In the ancient conversation between Western philosophy and Christian theology, powerful contemporary voices are arguing for monologue rather than dialogue. Instead of these two disciplines learning from and mutually informing each other, both philosophers and theologians are increasingly disconnected from, and thus unable to hear, what the other is saying, especially in Anglo-American scholarship. Some Christian philosophers are now found claiming methodological authority over doctrine, while some Christian theologians even deny that philosophy has its own integrity as a separate discipline. Against these trends, David Brown has argued over the past thirty years that philosophy and theology are both necessary in order to grapple with the reality of divine mystery and Christian faith. Neither discipline can be reduced to the other, and each has its own contribution to make for a full understanding of what Brown describes as 'a single vision' of God. In this volume, Brown addresses some key topics in philosophical theology, including the created order, experience and revelation, incarnation and redemption, and heaven and our communal destiny. Combining analytic clarity, doctrinal substance, and historical depth, this volume exemplifies Brown's project of truly integrating philosophy and theology. It thus provides an ideal introduction to this vital conversation for undergraduate and postgraduate students, as well as a connected argument of interest to specialists in both disciplines.
Maintaining education as a pedagogical space for human formation, this book is distinctive in looking at the crisis rather than the success of Chinese education. The editors and contributors, mostly oversea and mainland Chinese scholars, argue that modern Chinese education has been built upon a superficial and instrumental embrace of Western modernity and a fragmented appropriation of the Chinese cultural heritage. They call for a rethinking and re-envisioning of Chinese education grounded in and enriched by various cultural traditions and cross-cultural dialogues. Drawing on Chinese history and culture, Western and Chinese philosophies, curriculum and pedagogical theories, the collected volume analyzes (1) why education as person-making has failed to take root in contemporary China, (2) how the purpose of education has changed during the process of China's modernization, and (3) what a rediscovery of the meaning of person-making implies for rethinking and re-envisioning Chinese education in the current age of globalization and social change. Re-envisioning Chinese Education: The meaning of person-making in a new agediscusses among other issues:
This book will be relevant for scholars, researchers, and policy makers everywhere who seek a more balanced, more sophisticated, and philosophically better grounded understanding of Chinese education.
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