廖平对《春秋》经的认识

廖平对《春秋》经的认识,有前后两个阶段的变化。在廖平的经学史研究阶段,认为《春秋》是孔子所制作的“经”,包含了孔子的“素王制作”之义,即为后世的“一王之法”;在其经学理论的建构时期,《春秋》经被廖平作为其建构孔经“人学”的经典。事实上,《春秋经》廖平的孔经天人体系中只不过是一种工具符号,且随着廖平经学理论的变化,被不断地赋予不同的功能。     

Beyond the Biblical Impasse: Homosexuality Through the Lens of Theological Anthropology

Abstract: What does the Bible say about homosexuality? The argument developed in this article demonstrates that the five biblical texts often cited as “proof” that the Bible condemns homosexuality reflect a theological anthropology that is challenged within Scripture itself and that has been determined by the church to be contextual rather than binding in relation to other debated issues. By bringing the theological anthropology reflected in the five texts into conversation with contrasting biblical anthropologies, it becomes possible to re‐frame the contemporary conversation on homosexuality in terms of discerning which biblical theological anthropology will be considered authoritative for the church in the 21^st century.     

The Interpretation of the Bible in Bullinger's Early Works

Abstract

This article notes Luther's, Melanchthon's, and Augustine's influence, but also Bullinger's independence in interpretation. It explores Bullinger's rejection of the view that Scripture is obscure and needs the Fathers to interpret it. His underlying position is that Scripture interprets Scripture. Other principles include the comparison of passages of Scripture, interpreting a few texts by many, obscure texts by clear ones, the necessity for languages, the use of rhetoric, the covenant as the sum and scope of Scripture, an emphasis on the natural sense, and the contribution of secular disciplines. A concluding section considers briefly Bullinger's later use of essentially five principles     

Exploring Collective Mathematical Creativity in Elementary School

This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity in elementary school classrooms. Collective learning takes place when mathematical ideas and actions, initially stemming from an individual, are built upon and reworked, producing a solution which is the product of the collective. Referring to characteristics of individual mathematical creativity, such as fluency, flexibility, and originality, this paper examines the possibility that collective mathematical creativity may be similarly characterized. The paper also explores the role of the teacher in fostering collective mathematical creativity and the possible relationship between individual and collective mathematical creativity. Many studies have investigated ways of characterizing, identifying, and promoting mathematical creativity. Haylock (1997), for example, and more recently, Kwon, Park, and Park (2006) assessed students' mathematical creativity by employing open‐ended problems and measuring divergent thinking skills. Leikin (2009) explored the use of multiple solution tasks in evaluating a student's mathematical creativity. These studies focused on an individual's mathematical creativity as it manifests itself in the solving of various problems. Yet students, acting in a classroom community, do not necessarily act on their own. Ideas are interchanged, evaluated, and built‐upon, often with the guidance of the teacher. The resultant mathematical creativity of an individual may be a product of collective community practice. The question which then arises is: Who is being mathematically creative, the individual or the community? This study focuses on the collective, not as the aggregation of a few individuals, but as a unit of study. Although some of the studies mentioned above acknowledged the effect of classroom culture on the development of mathematical creativity, and others considered the creative range of a group of students, those studies did not necessarily investigate mathematical creativity as a collective process or as the product of participating in a collective endeavour. This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity. The notion of collective creativity has been used to investigate creativity in several contexts including the work place (Hargadon & Bechky, 2006) and the global community (Family, 2003). In those cases, collective creativity was considered to occur when the social interactions between individuals yielded new interpretations that the individuals involved, thinking alone, could not have generated. Can the notion of collective creativity also be applied to the classroom community?     

Decentered online Bible instruction: How active learning enhances the study of Scripture

The field of biblical studies lends itself well to decentered online learning – a kind that uses active learning to engage primary texts and their interpretations. Not only does such an approach work well in online and hybrid formats, it more readily welcomes readings that are more contextual, constructive, and collaborative. Three aspects best characterize a decentered approach to active learning online: an orientation toward primary texts, collaborative inquiry, and enhanced learner initiative. This essay describes the significance of each in turn, along with naming some best practices. I argue that this approach not only shifts focus toward learners and the learning environment, it works particularly well for teaching Bible courses online and in hybrid formats where interpretation of primary sources is the fundamental goal.     

In Between Sex and the Sacred: The Articulation of an Erotic Theology in Jeanette Winterson's The Passion

Abstract

This paper explores Jeanette Winterson's manipulation of biblical stories, tropes and language in The Passion. Winterson herself has commented upon the considerable influence that Scripture has upon her imagination and this novel bears up her claim in the profusion of allusions it makes to Christian texts and practices. While there has been a considerable amount of criticism written upon her use of intertextuality involving Scripture, this paper seeks to confront the issue from a theological standpoint and ascertain the theological implications of her writing. In viewing Winterson as a theologian, the possibility is raised of disseminating a more unorthodox, creative approach to hermeneutics, which encourages both a recognition of the paternalistic, heterosexual and patriarchal rhetoric within Scripture and traditional interpretation, and the supplanting of it with a polyphony of voices, which reach beyond the boundaries of the original texts. The conclusion of this paper is that, by inverting traditional categories of the sacred and the profane, Winterson articulates a challenge to contemporary theology in its practice of reading, and also advances a new theological hermeneutic, which reclaims an affirming spirituality of the body and desire.