Education expert Nicole Baker Fulgham explores what Christians can--and should--do to champion urgently needed reform and help improve our public schools. The book provides concrete action steps for working to ensure that all of God's children get the quality public education they deserve. It also features personal narratives from the author and other Christian public school teachers that demonstrate how the achievement gap in public education can be solved.
Sister Jane's courageous actions, recounted here, reveal how this crisis of faith ultimately became an opportunity to revitalize the Church's most fundamental spiritual teachings. In Taught to Believe the Unbelievable, her amazing story reminds every reader, regardless of their faith, that the call of one's own heart and conscience supersedes all externally imposed authority.
As Hasidic Psychology makes clear, Jewish ethics are unique in many ways, especially in that they are essentially other-centered. Man's ability to affect his own future and interpersonal relations are explained according to the theory of contraction, popularized in Hasidic thought: God, by contracting Himself to evacuate space for the human world, bestowed upon man the power and responsibility to determine his own future, and even affect God's disposition.
In the first part of the book, the sociological-structural concept of mono versus multiple ideal labeling is introduced. This concept refers to a social system in which diverse material and spiritual actualization patterns are structurally introduced as equal social ideals. In the second part, basic tenets of classic interaction and socialization are compared to the interpersonal perspective, and the contraction theory is explained as a process of "mutual emulation," whereby father and son affect each other. In the third part, a functional approach to deviance is developed through the Hasidic process known as "ascend via descend."
Drawing on lessons primarily from the shoah but also from well-known obedience and altruism experiments, My Lai, and the civil rights movement, Blumenthal deftly interweaves insights from psychology, history, and social theory to create a new way of looking at human behavior. Blumenthal identifies the factors — social hierarchy, education, and childhood discipline — that shape both good and evil attitudes and actions.
Considering how our religious and educational institutions might do a better job of encouraging goodness and discouraging evil, he then makes specific recommendations for cultivating goodness in people, stressing the importance of the social context of education. He reinforces his ideas through stories, teachings, and case histories from the Jewish tradition that convey important lessons in resistance and goodness.
Appendices include the ethical code of the Israel Defense Forces, material on non-violence from the Martin Luther King, Jr., Center, a suggested syllabus for a Jewish elementary school, and a list of prosocial sources on the Web, as well as a complete bibliography.
If people can commit acts of evil without thinking, why can’t even more commit acts of kindness? Writing with power and insight, Blumenthal shows readers of all faiths how we might replace patterns of evil with empathy, justice, and caring, and through a renewed attention to moral education, perhaps prevent future shoahs.
Addressing a number of substantive issues, including the viability of just war tradition and the relationship between "church" and "world," American Protestant Ethics and the Legacy of H. Richard Niebuhr demonstrates that Christian ethics operates within a set of polar tensions and that such "conversations" as are developed within need to be a part of moral discourse inside and between a variety of communities of faith.
Charles E. Curran’s succinct, coherent account of his wide-ranging work in Catholic moral theology points out agreements, disagreements, and changes in significant aspects of the Catholic moral tradition. His systematic approach explores major topics in a logical development: the ecclesiological foundation and stance of moral theology; the person as moral subject and agent; virtues, principles and norms; conscience and decision making; and the role of the church as a teacher of morality.
Curran’s work condenses and organizes a large amount of material to show that the Catholic theological tradition is in dialogue with contemporary life and thought while remaining conscious of its rich history. Of great interest to theologians for its broad synthetic scope, this book is also a thorough introduction to the Catholic moral tradition for students and interested readers, including non-Catholics.