When the Common Good Takes the Grand(est) Stage The Cosmic Common Good: Religious Grounds for Ecological Ethics,Daniel P. Scheid,Oxford University Press, 2016 (ISBN 978‐0‐19‐935943‐1), xvi + 248 pp., hb £19.99

Rooting itself in Catholic social teaching rather than theology of creation, this book develops a novel approach to Catholic ecological ethics. It argues that the traditional conception of the social common good should be fully broadened to encompass all creation, including abiota. Furthermore, the book suggests a comparative‐theological approach to ecological ethics through careful conversations with Buddhist, Hindu, and American Lakota conceptions and practices. While its vision of the cosmic common good at times appears too inclusive and perhaps ‘too good to be true’, this book is a valuable contribution to Christian ecological ethics and includes a fresh comparative‐theological take on ecological questions.     

ACCEPTABILITY CRITERIA FOR WORK IN THEOLOGY AND SCIENCE

Abstract. The philosophy of science of Imre Lakatos suggests criteria for acceptability of work in the interdisciplinary area of theology and science: proposals must contribute to scientific (or theological) research programs that lead to prediction and discovery of novel facts. Lakatos's methodology also suggests four legitimate types of theology–and–science interaction: (1) heuristic use of theology in science; (2) incorporation of a theological assertion as an auxiliary hypothesis in a scientific research program, or (3) as the central theory of a research program; and (4) hybrid theology–and–science programs with empirical data. Three recent Zygon articles illustrate these four types.     

The Influence of Social Critical Theory on Edward Schillebeeckx's Theology of Suffering for Others

Edward Schillebeeckx has consolidated the theoretical and practical dimensions of the Christian approach to human suffering in his theological method, specifically his theology of suffering for others. The various elements and sources of his method can be gleaned from his later writings, especially those published during the 1970s and 1980s. Schillebeeckx's theology is anchored in (1) the Thomist-phenomenological approach of Flemish philosopher Dominic De Petter; (2) the historical-experiential theology of Marie-Dominique Chenu; and (3) the social theory of the Frankfurt School. De Petter's perspective on Aquinas integrated a Thomist epistemology with the phenomenological notion that concepts cannot ultimately capture the reality of human experience. From Chenu, Schillebeeckx acquired his commitment to both solid historical research and engagement with socio-political problems facing church and world.
The problem of suffering, which constitutes an essential dimension of Schillebeeckx's theological ethics with its dual emphasis on theory and praxis, raises the question of human responsibility in the face of unjust and needless suffering. His theoretical-practical approach to the alleviation of human suffering evolved within the framework of social critical theory, specifically: (a) Schillebeeckx's theological integration of Theodor Adorno's negative dialectics into his own method of correlation, which promotes various forms of critical resistance to socio-political injustice rather than a single program; and (b) the unification of theory and praxis, a priority of Jürgen Habermas's 'new' critical theory that Schillebeeckx endorses. Both principles of critical theory — negative dialectics and the union of theory and praxis — inform Schillebeeckx's eschatological orientation and his conception of liturgy as a form of social ethics.     

Hospitality: A Feminist Theology of Education

This article presents a methodology for a feminist theology of education based on reflection of women's educational experience in light of historical and contemporary theological works, especially the writing of Julian of Norwich. It argues for hospitality as a metaphor for theological education and suggests an understanding of the student, teacher, and environment of education that can create hospitality in the classroom.     

What is a Seminar? Two Views of the Same Course

This article presents a methodology for a feminist theology of education based on reflection of women's educational experience in light of historical and contemporary theological works, especially the writing of Julian of Norwich. It argues for hospitality as a metaphor for theological education and suggests an understanding of the student, teacher, and environment of education that can create hospitality in the classroom.     

Formation for public life: Bonhoeffer's approach to theological education

This essay addresses the role of theological education in shaping how Christian leaders and institutions respond to public debate, conflict, and crisis by analyzing Bonhoeffer's approach to theological education in times of conflict and crisis. It argues that his pedagogical approach of education as formation for public life should inform our pedagogical practice, as the church increasingly engages in a diverse pluralistic public and political life.     

Reference Ethics: Theological Librarianship in Conversation with ALA Reference Ethics Guidelines

This particular article will look at one ethical concern that is likely to be very familiar to most theological reference librarians. This question is what the theological reference librarian's ethical responsibilities are when the American Library Association's Code of Ethics seems to conflict with an institution's expectations for an employee of that institution. In order to adequately solve this question, the article will first summarize the basic elements of the American Library Association's Code of Ethics that relate to the reference interview. Next, the special nature of theological reference librarianship will be discussed. Third, the Association of Theological Schools accreditation guidelines will be examined to determine the relationships that theological librarians have to their religious institutions. Fourth, in light of the theological librarian reference ethics that emerge from the proposed investigation, possible ethical solutions will be suggested. The article will conclude that the article's research question is actually a false question, not because theological librarians have not raised it or because it is not worth considering, but because the American Library Association's Code of Ethics and the Association of Theological Schools accreditation standards expect the same thing from their librarians.     

Creation and Construction: On the Theological Appropriation of Postmodern Theory

Postmodern theory can be appreciated by theological anthropology along the following lines: it interprets the cultural conditions that shape personal identity, including the elements of construction and contingency in identity-formation. It emphasizes the necessity for a multifaceted approach to the question about what it means to be human, and for avoiding closure. This is expressed in the doctrine of the human as created, as sinner and as restored—as none of these perspectives captures the whole picture. Postmodern theory also focuses on the importance of otherness for establishing identity, thereby offering a new way of interpreting human beings as created in the image of God.     

Unbinding Lazarus

This article proposes a Wesleyan theological rationale and practical recommendations for revitalized theological education, particularly in university‐based schools of theology. The approach integrates a rigorous life‐long learning system that includes curricular and co‐curricular programmes and contextual learning, with a strong foundation in missional ecclesiology and contemplative, kenotic spirituality. It takes seriously the formational needs of practitioners of emergence Christianity such as the new monasticism, missional communities, and the like, so as to reflect upon best practices of theological education to resource leaders of the inherited church while offering recommendations for empowering leaders of ancient/future expressions of church.     

Saint Paul's approach to grief: Clarifying the ambiguity

There is a certain ambiguity in the Christian approach to grief that dates back to St. Paul. Paul stood at the crossroads of two traditional approaches to grief: the lamentation stradition, encouraging the full, free expression of grief emotions, and the consolation tradition, which encouraged restraint, moderation, and patience. Paul's pastoral approach to grief reflects elements of both traditions, synthesized to fit his own unique theological context. The modern pastor, informed by current thinking in psychology, faces a similar challenge. To facilitate one's own synthesis, the pastor must begin by clarifying his/her psychological assumptions about the nature of health and his/her theological assumptions about the nature of loss.     

SOCIOBIOLOGY, GOD, AND UNDERSTANDING

Abstract. This article presents the rationale of a new approach to the debate between sociobiology and religion. In it, I outline a sociobiology that may generate alternative and competing hypotheses about the existence of gods as beings (theisms) and the nature of their participation in the universe. I examine the central theoretical issues of this sociobiology and discuss the strengths and weaknesses of a sociobiological approach to theological issues, including problems pertinent to nontheistic theologies. A concluding case is made for an enriched and revitalized agenda in the dialogue between sociobiology and religion. While consistent with current research on gene-culture coevolution, the article's treatment expands on earlier work to begin incorporating theoretical terms that carry a more direct theological impact.     

Inside a religious education research project: the influence of theological and educational considerations on the treatment of religious content within a prescribed pedagogic framework

This article describes the underlying theological and educational issues which were addressed when incorporating an item of religious content within the ‘Gift Approach’ to Primary Religious Education. It suggests that the significance of laying bare this process is in demonstrating how theological concerns (whatever the religion) will always be a contributing influence in determining how religious content is treated and incorporated within learning experiences in RE.     

Friendship,the Family and Liturgy: A Rite for Blessing Friendship in Traditional Christianity

Abstract

In this paper Alan Bray takes us back to the work of John Boswell on the liturgical marking of friendship in the Greek Church during the Middle Ages. He begins by noting the work that has also been undertaken on the equivalent rite in the Latin west. Much of this work, however, leaves open the question of the purpose of the rite and its use within mediaeval society. Alan Bray looks at a number of theories which have been put forward and then suggests that we cannot read back into the historical situation our own contemporary concerns. He ends the paper by proposing that we need to look at the theological context of the rite and by doing this, he shows that a theological reading allows us to work around the ethical issues. Finally, he proposes this theological approach as a way of linking the mediaeval past with the contemporary situation.     

‘Joining into God's breath’: travail of the negative as a connection between mysticism and political activism

This essay argues that a negative hermeneutics, i.e., a hermeneutics that takes its starting point from the experience of gaps, failures, and limits, is a suitable lens for the study of mysticism. It uses the concept of travail of the negative, which focuses on the dynamics of a continuous ‘unsaying’ and ‘subverting’ of traditional expressions of faith and religious practice, to explore the connection between aspects of practical and theoretical negativity in mystical expressions. It suggests that this approach to mystical theology makes an important contribution to the wider theological discourse and encourages theology to take the fundamental character of negation seriously.     

I had a hammer: reflections on ministry in an acute schizophrenia ward

This essay details the challenges of ministry in a psychiatric hospital. Using a narrative approach through the use of three case studies, the article suggests that commonly used pastoral techniques are ineffectual with people who have severe schizophrenia. The author explores the theological implications of ministry with few tools, as well as reflecting on the presence of God with those who suffer.     

What might a non-confessional theory of Catholic education look like?

This article emulates the new stance of Professor Michael Hand on faith schools. He illustrates how theological criteria could be used to inform and guide curriculum aims in a way that avoids indoctrination and the perils of faith-based education. This approach is adopted vis-à-vis Catholic education in order to sketch out what a non-confessional theory of Catholic education might look like. It is argued that a central feature of Catholic theology, as presented by the leading theologian Karl Rahner, is a recognition of the centrality of mystery in human existence. This theological insight is applied to the curriculum and it is used to provide a theological justification for a non-confessional account of Catholic education.     

Clinical pastoral education as professional training: some entrance, curriculum and assessment implications

Clinical Pastoral Education is professional training for pastoral care. This paper compares CPE against the professional training model. While limiting the discussion to Christian pastoral care, the professional education model suggests a clarification of the trainee's theological and other entry requirements for a basic unit, a more thoughtful provision of information during CPE training, a careful attention to group membership and an appropriate integration with the theological curriculum. It also suggests more specific competency standards and more reliable, valid and objective assessment methods.     

Reproductive loss: toward a theology of bodies

ABSTRACT

Reproductive loss—the loss of a pregnancy before 24 weeks—is estimated to occur in 20-50% of all pregnancies. It is a common human experience. However, it is an experience that is shrouded in silence and mystery. Not only is reproductive loss culturally taboo but given the marked absence of theological reflection on the experience, it would seem to be theologically taboo as well. The experience of reproductive loss raises profound theological questions about what it means to be (a gendered) human, issues of suffering, the providence of God, and eschatology. This research considers some of the reasons for this theological silence and begins to examine the experience of reproductive loss with the aim of taking the embodied experience of the miscarrying woman seriously as a site for theological reflection.     

Being one with the spirit: dimensions of a mystical experience

Mystical experience has intrigued both religious and non-religious persons for centuries. Several elements of mystical experience have been identified by scholars of the psychology of religion. This essay explores those critical elements and appropriates them in developing a theological anthropology. This understanding is expanded using the framework of the mystic, Howard Thurman, who argued that true mysticism leads to responsible action. Together these components form the basis for a pastoral theological framework for mystical experience.     

On the Road to Emmaus: Together towards Life as Conversation Partner in Missiological Research

This article argues that the Emmaus narrative in Luke 24:13‐40 illustrates a messianic paradigmatic missiological approach to costly discipleship making. The central motif in this approach is critical emancipatory conversation, which is not merely the means to data gathering but an end in itself. Using Luke's story as a paradigmatic approach to missiological research, I demonstrate how Together towards Life as a research tool could creatively and innovatively engage with African theological education.