Contours of Biblical spirituality as a discipline

Three approaches are used for coming towards a definition of Biblical spirituality. The first approach is from lived spirituality. We see always a bipolarity of text and reader. The reader attributes meaning to the text guided by the data of the text. The second approach is the analysis of literature discussing Biblical spirituality. There are many spiritualities both in the Bible and in its readers, influenced by their contexts. The third approach is the discussion of the composing terms. A definition is given: Biblical spirituality is about the divine human relational process in the Bible and about the Bible in the divine human relational process. A dialogue of spirituality and exegesis is needed. For doing research a threefold competence is needed: in exegesis, in spirituality and in the integration of these two. The final section is about intertextuality. Intertextuality may help to understand the spiritual process in reading biblical texts

Sacred activism through seva and khidmat: Contextualising management and organisations in South Asia

What if our actions were imbued with the sacred? What if activism in organisations evokes better local society and responsible global community? What if sacred activism signals the performance of a deeper understanding and mindful actions for contextualising management and organisations in South Asia? These are some of the questions we pose to scholars and practitioners as we seek to present the multiplexities and singularities that epitomise South Asia. We address the braided realities and opportunities presented by religion, culture, ethnicity, gender and governance to contextualise organisations and management among the 1.67 billion people who constitute South Asia. We calligraph our interpretations and future possibilities based on historical traditions and extant data, mindful that some parts of this vast region are grappling with religious radicalisation, East-West tensions, underdevelopment, low literacy rates, violence against women, and international debts and handouts. This heterogeneous region also has a major BRICS country (i.e., India), provides CEOs to the world, scientists to NASA, outsourcing facilities to global corporations, has a young population, a huge middle class, and is actively participating in mergers and acquisitions in the global corridors of commerce. Our poignant hope is to inform and suggest possibilities for constructing enriching engagements and research in this region

WRITING UTOPIA NOW: Utopian Poetics In The Work Of Theresa Hak Kyung Cha

This thesis examines Theresa Hak Kyung Cha’s DICTEE (1982), Audience Distant Relative (1977) and Reveillé dans la Brume (Awakened in the Mist) (1977). The premise of the thesis is an exploration of the various ways in which these works both perform and gesture toward the possibility of a ‘utopian’ experience of nonalienation. In Cha’s vocabulary, this takes the form of ‘interfusion’ and is related to the role of the artist as alchemist. Cha employs formal and linguistic innovations in her text, mail art and performance works to invite active participation from her readers and audience in a gesture toward embodied intersubjectivity. Her grappling with the challenges relating to the articulation of subjectivity place her work at the centre of contemporary critical debates around subjectivity and innovative poetics. In particular, recent scholarship on race and the poetic avant-garde has called for cross-disciplinary approaches to reading DICTEE as a text that explores the intersections of subjectivity and its performance in contemporary innovative poetics. Developing a theory of Utopian Poetics from my reading of Ernst Bloch’s utopian philosophy, I explore the ways in which DICTEE and Cha’s other works perform a yearning for non-alienated subjectivity that remains necessarily open and incomplete. My reading of DICTEE, in particular, is primarily informed by my own practices of yoga and meditation, and these practices form the basis of both my scholarly and creative engagements with this research. This scholarly thesis comprises Part 1 of a two-part submission. Part 2 comprises my own creative experiments with UtopianPoetics

The State of Science-and-Religion Scholarship At The Turn of the Century

In this keynote address to the 2000 Science and Religion Colloquium, the author not only describes and assesses the state of religion-and-science scholarship at the turn of the century hut also proposes a new approach for guiding it into the new century. After surveying the multifaceted terrain of recent research and identifying significant areas of current activity, Dr. Wildman forwards three theses regarding the future of religion-and-science scholarship. Such scholarship should make itself intelligible to the general public by avoiding methodological debates, employ multi-disciplinary resources in approaching research questions, and adopt a problem-oriented framework in handling complex, contemporary problems

Vpliv aktivne vizualizacije na sposobnost pomnjenja besedne definicije pri dijakih

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally. (DIPF/Orig.

Luther and the Spirituality of Thomas Aquinas

Thomas\u27s discussion of Eucharist

Scientization, instrumentalization, and commodification of mindfulness in a professional services firm

Peer reviewe

Queer pedagogy as spiritual practice

The purpose of this research is to explore unlikely intersections between the seemingly divergent streams of spirituality and queer theory in the discourses around education. When brought into conversation, the two produce creative tensions particularly in regards to constructions of knowledge and subjectivity. In an interrogation of "spirituality" as a construct in education, I map a genealogy through Enlightenment and Transcendental thought arguing that "spirituality" in its popular usage cannot be understood apart from a larger explication of Western religious liberalism, and in particular liberal Christianity. I then turn towards a consideration of the utility of such a construct in light of the erosion of the foundational thought on which it depends. Having both levied my critiques of "spirituality" and argued a case for its usefulness, I consider what sort of theological framework is functional as an underpinning for a spirituality concerned with critical pedagogy. My discussion takes shape in relation to three practices more commonly spoken of in Christian discourse: hospitality, embodiment, and testimony. I explore these three concepts as they support an understanding of queer pedagogy as spiritual practice, particularly in regards to my own teaching experience. Highlighting the investment of both queer pedagogy and spiritual practices in drawing attention to the limits of knowability, I demonstrate how framing queer pedagogy as spiritual practice might enrich both discourses.<