The Logic of Theodicy: A Comparative Analysis

The purpose of this essay is to compare how three theistic perspectives -- theological determinism, freewill theism and process theism -- do (in fact, must) approach the reality of evil in this world and then reflect on whether any of these approaches (theodicies) can be judged superior to the others. We conclude that, while a person can justifiably maintain for herself that one of these responses to evil is superior, there exists at present no objective basis for claiming justifiably that any one of the theodicies (and thus theisms) is in fact more plausible than the others. However, even if the type of comparative discussion in which we engage cannot identify a winner, this type of discussion can, we contend, clarify crucial issues (for instance, identify crucial assumptions inherent in each theodicy) and therefore is of value

Letter from Kim Basinger in Support of Sam Farr\u27s Congressional Campaign and Environmental Record

Letter and envelope from actress Kim Basinger, September 28, 1998, in support of Sam’s Congressional campaign and record of advocating for animal and environmental rights.https://digitalcommons.csumb.edu/samfarr_issues/1009/thumbnail.jp

Middle Knowledge and Human Freedom: Some Clarifications

The concept of middle knowledge---God’s knowledge of what would in fact happen in every conceivable situation---is just beginning to receive the attention it deserves, For example, it is just now becoming clear to many that classical theism requires the affirmation of middle knowledge. But this concept is also coming under increasing criticism. The most significant of these, I believe, has been developed in a recent discussion by William Hasker, in which he argues that the concept of a true counterfactual of freedom is incoherent. I also believe, however, that his critique ultimately fails and specify why in the essay which follows

Teachers Integrating Technology: Case Studies

To understand better the process by which P-12 teachers come to integrate technology into their instructional practices, the researcher undertook a yearlong investigation into technology use at two different school sites in northern Louisiana. Teachers’ stages of concern about technology, levels of technology use, perceptions about coursework impact on technology use and integration, and practices and perceptions about teaching and learning with technology were analyzed. Although all teachers perceived the coursework to be effective in facilitating their utilization and integration of technology, they perceived no single best way to integrate technology. Each teacher identified, designed and developed, and implemented his or her own meaningful application throughout the duration of the coursework accomplished his or her own effective technology integration. Researchers, administrators, change agents, and evaluators might consider these findings when facilitating and sustaining changes in instructional practices supported by technology