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Medium 9781442229204

Tradition, Priesthood, and Personhood in the Trinitarian Theology of Elisabeth Behr-Sigel

Pro Ecclesia Rowman & Littlefield Publishers ePub

Tradition, Priesthood, and Personhood in the Trinitarian Theology of Elisabeth Behr-Sigel

Sarah Hinlicky Wilson

In the 1950s, when the French Orthodox lay theologian Paul Evdokimov suggested that “woman” could not become a priest without betraying her ontological alignment with the Holy Spirit, no one in the Orthodox Church was actually entertaining the possibility of female priests.1 He answered the question in passing, a small part of his larger project to illuminate the spiritual dimension of femininity against the tradition’s tendency to demean women. Likewise, Orthodox theologians Nicolae Chitescu and George Khodre could answer a simple “no” to the hypothetical question of women in the priesthood at a Faith and Order conference in 1963; the idea was not worth a second thought.2 At the first-ever international gathering of Orthodox women at the Agapia convent in Romania in 1976, the ordination of women was not on the agenda for discussion. Only one woman brought it up at all, in her keynote address. Even her answer was a provisional “no”—but also a charge to engage in better and deeper reflection on the issue. She called upon the Orthodox Church to “internalize” the question.3

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Medium 9781475815979


International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Peter McLaren

Kris Gutierrez

Kris Gutierrez: Your work on schooling, identity, and critical pedagogy is noted for its attempt to locate itself in a discussion of larger social contexts of consumer capitalism and identity formation. You are noted for discussing social and cultural issues related to power that exist outside of the classroom as much as you are for dealing with these issues as they inscribe social relations inside the classroom. This is one of the reasons that I find your work interesting and important. The language that you use is often quite literary and is situated in transdisciplinary theoretical terminology where poststructuralism and theories of post-colonialism, among other theoretical perspectives, play a significant role. I think, however, that this mixture of the theoretical and, if you will, poetical, has both advantages and disadvantages. While it gives you new angles and perspectives on the production of subjectivity within capitalist social formations, don’t you think it tends to restrict your audience to specialists in the critical social sciences and is less likely to find its way into teacher education courses where I would think that you would want your work to be taken up? Your view of contemporary culture is sometimes considered to be quite pessimistic – although far from nihilistic – and I wonder if your criticisms of everyday life in the United States are perhaps deliberate attempts at overstatement for the sake of shocking your readers into an awareness of the very serious social problems that face us. For instance, I read some comments by you recently in which you talked about the ‘structural unconscious’ of the United States resembling the minds of serial killers such as Ted Bundy. You write in the book, Thirteen Questions, “Serial killer Ted Bundy has donated his multiple texts of identity to our structural unconscious and we are living them.” Is this a motivated exaggeration, a form of theoretical hyperbole for the sake of making a point about the violence that pervades everyday life?

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Medium 9781442261150

“Where the Spirit of the Lord is, there is freedom”: Barth on Ecclesial Agency

Mangina, Joseph Rowman & Littlefield Publishers ePub

“Where the Spirit of the Lord is, there is freedom”: Barth on Ecclesial Agency

Matt Jenson

At the end of his career, Karl Barth went on a lecture tour of America, giving a series of lectures on the nature of “evangelical theology.” He begins the lectures by describing “evangelical” theology as a modest, free, critical, thankful, and happy science.1 Evangelical theology takes its cues from the gospel, resolutely steering a course toward God as he revealed himself in the life, death, and resurrection of Jesus. This is what makes evangelical theology scientific—its consistent attention to its object. What makes this science theological is that its object is ever subject, Lord even in our investigation of him. Thus theology is a form of discipleship, a Nachdenken which is Nachfolge. Evangelical theology’s modesty, freedom, criticism, gratitude, and joy all follow from the breathtaking fulfillment of God’s covenant with humanity in Christ; given that Jesus has paid it all, we need and must only respond with our own echoing affirmation. Christ has set us free (Gal 5:1), and “where the Spirit of the Lord is, there is freedom” (2 Cor 3:17). In what could easily pass for a summary of Barth’s theology, he explains: “The freedom of which we talk is God’s freedom to disclose himself to men, to make men accessible to himself, and so to make them on their part free for him. The one who does that is the Lord God, who is the Spirit.”2 The realm in which he does that is the church.

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Medium 9781475816112

College and University Faculty Perceptions of the Kentucky Education Reform Act

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


College of Education, University of Kentucky, Lexington, KY 40506

One element of the educational continuum that stands to be significantly affected by K-12 education reform, yet has received very little attention, is that of higher education. While there has been some interest in the impact of school reform on teacher education programs (see, for example, Reagan, Case and Norlander, 1993), virtually nothing has been done to as certain college and university faculty members’ perceptions of education reform. Nor has there been much effort to investigate the extent to which faculty anticipate that educational reform efforts will affect their professional lives. This paucity of research exists despite the relationship between K-12 and higher education having been identified as an area of significant import by several higher education leaders (Clark, 1985; Clark, 1993; Nettles, 1995; Massey, 1994).

The study described in this article represents an effort to begin to fill this research gap by reporting on higher education faculty in the Commonwealth of Kentucky and their knowledge and perceptions of the Kentucky Education Reform Act (KERA). KERA has been described as “one of the most comprehensive pieces of educational reform ever enacted in the United States. It addresses nearly every aspect of public education in the Commonwealth, including administration, governance and finance, school organization, accountability, professional development, curriculum, and assessment” (Guskey, 1994, p. I). Due to its comprehensiveness, it might be expected that faculty would know more about some aspects of the act than others. This study concerned itself with aspects of KERA that generally fall under the heading “pedagogical issues.” The rationale for this approach is that some aspects of the reform (e.g., governance or school organization) might bear less directly on the world of higher education and, consequently, be of less interest to faculty. In particular, the goals of KERA, aspects of the assessment activities, and dimensions of school accountability were included. These categories were included because they represent, to varying degrees, issues with which faculty are also familiar, albeit in the context of colleges and universities. Faculty have overall goals for their classes and curricula; they are aware of the intricacies associated with assessing student performance; and, increasingly in the state of Kentucky and particularly so for public institutions, accountability is an issue about which faculty are hearing more and more. Moreover, faculty have historically been concerned about the type and quality of instruction high school students receive. Hence, it was assumed that if faculty were going to be aware of and hold well-considered viewpoints about any aspects of KERA, they would be the aspects most clearly linked to instruction.

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Medium 9781475819472

Scholarly Research Makes Education Dynamic

Rowman & Littlefield Publishers ePub


Scholarly research is crucial to teaching and learning because it keeps the work of teacher educators and the teaching and learning in schools of education dynamic. Research fosters habits of critical reflection, encourages teacher educators to learn throughout their careers, and ensures that concepts in teacher education adapt to current understandings, politics, and policies. For many of the same reasons that research is valuable for the work of teacher educators, it is valuable to teachers, particularly teachers in urban areas.

To understand the value of research to teaching and learning, consider what teacher education looks like without it. Recent turns of events have made it easy to consider such a situation. New York State, often a trendsetter for educational reform, has awarded stand-alone “clinically rich” nonacademic teacher education programs with the ability to offer master’s degrees in education (Otterman, 2011). Relay Graduate School of Education is one such institution, and as the school’s future provost explains, the training it offers is focused “on stuff that will help you be a better teacher on Monday” (Otterman, 2011). In fact, the book Teach Like a Champion: The 49 Techniques That Put Students on the Path to College, has been described as the backbone of the school’s instruction (cited in Green, 2010).

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