This book addresses these areas of evangelical theology by drawing on a well-known figure in the evangelical tradition—Jonathan Edwards (1703–1758)—and a contemporary Roman Catholic theologian—David Coffey (1934–). Though they may seem theological worlds apart, their use of a common trinitarian theology—the Augustinian mutual love model—led them to similar conclusions on Christology, pneumatology, and the theology of grace. Their common trinitarian vision provides resources to develop a transformational and relational vision of redemption and an inclusivist theology of religions within the evangelical tradition.
This study demonstrates that social business norms penetrate the learning processes affecting school administration, instruction, and pupil conceptions of knowledge. Traditional forms of education are revealed to be in competition with other forms of education, such as training for employable and transferable social skills where the virtual high technology age is perceived as a contributor to rapid social change. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all of these are indications of how business mores are apparent in education.
Making Sense in an Age of Absurdity
The life and work of Albert Camus provides insight into how to navigate through an absurd historical moment. This is the first book-length study that situates Camus’s work within the study of communication ethics and philosophy of communication, guiding readers on reinterpreting Camus’s work for the twenty-first century. Through this study, it becomes clear that Camus was an implicit philosopher of communication with deep ethical commitments.
The idea that schools exist to produce students who become good citizens is one of the basic tenets of modernist educational philosophies that dominate the contemporary education world. The school has become a political site where policy, curriculum orientations, expectations and philosophies of education contest for the ‘right’ way to school and be schooled. By pushing the ontological understandings of the self beyond the modernist philosophies that currently dominate schools and schooling, this study problematises the tendency to see students as fixed, measurable identities (beings) and offers valuable insights on high school students in the new millennia.