Existing research on developing countries emphasizes the decisive power of teacher unions in education politics. Yet that power varies, and a full understanding of the roots of union power and the sources of cross-national variation requires deeper analysis of organizational dynamics within unions. This analysis supports four arguments. First, teachers have a range of advantages in overcoming obstacles to collective action. Second, unions are not all alike; they vary widely, from interest groups to powerful political machines. (...) Third, the source of this variation lies in factors that shift power within unions from members to leaders in political-machine unions. Fourth, analyzing the dimensions of variation helps explain the different outcomes of recent reforms to teacher careers in Latin America, especially in highlighting the staunch opposition from political-machine unions. (shrink)

What place does organizing have in the Church’s synodal journey? In his address for the opening of the Synod on Synodality in 2021, Pope Francis described synodality as “unity, communion, the fraternity born of the realization that all of us are embraced by the one love of God.” Yet the process of collective bargaining is often fraught with division, contention, and adverse interactions based on competing interests. The author argues that, in addition to following Catholic social teaching, organizing serves a (...) crucial pragmatic and theological role in the synodal journey. First, the author explores contemporary theology on synodality and, second, applies it to the 2015 San Francisco archdiocesan teachers’ union dispute, in which the teachers entered the collective-bargaining process to try to repel the archbishop’s effort to strip them of their nondiscrimination rights and force employees to abide by strict sexual-morality codes. Finally, he reflects on organizing’s broader ecclesiological impact. (shrink)

This text goes into depth on how the new woke books, ideologies, workshops, and seminars have charged—sometimes covertly—into the schools.

Originally published in 1928, this book was written to provide members of the National Union of Teachers with a souvenir upon the occasion of their 1928 conference, which took place in Cambridge during the Easter vacation. It presents a concise guide to the city, with information on the history of the university and other areas. Illustrative figures are incorporated throughout. This book will be of value to anyone with an interest in the National Union of Teachers and the history of (...) Cambridge. (shrink)

Each title in the highly acclaimed Opposing Viewpoints series explores a specific issue by placing expert opinions in a unique pro/con format; the viewpoints are selected from a wide range of highly respected and often hard-to-find publications.

__Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay_ offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. _Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students. Based on ten years of research and interviews with practitioners across the United States, the book theorizes the (...) existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. _Demoralized_ reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves. Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization. (shrink)

Context: Neurophenomenology is a relatively new field, with scope for novel and informative approaches to empirical questions about what structural parallels there are between neural activity and phenomenal experience. Problem: The overall aim is to present a method for examining possible correlations of neurodynamic and phenodynamic structures within the structurally-coupled work of Alexander Technique practitioners with their pupils. Method: This paper includes the development of an enkinaesthetic explanatory framework, an overview of the salient aspects of the Alexander Technique, and the (...) presentation of an elicitation interview technique as part of a neurophenomenological method. It will propose a way of testing the hypothesis that if, in the effective practice of Alexander Technique, there is a union between the nervous systems of teacher and pupil, it should be visible neurologically and affective phenomenologically, and thus it should be possible to investigate both its neural and phenomenal signatures. Results: The proposed means of testing the hypothesis is to use the elicitation interview technique alongside neural monitoring during the teaching of the Alexander Technique in four paired sets of subjects. Constructivist content: At the heart of this paper is the claim that all activity is co-activity. I make no assumption of an ontological primacy of mental or physical, or explanatory primacy of any methodology. Implications: This has important ramifications for somatic education and therapies, for establishing frameworks of co-engagement and care in health-care situations, and for understanding empathy. (shrink)

_In _The Teacher Insurgency_, Leo Casey addresses how the unexpected wave of recent teacher strikes has had a dramatic impact on American public education, teacher unions, and the larger labor movement._ Casey explains how this uprising was not only born out of opposition to government policies that underfunded public schools and deprofessionalized teaching, but was also rooted in deep-seated changes in the economic climate, social movements, and, most importantly, educational politics. With an eye to maintaining the (...) momentum of the insurgency, the author examines four key strategic questions that have arisen from the strikes: the relationship of mobilization to organizing; the relationship between protests and direct action; the conditions under which teacher strikes are most likely to be successful; and the importance of “bargaining for the common good.” More broadly, Casey examines how to organize teachers for collective action, focusing on four discourses of teaching: teaching as nurturance; as professionalism; as labor and craft; and as a vocation of democratic intellectual work. (shrink)

The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency (...) between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education needed for this shift to be educative. (shrink)

In the 1930s, John Dewey helped lead a purge of communists from the New York City teachers union. That he justified this action politically and philosophically calls into question the claim that Deweyan pragmatism was a radically democratic philosophy. Instead, Dewey's abiding belief in the exceptionally democratic character of American life allowed him to evade genuine democracy, to normalize political engagement while aligning it with national and nationalist imperatives, and to endorse the repression of legitimate political dissent.

In lieu of an abstract, here is a brief excerpt of the content:A "Hypostatic Union" of Two Practices but One Person?Paul F. KnitterThis is going to be an awkwardly personal reflection. But that, I understand, is what the assignment given to the members of the Society for Buddhist-Christian Studies panel "Constructing Buddhist Identities in the West" called for: I was asked to reflect upon "How I as a Western Christian have appropriated Buddhist practice and teachings into my religious identity." I'm (...) grateful for this invitation, because it has provided me with the occasion to realize, quite startlingly, that what I have thought and written about my "Buddhist-Christian identity" in the past really isn't quite accurate.But first let me offer a bird's eye, and therefore limited, view of my two-faced identity: I was born into a traditional, not very critical, Catholic family in the Chicago of seventy-three years ago. At thirteen, I decided (against my parents' wishes) to enter a minor seminary in order to become a priest, and went through the whole fourteen years of training. For the last four years of that training I had the profoundly good fortune to be sent to Rome, arriving there in 1962, two weeks before more than two thousand bishops marched into St. Peter's Basilica to start the Second Vatican Council (the renewing effects of which were much more lasting, it seems, in my psyche than in the psyche and structures of the Vatican!). Ordained a priest in 1966 and animated with Vatican II's new openness to other religions, I did a dissertation at the University of Marburg, Germany, on Christian theologies of religions. When I returned to the United States in 1972, I taught theology at Catholic Theological Union in Chicago, and when I decided to leave the Catholic priesthood in 1975, I moved to Xavier University in Cincinnati, where I continued teaching theology for some twenty-eight years.It was during those years, in the 1980s, that I began not only to teach courses on Buddhism but also to practice daily Zen meditation. Gradually, I came to realize that Buddhism, its theory and practice, was seeping into and coloring the way I understood and practiced my Christian creed—to the point that in 2007 I took refuge in the Tibetan Dzogchen tradition and since then have been under the guidance of my teacher, Lama John Makransky. It was around this time that I faced the need to figure out just what or who I was—a Buddhist Christian or a Christian Buddhist. So, typical academic that I am, I wrote a book. [End Page 19]In Without Buddha I Could Not Be a Christian, I declared and defended my primary identity as a Christian who was thoroughly drenched in Buddhism.1 But when I recently read Rose Drew's penetrating analysis of various ways of blending dual religious belonging in her Christian or Buddhist? An Exploration of Dual Religious Belonging, I started to wonder.2 From her ethnographic study of actual dual belongers, she found that (a) some have a primary religious identity (the group to which I thought I belonged), (b) some alternate between both primary identities, (c) some cannot attribute primacy to either or any identity, and (d) some are too bewildered by it all to say anything.3 As I pondered Drew's description and analysis of her interviewees' meanderings back and forth across religious lines, I had to admit that I wasn't sure where I belonged. So when the request for this paper came along, I saw it as an opportunity to help myself sort things out.An Inappropriate AnalogyMy problem is that as my Christian and Buddhist practices have continued over these recent five to ten years, more and more, I cannot keep them apart. They remain clearly distinct, but unlike Roger Corless, of blessed memory, I have not been able to honor their distinct identities by practicing them, as Roger apparently did, separately: being a Buddhist from Monday to Thursday, and a Christian from Friday to Sunday (and then waiting to see what would happen). Rather, for me, when I am at Mass, I hear the words of the Scripture readings or of... (shrink)

Dewey's instrumentalist approach to problem-solving stressed social organization; and under this umbrella he included unionization. First part of this article: his active involvement in and support for the union movement summarized. Second part: his theoretical defense of unions is addressed, especially as to "democratic liberalism" and its implementation in the fabric of society. Third part: a brief account of the current status of unions in universities.

This paper explores the academic and psychosocial outcomes of immigrant students from the former Soviet Union in an ethnic school in Toronto. Based on interviews with the principal, teachers, students and parents, together with questionnaire responses, the paper describes school programmes and practices that contribute to FSU immigrant students' high academic achievement, within the categories of curriculum, pedagogy, discipline policy and teacher–student relationships. The creation of this ethnic school suggests that Canada's educational system has not met the needs of (...) the immigrant group. The paper seeks to further understanding of educating FSU immigrant students, and discusses the implications of ethnic schools for educating children in a multicultural society. (shrink)

Bringing together leading observers of the 2018 teachers’ strikes in the United States, this forum surveys the origins, character, and trajectory of the rebellion as a whole. We examine the relations between union bureaucracies and the rank and file, the wider political context of the United States, the geography of the strike, immediate and longer-term grievances in the public-education sector, spontaneity and organisation, local cultural contexts and labour histories, strategies and tactics, social reproduction and gender, race and racism, and the (...) potentialities and obstacles facing the movement in the near future. (shrink)

Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.

A striking characteristic of today's American education is its acquiescence to public administration. Evidence for this is that proposals for better-funded private education never show how private schools can be kept free of government control. In California, Wisconsin, Michigan and other states, battle lines have been drawn over plans to give public subsidies to students attending private schools. In this confrontation, teachers' unions, public employees, and Left liberals stand predictably on the one side, libertarians and the Christian Right on (...) the other. Vouchers and tax relief have been the remedies offered for the public school monopoly of government funding—a situation…. (shrink)

The middle-market tabloid newspapers in Britain help to shape a perception of teachers and state schools that is mostly negative and derisory. This article provides examples of this bias in newspaper reportage based on a case study of an annual teacher union conference and journalists' different interpretations of events generally.

This ninth volume in The Later Works of John Dewey, 1925—1953, brings together sixty items from 1933 and 1934, including Dewey’s Terry Lec­tures at Yale University, published as _A Common Faith._ In his introduction, Milton R. Konvitz concludes that _A_ _Common Faith _remains a provocative book, an intellectual ‘teaser,’ an essay at religious philoso­phy which no philosopher can wholly bypass.” Dewey concentrated much of his writing in 1933 and 1934 on issues arising from the economic crises of the Great Depression. (...) In the early 1930s Com­munist activity in the New York Teachers Union in­creased. _The Report of the Special Grievance Committee of the Teachers Union _is published in this volume, as is Dewey’s impromptu address, “On the Grievance Committee’s Report,” made when he presented that report. Rounding out the volume are eighteen arti­cles from the _People’s Lobby Bulletin._. (shrink)

... a vulnerable and fragmented work force.10 Based largely on oral history interviews, this ... THE TRUST The Trust was founded in 1970 by the Wisconsin Education Association ... of the National Staff Organization, an independent union represent- ing employees of teachers ' unions . ... \n.

The first major legislation of the new Scottish Parliament is an Education Act which has a dramatic impact on the General Teaching Council for Scotland. The Act has implications for the influence of teacher unions over the Council, for the dismissal of teachers who are deemed to be incompetent, and for the continuing professional development of teachers. Relationships between teachers and government are thus fundamentally changed by the new Parliament and its processes.

This essay is my review of Bob Bowden’s excellent documentary The Cartel. It is a powerful indictment of public schools and public school teachers’ unions. In a crucial part of the film, we see minority parents at a charter school lottery. Charter schools, like voucher private schools, give parents school choice—although charter schools are public schools technically, but run fairly independently. They are so popular, and the school districts allow so few of them, that parents must apply by lottery (...) for the few slots. The looks of grief on the faces of the parents who lose the lottery—and hence must keep their children in failing public schools—is telling. It is ironic that the nation most admired by American progressives—Sweden—completely voucharized its entire K-12 school system thirty years ago. (shrink)

All of Dewey’s writings for 1927_ _and 1928 with the exception of _The Public and Its Problems, _which appears in Volume 2, _A Modern Language Associ­ation’s Committee on Scholarly Editions _textual edition. These essays are, as Sidorsky says in his Introduction, “framed, in great mea­sure, by those two poles of his philo­sophical interest: looking backward, in a sense, to the defense of naturalistic metaphysics and moving forward to the justification and to the implications for practice of an empirical theory.” Dewey’s (...) five essays on education are evidence of his continued interest in that field. Among them is the frequently quoted “Why I_ _Am a Member of the Teachers Union,” which is still used by the American Federation of Teachers in its recruiting efforts. Other highlights of this volume include the famous ex­change between George Santayana and Dewey on _Experience and Nature; _an im­passioned condemnation of the mis­carriage of justice Dewey saw in the Sacco-Vanzetti trial; and a series of six articles on the Soviet Union based on Dewey’s trip to that country in 1928. (shrink)

All of Dewey’s writings for 1927_ _and 1928 with the exception of _The Public and Its Problems, _which appears in Volume 2, _A Modern Language Associ­ation’s Committee on Scholarly Editions _textual edition. These essays are, as Sidorsky says in his Introduction, “framed, in great mea­sure, by those two poles of his philo­sophical interest: looking backward, in a sense, to the defense of naturalistic metaphysics and moving forward to the justification and to the implications for practice of an empirical theory.” Dewey’s (...) five essays on education are evidence of his continued interest in that field. Among them is the frequently quoted “Why I_ _Am a Member of the Teachers Union,” which is still used by the American Federation of Teachers in its recruiting efforts. Other highlights of this volume include the famous ex­change between George Santayana and Dewey on _Experience and Nature; _an im­passioned condemnation of the mis­carriage of justice Dewey saw in the Sacco-Vanzetti trial; and a series of six articles on the Soviet Union based on Dewey’s trip to that country in 1928. (shrink)

Antón Donoso was a teacher and scholar devoted to studying North American, Latin American and Iberian philosophy, along with Marxism from the Soviet Union and Eastern Europe. He explored the works of Jose Ortega y Gasset, Julian Marais, John Dewey, Miguel de Unamuno and others. He was active in philosophical societies that promoted the study of Latin American philosophy, and often wrote review articles that introduced English-speakers to the key new ideas from Brazil, Mexico and Argentina. In a series (...) of journal articles he traced the influence of philosophies across continents, such as Dewey’s influence in Iberia and South America. (shrink)

The paper describes achievements of the Ukrainian 'Teacher Community' Society in the development of Ukrainian private schooling in Galicia on the eve of World War I. It is pointed out that from its foundation date the Society in concert with other national-cultural organizations etc.) started struggling for transformation of Utraquist Polish-Ukrainian schools into Ukrainian-speaking educational institutions as well as made considerable efforts to set up Ukrainian gymnasia. It is stated that among the Society's trusty allies in the implementation of (...) identified tasks were not only Ukrainian national-cultural organizations but also political parties, namely the Ukrainian People's Democratic Party. Owing to joint strenuous activities, a Regional School Union was set up, which became a coordinating body of Ukrainian private schooling. Specifically, it examined performance records of school management, admitted applications of candidates for teacher's jobs etc. It is proved that the most active phase of cooperation between the Teacher Community and the Regional School Union lasted from 1910 to 1911 - a lot of constructive meetings were held and joint actions organized, which contributed to the establishment of Ukrainian schooling in Galicia. Convincing achievements of the Society were the organization of preparatory courses for the first form of gymnasia, aimed at improved accessibility of training to school youth, and introduction of celebration of national holidays in regional Ukrainian language gymnasia. It is indicated that the Teacher Community faced numerous topical tasks which it failed to solve in 1910-1914. It is concluded that the Company was rather efficient in protecting the interests of its members through petitioning local authorities in case of "offences against any member" of the Society and generally sought to raise the national-cultural level of Ukrainian teachers. (shrink)

As a legal aid union president in New Haven, laboring within shouting distance of a different large research university, I recall how our membership rolled our eyes when Professors Greiner, Pattanayak, and Hennesy of Harvard published their study providing evidence, through a randomized control trial, that law clinic housing work made no difference for clients.1 Representing, as I was, “lawyers, secretaries, and paralegals who have dedicated their careers to serving poor clients in crisis,”2 the authors’ conclusion generated first shock, then (...) denial, and then an anxious realization that somebody’s job was to research and disseminate such conclusions. In a 2013 United States where there was one legal aid lawyer for every 8,893 people who qualified,3 where federal Legal Services Corporation funding had dropped 40% over ten years in real dollars,4 and in an America that spends as much on Halloween costumes for its pets as it does legal aid for the poor,5 the inquiry felt like a pile-on. It made no more sense to us than asking if a teacher is “good for students,” a nurse “good for the sick,” or a chef “good for the hungry.”6. (shrink)

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create (...) biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:John Dewey: The ChicagoYears GEORGE DYKHUIZEN DEWEYCAMETO CHICAGOin the summer of 1894 as head professor of philosophy at the University of Chicago and left in January, 1905, to become professor of philosophy at Columbia University. During his Chicago years, Dewey's interests led him not only into the field of philosophy but also into that of education, and in each of these areas he acquired a retmtation which placed him (...) among the top thinkers in the country. His work in philosophy resulted in his being acclaimed, along with Charles S. Peirce and William James, as one of the three great founders of American pragmatism, and his achievements in education led to his being regarded as one of the country's most outstanding educational thinkers and a prime mover in educational reform. The University of Chicago was only four years old when Dewey arrived there, but already it had attained a high standing among the universities of the country. The main reason for this was that the University had set out to be not simply another college but a university, like the universities in Europe and like Johns Hopkins and Clark universities in this country. This meant that the graduate schools of the University were to be stressed and that a large part of the faculty was to devote itself exclusively to graduate instruction and research. The type of faculty member the University looked for "must be a teacher, but first and foremost he must be a scholar, in love with learning, with a passion for research, an investigator who could produce, and if what he produced was worthy, would wish to publish." ~ In the four years since its founding, the University had assembled one of the most outstanding faculties in the country, a faculty which included: T. C. Chamberlin in astronomy, Rolin D. Salisburg in geology, Albert Michelson in physics, Jacques Loeb in biology, J. M. Coulter in botany, Thorsten Veblen in political economy, Albion Small in sociology, Paul Shorey in Greek, J. H. Breasted in Egyptology, and R. G. Moulton in English. When Dewey came to the University, therefore, as head of the Department of Philosophy, this meant that he was to teach mostly graduate students, do research, and have associations with some of the most brilliant scholars in the country. These features of the new position had appealed strongly to Dewey when he was considering the offer to 1T. W. Goodspeed, A History of the University of Chicago. The First Quarter (Chicago: 1916), 201. [227] 228 HISTORY OF PHILOSOPHY become professor of philosophy at Chicago and were among the decisive factors in bringing him to the University. William Rainey Harper, president of the University, was in large measure responsible for its early successes. "Those massive buildings, millions of money, thousands of scholars and scores of teachers," wrote one of his admirers, "are a monument to the foresight, nerve, and ceaseless activity of W. R. Harper, a veritable Napoleon in the educational field." 2 Born July 26, 1856, Harper was three years older than Dewey and every bit as precocious. He received his A.B. degree from Muskingum College when he was fourteen; he entered Yale as a graduate student when he was seventeen and got his Ph.D. degree from there at the age of nineteen. Upon receiving his doctorate, he began a career teaching Hebrew first at the Baptist Union Theological Seminary in Chicago and then, in 1886, at Yale. Harper wrote extensively on theological matters and his views prompted an attack on his orthodoxy in 1888. He weathered the storm, however, and throughout his life was a staunch defender of liberal theological thought. Harper had tremendous vitality and enthusiasm, and these qualities, along with his scholarship, led to his appointment as first president of the University when it was founded in 1890. Harper and Dewey were to have close associations on the administrative level, and though many of these were to be pleasant and cordial, others turned out to be not so harmonious and led eventually to Dewey's resignation from the University. Though Harper was particularly concerned that a strong department of philosophy be established at the University, up to the time of Dewey's... (shrink)

To what extent can philosophy speak to and write about what is most fundamental to itself? This essay sorts through aspects of the problem of Plato's alleged "unwritten doctrine." The essay begins by moving back to Plato's teacher and the non-doctrinal investigations of Socrates, which are grounded in the positing of hypotheses and dialogic questioning. Following this move, the essay turns forward to Plotinus's later, more systematic presentations where the use of terms like “the one” and “the good” are (...) not only beyond being but “are” non-objects, unable to be intuited by the intellect. These terms serve as pointers to “what” can only be realized through the soul's blissful union with its non-objective source and ground. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Annual Meeting of the Society for Buddhist-Christian Studies:Atlanta, Georgia, USA, 29-30 October 2010Sandra Costen KunzThis past fall the Society for Buddhist-Christian Studies (SBCS) presented two sessions at the annual meeting of the American Academy of Religion (AAR) in Atlanta, Georgia. On Friday afternoon, 29 October, an extremely well-attended and in many ways inspiring session titled "The Scholarly Contributions of Rita M. Gross" was presented. The second panel, titled (...) "Can/Should Buddhists and Christians Do Theology/ Buddhology Together?" was presented on Saturday morning, 30 October. It also drew a considerable crowd.Each of the six members of Friday's panel addressed a different aspect of the work of Rita Gross, longtime SBCS leader and now professor emerita of comparative studies in religion, University of Wisconsin-Eau Claire. She is also a senior teacher (lopon) in Jetsun Khandro Rinpoche's U.S. Lotus Garden center. The session was organized and moderated by current SBCS president Miriam M. Levering, professor of religious studies and Asian studies at University of Tennessee, Knoxville, and an international advisor at Rissho Ko-Sekei in Tokyo. I will give highlights from the panelists' presentations in the order in which they spoke.Kathleen Erndl, associate professor of religion at Florida State University, focused on Gross's work as teacher and mentor. Although she taught primarily undergraduates, Gross, in her writing, speaking, and generous conversation with rising scholars, not only moved the field toward taking religious practices and women's religious experience more seriously but also had a huge influence on how "women in religion" is taught. Gross was one of the first scholars to use the term "androcentric." Nancy Auer Falk, professor emerita of comparative religion at Western Michigan University, coedited Unspoken Worlds: Women's Religious Lives (1981) with Gross. Now in its third edition, this groundbreaking collection of case studies watered the flowering of cross-cultural studies in the lived religion of women. Falk reminded us of Gross's role in the election of the first female member of the AAR's board and the establishment of its working group on women and religion. Judith Simmer-Brown, professor of religious [End Page 221] studies at Naropa University, focused on Gross's work in Tibetan Buddhist studies, especially her pointing out the discrepancy between the prophetic voices about women's roles in early Buddhist texts and Tibetan monasticism's institutionalized androcentrism. Simmer-Brown emphasized the importance of Gross's work in Buddhist theology—for example, her deconstructing "Theravada/Mahayana/Vajrayana put-downs" and "incipient fundamentalisms" in Western Buddhism.The fourth panelist, Paul F. Knitter, professor of theology, world religions, and culture at Union Theological Seminary, described Gross's contributions to Buddhist-Christian dialogue, recounting that they met at the Society's founding conference in 1980. He said, "Rita is the Christian theologians' friendly gadfly, always asking questions that make us very uncomfortable." Particularly provocative has been her insistence that claims on the part of religious communities to religious superiority or exclusive truth are incompatible with support of religious diversity. SBCS vice president Terry Muck, dean of the E. Stanley Jones School of World Mission and Evangelism at Asbury Theological Seminary, spoke about Gross's contributions to the society, noting that she has held every office except treasurer. He and Gross coedited Buddhist-Christian Studies from 1995-2005, in part because the society had decided— after founding editor David Chappell retired—that the ideal would be one male and one female editor and one Buddhist and one Christian editor. He usually handled the work with the publisher while she usually worked with article selection along with the reviewers. Rosemary Radford Ruether, professor emerita at the Pacific School of Religion, reviewed Gross's contributions to feminist scholarship. She reminded us that while still a student at the University of Chicago, Gross crafted a fundamental methodology for studying women and religion and insisted that turning a blind eye to 80 percent of the religious practice in various cultures is simply bad empiricism. Gross has consistently pointed out that colonialism is connected with privileging males and texts, Reuther claimed, and that no one studies religion with "objectivity."Gross's response to these presentations focused on... (shrink)

In his Symposium Plato sought to provide for posterity a portrait of his beloved companion and teacher Socrates, focusing on two main features: Socrates as a mystagogue or spiritual guide and Socrates as a paragon of philosophical virtue. Plato’s depiction of these two aspects of the Socratic persona impressed so many writers and artists of later centuries that the Symposium became one of Plato’s best known and most admired dialogues. For many early Christian thinkers Socrates’ account of Erôs or (...) ‘passionate desire’ (imparted to him by the priestess Diotima) established that love is not merely a central aspect of human experience but also the means by which mortal beings achieve union with the divine. Following the lead of Marsilio Ficino, numerous Renaissance poets and artists praised a special ‘Socratic’ or ‘Platonic’ kind of love, inspired by the perception of physical beauty but fully realized in a life of virtuous conduct. -/- . (shrink)

In this article are mentioned the educational history, institutions and activities of the Mountain Jews living in Azerbaijan in private religious schools and state schools in the period after the independence of the Tsarist Russia, the Soviet Union and Azerbaijan. In addition mentioned, the Religious Education Centers whic established by the Mountain Jews by their communities in the 19th century Tsarist Russia and the secular schools of the state. In the religious schools called Talmudhuna and Nobuhunde, mostly male students were (...) educated by rabbi, reznik and religious teachers. With the opening of modern style schools, Mountain Jewish children in many regions of Tsarist Russia started to enroll in these schools. While mostly male students were enrolled in these schools, girls received religious and traditional education in their families. During the Soviet Union, Religious Education Centers were completely closed, only public schools continued education. Enrollment and attendance at schools has been made compulsory. Mountain Jewish children continued their education in public schools like the children of other nations. After Azerbaijan gained its independence, Mountain Jews continued to receive education in public schools and gained the right to open their own religious education institutions. In this new period, Mountain Jews expanded their opportunities by opening new educational institutions, especially in Baku and Quba cities, with the support of the Azerbaijan State and the help of their coreligionists in other countries. Mountain Jewish children in these cities receive education in both public and private religious schools. (shrink)

In 1990, an unprecedented strike of the French-speaking teachers stirred up political life in Belgium. The conflict started in February, when the unions demanded a two percent wage increase. Such an increase had been promised a couple of months earlier to all civil servants in Belgium. However, the Frenchspeaking community could only implement this decision by cuttingjobs. The anger of the teachers was also rooted in a profound malaise about their profession. In May and June, most schools were on (...) strike. The French-speaking community receives a dotation from the federal government, the amount of which is determined by the law of January 1989. Politicians will eventually agree on the necessity of revising this law, but they did not do so in 1990. As a consequence, the Community had to appeal to the Walloon andBrussels Regions for financial aid, so as to be able to meet the demands of the teachers without having to cut jobs. At the cost of a strike which lasted for about six weeks, the teachers have obtained a four percent wage increase. In addition, politicians have formally promised not to take any measures affecting employment until they have received the conclusions of a large-scale study of the educational system in the French-speaking Community. Those conclusions are expected to be available in 1992. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In Memoriam:Brother Wayne TeasdaleJennifer HarrisOn 20 October 2004, Wayne Teasdale died at age 59. After his second battle with cancer, he passed on, leaving numerous friends, loved ones, and students. Wayne was a world-renowned spiritual teacher and scholar who worked tirelessly to create dialogue and understanding among the world's religions. Wayne was the leading voice in the Christian contemplative movement.In particular, Wayne Teasdale met often with His Holiness (...) the Dalai Lama to discuss their faiths. In his own words, "I am convinced that Christianity and Buddhism together have a unique opportunity and responsibility to enter into a sustained dialogue on all matters.... If the two traditions work together on resolving the critical issues facing the planet, and if they commit themselves to an open-ended dialogue process in which mutual influence on each other occurs in the areas of belief or view, prayer, and social engagement, they will make an enormously precious contribution towards the communication of a new consciousness all around the world."For more than ten years, Brother Wayne Teasdale studied, prayed, and meditated in the seclusion of Hundred Acres Monastery in New Hampshire. In 1986, Father Bede Griffiths, an English Benedictine monk living in India, invited Wayne to his ashram to take sannyasa (Indian monkhood) from him as a Christian. Sannyasa formally means to renounce the world. This event began Wayne's work as an interreligious monk and mystic. Through his writings, Wayne has helped thousands of individuals to understand their own true paths and explored the idea of renunciation and spirituality in daily life.Wayne Teasdale served on the board of trustees of the Parliament of the World's Religions and was the coordinator of the Bede Griffiths International Trust. Wayne dedicated himself to helping people discover their true spiritual nature and was a passionate activist who worked throughout his life to create dialogue and mutual understanding among the world's religions. He is the author of many seminal books, most notably The Mystic Heart: Discovering a Universal Spirituality in the World's Religions and A Monk in the World: Cultivating a Spiritual Life. His other books include Catholicism in Dialogue: Conversations Across Traditions; Come and Sit: A Week Inside Meditation Centers; Hermitage of the Heart: Contemplative Practices from Hundred Acres Monastery; Community of Religions: Voices and Images of the Parliament of the World's Religions; Essays in Mysticism; Yoga of Sound: Healing and Enlightenment through the Sacred Practice of Mantra (with Russill Paul); Bede Griffiths: An Introduction to His Interspiritual Thought (with Bede Griffiths); Awakening the Spirit, Inspiring the Soul: 30 Stories of Interspiritual Discovery in the Community of Faiths (with Martha Howard, MD), and Mystic Hours: A Daybook of Inspirational Wisdom and Devotion. [End Page 163]Wayne was the leader of the Interfaith Call for Freedom of Worship and Human Rights in Tibet. He was a member of the Monastic Interreligous Dialogue and helped draft their Universal Declaration on Nonviolence. He was an adjunct professor at DePaul University, Columbia College, and the Catholic Theological Union, and lectured throughout the world.In his life and teachings, Wayne always promoted the concepts of community, service, and faith. He said, "We now know that each one of us inhabits, rather than possesses, what can be called local awareness. It makes our life tangible by filtering it through parameters of knowing and being that allow for this local type of consciousness, this knowing person here and now who is self-aware. When someone has a mystical experience, he or she is propelled into a cosmic kind of perception. The enlightened are those who have broken out of their local and regional, or individual and species awareness and have discovered other realms of consciousness beyond this sphere."Jennifer HarrisFriends of Drepung Gomang MonasteryCopyright © 2005 The University of Hawai'i Press... (shrink)

"Human beings are a part of nature and apart from it." The argument of Natural Law and Justice is that the philosophy of natural law and contemporary theories about the nature of justice are both efforts to make sense of the fundamental paradox of human experience: individual freedom and responsibility in a causally determined universe. Professor Weinreb restores the original understanding of natural law as a philosophy about the place of humankind in nature. He traces the natural law tradition from (...) its origins in Greek speculation through its classic Christian statement by Thomas Aquinas. He goes on to show how the social contract theorists adapted the idea of natural law to provide for political obligation in civil society and how the idea was transformed in Kant's account of human freedom. He brings the historical narrative down to the present with a discussion of the contemporary debate between natural law and legal positivism, including particularly the natural law theories of Finnis, Richards, and Dworkin. Professor Weinreb then adopts the approach of modern political philosophy to develop the idea of justice as a union of the distinct ideas of desert and entitlement. He shows liberty and equality to be the political analogues of desert and entitlement and both pairs to be the normative equivalents of freedom and cause. In this part of the book, Weinreb considers the theories of justice of Rawls and Nozick as well as the communitarian theory of Maclntyre and Sandel. The conclusion brings the debates about natural law and justice together, as parallel efforts to understand the human condition. This original contribution to legal philosophy will be especially appreciated by scholars, teachers, and students in the fields of political philosophy, legal philosophy, and the law generally. (shrink)

Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and established a new country, (...) all kinds of restrictions in terms of religion were abrogated and people began to establish their religious schools and mosques. While during the first years of independency of the country in 1991, there were only 39 mosques, as of 2018 there are nearly 3,000 mosques in the country. In addition to the increase of mosques, the number of people going to mosques also increases day by day. This article examines mainly the development of religious freedom in terms of legal aspect from the beginning of the establishment of the country to our time; the legal statues, functions, and duties of State Commission for Religious Affairs and Religious Office of Kyrgyzstan Muslims, and as common religious educational places mosques, religious activities done at mosques, the factors effecting these activities negatively.Summary: Kyrgyz Turks are one of the most ancient tribes in Central Asia. Although there are various views and knowledge about the religious life and the process of Islamization of them in various sources, there is no doubt that one of the most important elements which shapes Kyrgyz culture and social life is Islam. Even though they continued the activities of Islamic education and training under the rule of many nations thorough the history, all activities of religious education were tried to be forgotten and religion was removed from daily life under the Soviet communist regime. However, with the establishment of the Republic of Kyrgyz based on the secular and democratic bases on 31 August 1991, Muslim people showed a great effort and endeavor to open some institutions where they could live their religion, perform their religious duties, and teach religious and moral values for people. After the declaration of independence, with the enacting of “Freedom of Faith and Religious Institutions” on 16 December 1991 which was one of the first enacting laws, very important developments happened in terms of both formal and informal education. Some knowledge concerning Islam is given in some culture courses and “Religious Office of Kyrgyzstan Muslims” was created for meeting all kinds of religious needs of Muslims in the country in 1993. With the establishment of the “State Commission for Religious Affairs” in 1996, some new legal regulations were made. Thus the state’s policy about religious education and teaching gained a new dimension. During this process, the state faced some problems concerning developments in religious education. Although some of these problems have been solved legally, there are still many problems about religious education today. Since the independency until now, there have been many researches as articles, books, master theses and doctorate dissertations about various fields of religious education, religion-state relations, religious institutions, course books and their curriculums. However, a great majority of these studies belong to religion-state relations and the field of formal religious education. There aren’t any academic studies or research about mosques and imams that concern the great majority of the country population. In fact, from the point of religious education, common or informal religious education is as extremely important as formal religious education. For the mosques that are one of the most important institutions of common religious education are spread to the most remote corner of the country and serve for all people of different ages for the whole year. The effects of common religious education increase day by day. While there were just 33 mosques in 1933, there were 39 mosques in the independency year of 1991, as of 2018 this number has risen to 2830. Relating the imams who work at mosques, it is not possible to speak about a systematic structure. Since imams are generally graduated from madrasas, their educational levels are very low. As they have not enough financial support and highly educated teachers, they cannot give good education to their students and cannot adopt themselves to the modern educational levels in teaching religious issues. In order to solve this problem, Muftiyat either sends students to abroad or gives in service trainings for imams. Another important problem in relation to imams is the way of assignment. There is no criterion for assignment of imams. They are not designated by the Muftiyat, but it just legitimizes those imams who are chosen by congregation. Imams receive neither any salary from the Muftiyat, nor they have any social assurance. They work either voluntary or their incomes are paid by people. Although all of these negative conditions, mosques and imams have a great importance on Kyrgyz people’s education, culture, worship, and moral teaching. It can be said that there are two kinds of education at mosques and masjids. One of these is “moldos”, some men of religion who gather students and give some religious knowledge without following any curriculum. Although some of them take education from some Arabic countries or Pakistan, their educational level is very low and cannot recite even the Qur’an correctly. In addition, they have very little knowledge about pedagogy and religious themes, and they have not enough educational experience. The second type of education at mosques and masjids is carried out through Friday sermons and preaching. However, this is not an effective way in giving religious education. Because the way in which the Friday sermon is given is not appropriate as a good teaching method. As the sermons are done in Arabic, there is no effective communication between the imam and the congregation. However, Friday sermons and preaching are very important for people’s religious education and socialization. This article firstly deals with the developments in religion in the times of freedom of the country, secondly, it examines the institution of Muftiyat to which all mosques are adhered and “State Commission for Religious Affairs” that register the mosques which the Muftiyat approves, and lastly gives information about mosques and their congregations in the country. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 214-217 [Access article in PDF] Book Review Toward a Contemporary Understanding of Pure Land Buddhism: Creating a Shin Buddhist Theology in a Religiously Plural World Toward a Contemporary Understanding of Pure Land Buddhism: Creating a Shin Buddhist Theology in a Religiously Plural World. Edited by Dennis Hirota. Albany: State University of New York Press, 2000. 257 pp. One of the lessons I learned from Martin (...) Luther is about "vocation." Basically, one's "vocation" is to express love and compassion toward all through engagement with the structures of existence that hinder justice through whatever social or occupational role (one's "calling") one occupies. In Luther's theology, there is no privileged ecclesiastical institution, no privileged theological class, and in his better moments, no privileged doctrinal system that mediates God's grace—meaning God's love and compassion. Instead, grace meets us where we are in the midst of whatever our "calling" might be; our "vocation" is to serve others in community through our callings: teacher, pastor, parent, physician, farmer, clerk, politician, or any other honest occupations by which persons make their way in the world. Luther's ideas of vocation—part of his doctrine of the "priesthood of all believers"—functioned as part of his critique of received medieval Christian tradition; it remains a defining theological principle of Protestant thought that Paul Tillich called the "Protestant principle."Being critical of Christian tradition is still widely practiced in mainline Protestant circles, even though Protestantism since Luther has produced absolutized forms of Luther's original critique of Christian tradition. My own Lutheran tradition is as guilty of this sort of idolatry as other Christian traditions. But the best of Protestant thought and practice has always generated critical attitudes in many theologians. So each generation of mainline Protestant theological reflection since Luther rejects, even as it builds upon, the work of previous generations, sometimes even retrieving elements of earlier tradition that their predecessors had rejected—as Luther retrieved Pauline-Augustinian notions of grace as a means of critiquing the sale of indulgences and the entire sacramental system of medieval Catholicism. [End Page 214]So as a Lutheran who believes that the process of personal and corporate self-criticism is an expression of faith, and that every attempt to absolutize any given form of tradition or religious practice is idolatry and constitutes nonfaith, I am always interested in learning how other religious traditions encourage personal and corporate self-criticism. As a Lutheran who happens to be a historian of religions engaged in interreligious dialogue, especially with Buddhists, and who has also thought and written about Pure Land Buddhism, I am especially intrigued when I encounter self-criticism similar to the Protestant principle at work in a form of Buddhism I deeply admire.Toward a Contemporary Understanding of Pure Land Buddhismis a collection of essays that evolved from a 1989 symposium planned by Dennis Hirota and sponsored by the Institute for Buddhist Studies that was held in Berkeley on campuses affiliated with the Graduate Theological Union. The focus of the conference—and of this volume—was constructive criticism of Jodo Shinshu Buddhist tradition. The essayists—three Buddhists and two Christians—share the conference's two convictions: (1) Pure Land Buddhism has a significant contribution to make to life in the contemporary world, and (2) Pure Land teachings and practices in the forms in which they are commonly communicated appear alien to contemporary persons both East and West. The structure of this collection flows from these convictions: first, three Pure Land authors (Dennis Hirota, John S. Yokota, and Musashi Tachikawa) offer three distinct proposals for deconstructing and reconstructing Pure Land Buddhism so that practitioners can more adequately reflect on contemporary intellectual and social circumstances as the context for faithful practice in a global context of religious and secularism pluralism, followed by critical comments on the Pure Land Buddhist proposals by two Christian theologians (Gordon D. Kaufman and John B. Cobb Jr.), and concluding with reconsiderations of their original proposals by the three Pure Land... (shrink)

Philosophy and the Frontiers of the Political is the title of a biographical-theoretical interview between Emanuela Fornari and Étienne Balibar. The interview falls into three parts. The first part retraces the theoretical and intellectual climate in which Balibar received his education in the early 1960s: in this context the study of classical thinkers such as Spinoza went hand in hand with a radical rethinking of the relations between politics and philosophy, conducted in the context of an attempt to provide a (...) critical reconstruction of Marxism that drew upon the revolutionary perspective of structuralism. Through his friendship and association with his teacher Louis Althusser, Balibar developed a specific conception of philosophy as a "Kampfplatz," or battle-field, where we must struggle to forge a significant relationship between theory and practice, or between philosophy and politics. The second part of the interview focusses on questions of European nationalism and "neo-racism," and the way in which these questions come to explode the classical perspective of Marxism. In this context Balibar discusses his intellectual relations with Jacques Derrida and with Immanuel Wallerstein, and his attitude to the latter's theory of the "system-world." Balibar explains how his own conception of the relation between ideological formations and processes of accumulation can be described as a disjunctive synthesis: as a heterogeneous union of problems that have no determining "final instance." Finally, the third part of the interview is dedicated to a discussion of "cosmopolitics" and the role of Europe in the transition from the modern system of nation states to the new transnational and postnational constellation. Balibar's approach essentially undertakes to reactivate, in the context of global modernity, a Machiavellian conception of "conflictual democracy" which identifies the very core of the democratic principle in the constant interaction between the logic of conflict and the logic of institutions. (shrink)

Dictatorships destroy intellectual freedom, yet universities need it. How, then, can universities function under dictatorships? Are they more a support or a danger for the system? In this volume, leading experts from five countries explore the many dimensions of accommodation and conflict, control and independence, as well as subservience and resistance that characterized the relationship of universities to dictatorial regimes in communist and fascist states during the twentieth century: Nazi Germany, Mussolini’s Italy, Francoist Spain, Maoist China, the Soviet Union, and (...) the Soviet bloc countries of Czechoslovakia, East Germany, Hungary, and Poland. Comparisons across these cases reveal that the higher-education policies of modern dictatorships were characterized by a basic conflict of aims. On the one hand, universities were supposed to propagate reigning ideology and serve as training grounds for a dependable elite. Consequently, university autonomy was restricted, research used for political legitimation, personnel policies subjected to political calculus, and many undesired scholars simply put out on the street. On the other hand, modern dictatorships needed well-educated scientists, physicians, teachers, and engineers for the implementation of their political, economic, and military agendas. Communist and fascist leaders thus confronted the basic question of whether universities should be seen primarily as producers of ideology and functionaries loyal to the party line or as places where indispensable knowledge was made available. Dictatorships that opted to subject universities to rigorous political control reduced their scholarly productivity. But if the institutes of higher learning were left with too much autonomy, there was a danger that they would go astray politically. Besides the editors, the contributors are Ruth Ben-Ghiat, Michael David-Fox, Jan Havránek, Ralph Jessen, György Péteri, Miguel Ángel Ruiz Carnicer, and Douglas Stiffler. (shrink)

_National Jewish Book Award winner __ An internationally recognized scholar and theologian shares a Jewish mysticism for our times in this " humane, accessible " book (_Publishers Weekly_, Starred Review)__ “Green challenges traditional notions of God, Israel, and Torah, offering a radically new understanding and stimulating the reader to join him in a journey of discovery.”—Daniel Matt, Graduate Theological Union_ Judaism, one of the world’s great spiritual traditions, is not addressed to Jews alone. In this masterful book, winner of the (...) 2020 National Jewish Book Award in the Con­tem­po­rary Jew­ish Life and Practice category, Arthur Green calls out to seekers of all sorts, offering a universal response to the eternal human questions of who we are, why we exist, where we are going, and how to live. Drawing on over half a century as a Jewish seeker and teacher, he shows us a Judaism that cultivates the life of the spirit, that inspires an inward journey leading precisely toward self-transcendence, to an awareness of the universal Self in whose presence we exist. As a neo-hasidic seeker, he is both devotional and boldly questioning in his understanding of God and tradition. Engaging with the mystical sources, he translates the insights of the Hasidic masters into a new religious language accessible to all those eager to build an inner life and a human society that treasures the divine spark in each person and throughout Creation. (shrink)

John C. Fletcher, a pioneer in the field of bioethics and friend and mentor to many generations of bioethicists, died tragically on May 27th at the age of 72. The son of an Episcopal priest from Bryan, TX, Fletcher graduated in 1953 with a degree in English Literature from the University of the South in Sewanee, TN. After completing a Masters in Divinity degree from the Virginia Theological Seminary and a stint as a Fulbright scholar at the University of Heidelberg (...) in 1956, he was ordained in the Episcopal Church and received a doctorate in Christian ethics from the Union Theological Seminary in New York. After ordination, Fletcher worked in various Episcopal churches and founded the Interfaith Metropolitan Theological Seminary in Washington, D.C. However, despite his religious faith, he was also a skeptic, and renounced his ordination in the mid-1990s due to his need for ?intellectual honesty.? Fletcher began his bioethics contributions in the early 1970's, when he became a founding Fellow of the Hastings Center and eventually the first Chief of the Bioethics Program at the Clinical Center of the National Institutes of Health. At the University of Virginia in Charlottesville, he was the Founding Director of the Center for Bioethics and a professor of biomedical ethics at the medical school, and became the Kornfeld Professor of Biomedical Ethics until his retirement in 1999. Fletcher was a prominent authority and voice in the national and international bioethical dialogue through his talks, his testimonies before scientific and congressional panels, his many articles, and his bioethical and religiously-orientated books, including: An Introduction to Clinical Ethics (1997), Coping with Genetic Disorders: a Guide for Clergy and Parents (1982), Ethics and Human Genetics: A Cross-Cultural Perspective (1989), which he wrote with sociologist Dorothy C. Wertz. Dr. Fletcher received the Lifetime Achievement Award from the American Society of Bioethics and Humanities in 2000. With the passing of Dr. John C. Fletcher, bioethics has lost one of its great voices, a dedicated teacher and mentor, and a friend and colleague to scholars in bioethics and a host of other fields. Below is a touching tribute from one of his former students. (shrink)