three questions: What might studying different kinds of theology academically teach us about religion? How, properly speaking, is theology as performed in a non‐sectarian environment now a nomad wandering within the formal study of religion? What are the implications of this shift in status for how academic theologians teach? The article is a revision of the inaugural address, by the same title, given for the Margaret W. Harmon professorship in Christian Theology and Culture at Macalester College, Saint Paul, Minnesota, November 18, 1999.     

Coping with examinations: Exploring relationships between students' coping strategies,implicit theories of ability,and perceived control

Background Relatively little is known about the contribution of students' beliefs regarding the nature of academic ability (i.e. their implicit theories) on strategies used to deal with examinations. Aims This study applied Dweck's socio‐cognitive model of achievement motivation to better understand how students cope with examinations. It was expected that students' implicit theories of academic ability would be related to their use of particular coping strategies to deal with exam‐related stress. Additionally, it was predicted that perceived control over exams acts as a mediator between implicit theories of ability and coping. Sample Four hundred and ten undergraduate students (263 males, 147 females), aged from 17 to 26 years old (M = 19.73, SD = 1.46) were volunteers for the present study. Methods Students completed measures of coping, implicit theories of academic ability, and perception of control over academic examinations during regular classes in the first term of the university year. Results Multiple regression analyses revealed that incremental beliefs of ability significantly and positively predicted active coping, planning, venting of emotions, seeking social support for emotional and instrumental reasons, whereas entity beliefs positively predicted behavioural disengagement and negatively predicted active coping and acceptance. In addition, analyses revealed that entity beliefs of ability were related to coping strategies through students' perception of control over academic examinations. Conclusions These results confirm that exam‐related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.     

Barth and the Evangelicals – Engaging with Barth: Contemporary Evangelical Critiques – Edited by David Gibson and Daniel Strange

This review examines twelve conservative evangelical responses to David Gibson and Daniel Strange's Engaging with Barth. Witten in a charitable spirit that gives deference to Barth, the essayists remained uncomfortable with the prospect of rehabilitating Barth's radical neo‐orthodoxy for contemporary evangelical theology. In the article, I summarize the authors' critiques to Barth's exegetical, historical, and theological program, and locate their contributions pertaining to the reading of Barth's dogmatics. The review concludes with a possibility of interrogating the pneumatological‐underpinnings in Barth's theology as a constructive reworking of Barth's trinitarian theology for evangelical theology. There are ‘spaces’ for evangelicals to mine from the Barthian legacy, albeit via the medium of turning Barth's proposals on its head.     

Luther Studies in Germany—The Presence and Absence of Theology

Abstract : German Luther studies are still affected by the constellation of the years after the Second World War. Gerhard Ebeling's interpretation of Luther continues to frame the discourse. At the same time, in both systematic theology and church history, genuine interest in Luther has waned. There are some approaches that promise change. Some contributions in systematic theology have revealed the complex character of Luther's theology. Luther is becoming more contextualized. Most significant is the study of Luther with a view to medieval piety, especially mysticism.     

Poverty in developing nations: a cross‐cultural attributional analysis

A survey of anti‐poverty activists and non‐activists in Canada and the Philippines was conducted to assess their beliefs about the causes of poverty in developing nations. Principal components analysis revealed that the respondents' poverty attributions could be distinguished along five main dimensions: exploitation, characterological weaknesses of the poor, natural causes, conflict, and poor government. Group breakdowns revealed several significant differences related to respondents' countries of residence and social ideologies. A path analysis suggested that attributions fully mediated the relationship between social ideology and participation in anti‐poverty activism. Copyright © 1999 John Wiley & Sons, Ltd.     

THE IMPORTANCE OF OVERCOMING METAPHYSICS FOR THE LIFE OF FAITH

This essay proceeds, first, with an analysis of the theme of overcoming metaphysics in Kant and Heidegger to see just what it is that needs overcoming and how this might be of service to the life of biblical, ecclesial faith. This is followed by an account of how Jean‐Luc Marion sees the right kind of phenomenology as performing this task and of John Milbank's counterclaim that “only theology overcomes metaphysics”. Marion's position is then defended as a genuine, if partial overcoming that needs theology for its completion. Finally, a brief account is offered of the authentically metaphysical dimension of theology.     

Training the Scientists and Engineers of Tomorrow: A Person‐Situation Approach1

The United States may face a shortage of well‐trained scientists and engineers in the near future. This prospective study examined the issue of women's low rates of participation in these fields from a Person × Situation perspective, focusing on the early years of graduate school. Although men and women were similar in many respects (e.g., in Graduate Record Exam scores and grades), women evaluated their abilities related to intelligence lower than did men. There were no gender differences in students’perceptions of the academic climate. Longitudinal analyses revealed that students’ self‐evaluations and gender moderated the effects of perceived supportiveness of their academic departments on changes in well‐being from the end of their first year to the end of their second year.     

Challenging Racism and White Privilege in Undergraduate Theology Contexts: Teaching and Learning Strategies for Maximizing the Promise of Community Service‐Learning

This paper explores the possibilities and challenges inherent in employing community service‐learning as a pedagogy for engaging undergraduates in theology and religious studies courses that contribute to racial reconciliation. The paper summarizes research from the scholarship of teaching and learning on best practices for structuring service‐learning projects and processes that hold the possibility of students' genuine engagement with issues of race and the wisdom of the Catholic tradition.     

Coparenting Conflict and Academic Readiness in Children of Teen Mothers: Effortful Control as a Mediator

Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican‐origin adolescent mothers' coparenting conflict with their 3‐year‐old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later. Findings offer information about different mechanisms by which multiple coparenting units in families of adolescent mothers are related to their children's outcomes, and this work has important implications for practitioners working with families of adolescent mothers.     

I used to like it but now I don't: The effect of the transfer test in Northern Ireland on pupils' intrinsic motivation

Background. Research has suggested that the pressure of exams could undermine pupils' interest in their subjects, but almost all of this research has been conducted in laboratory settings. The Transfer Test in Northern Ireland provides an unusual opportunity to assess the effects of exam pressure in real life because some 10‐ and 11‐year‐olds sit a Transfer Test to be admitted to grammar school while others are not tested until they are 14. Aim. To assess the effect of exams on pupils' interest in their subjects both during the period before the exam and after the results are known. Sample. The sample comprised 66 pupils preparing to sit the Transfer Test and 55 not preparing for the test. Method. Pupils' interest in their school subjects was assessed by questionnaires administered 2 weeks before the Transfer Test and then again 2 weeks after the results were announced. Results. Surprisingly, prior to sitting the test, there was no significant difference in motivation between the test and no‐test pupils. However, after sitting the test, the motivation of the test pupils decreased significantly relative to their no‐test counterparts, despite the fact that most achieved the grades they needed for admission to grammar school. Conclusions. Exams provide a valuable tool for assessing academic progress, but under some circumstances they can reduce pupils' interest in the subjects they are studying.     

Bridging the “Great Divide” in Undergraduate Religion: An Experiment in Faculty/Student Collaboration

Undergraduate students today often enroll in introductory religious studies or theology classes because they want the time and space to reflect on their personal spiritual questions. Such a motivation can clash with the faculty's desire to introduce students to rigorous academic study of their field. Barbara Walvoord has proposed four “voices” that students may develop that will assist both student and faculty to cross this “great divide.” This essay explores the ways in which a course based in engaged pedagogical theory and practice – in this case, problem‐based learning – can provide an effective space for students to “find their voices,” take control of their own learning, and fulfill both their own and their professor's expectations.     

SCIENCE AND RELIGION: AN ORIGINS STORY

In recent scholarship, the science and religion debate has been historicized, revealing the novelty of the concepts of science and religion and their complex connections to secularization and the birth of modernity. This article situates this historicist turn in the history of philosophy and its connections to theology and Scripture, showing that the science and religion concept derives from philosophy's earlier tension with theology as it became an academic discipline centered in the medieval, then research university, with the centrality of Scripture changing under the influence of historical criticism. Looking at Thomas Aquinas and Friedrich Schleiermacher on theology and Scripture's connection to science, it offers a new framework for theorizing science and religion as part of the history of philosophy.     

Reforming Theology,Reframing Science

Abstract : What is the role of science in theology? What internal dynamics compel theology to take science seriously? Those are the questions—posed in a characteristically cautious academic fashion. There is a back‐story that needs to be told, however, if we are to get at these questions with the vigor they require: Without radical reformation of theology, there is little chance that we can even begin to work on the agenda that science poses to Christian faith and life. Faith is a journey in which we seek to make sense of the world and our lives in it in the light of the gospel we have received. The gospel is about God, God's presence and redemptive work in Jesus Christ and God's continuing presence in the Holy Spirit. But since it is God's presence and work in the world and for us, the gospel is also about the world and about human being—and that is where science comes in, provoking its reformation. Science is now an irreplaceable source of knowledge about the world and ourselves, and in some respects its knowledge is normative. Scientific knowledge has reshaped our view of the world and ourselves in ways that are so commonly known that it is unnecessary to elaborate. To relate our gospel to our actual lives in the empirical world—that is theology's motivation for taking science seriously. But theology must be reformed and reshaped if it is to be capable of taking science seriously. In this essay we focus on this reforming of theology.     

An Impossible Possibility? Jewish Barthianism in Interwar Germany

In this essay I examine the Jewish reception of Karl Barth's theology in Germany of the 1930s. This I do through an analysis of a disputed exploration into the possibilities and limitations of the theological principles of dialectical theology for the formulation of a Jewish theology that took place at the time. The publication of Karl Barth's Römerbrief (1919, 1922) generated a great stir among Christian circles in Germany. Profoundly challenging the fundamental assumptions of liberal theology, Barth's ‘dialectical theology' was quickly recognized as an epoch‐making work. But the impact of Barth's theology exceeded its Christian readership. As a corresponding disillusionment of liberal theology in its Jewish version took place among Jews, Barthianism presented itself as a compelling theological model offering a profound rejoinder to the spiritual needs of Jews as well. Yet alongside the recognition of the potentially constructive engagement with Barth's radical thought for a rejuvenated articulation of Jewish theology, Jewish thinkers similarly acknowledged the many challenges and difficulties such a theological encounter implied from a Jewish point of view, thereby projecting their understanding of the Jewish‐Christian difference.     

A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

Background. Although several studies support the existence of a negative stream effect on lower‐ability stream students' academic self‐concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self‐concept over time. Aims. The main aims of the study were to examine the effect of streaming on (a) the students' academic self‐concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self‐concept over a 3 year period. Sample. The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. Method. A longitudinal survey using a self‐reported questionnaire. Results. Results showed that the lower‐ability stream students had a more negative academic self‐concept than the higher‐ability stream students immediately after streaming, but they had a more positive academic self‐concept 3 years after being streamed. In addition, it was established that the students' academic self‐concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher‐ability stream students than the lower‐ability stream students. Conclusions. Streaming may have a short‐term negative impact on lower‐ability stream students' academic self‐concept. However, in the long run, being in the lower‐ability stream may not be detrimental to their academic self‐concept.     

KARL BARTH AND THE RELATIONSHIP BETWEEN PHILOSOPHY AND THEOLOGY

It is commonly held that Karl Barth emphatically rejected the usefulness of philosophy for theology. In this essay I explore the implications of Barth's theological epistemology for the relationship and proper boundaries between philosophy and theology, given its origin in Barth's theology of revelation. I seek to clarify Barth's position with respect to philosophy by distinguishing the contingency of its offence from any necessary incompatibility. Barth does not reject philosophy per se, but the way in which philosophy is typically conducted. This is made explicit through an analysis of Barth's censure of the uncritical acceptance in theology of modernist philosophical presuppositions. I nuance Barth's response to a collection of philosophical assumptions that are rarely distinguished in theological literature. Finally, I highlight a representative instance of Barth's reflections on philosophy in relationship to theology, to demonstrate that the criterion for evaluating the usefulness of philosophical assumptions and methods in the service of theology is the same criterion by which theology is itself evaluated.