Cultivating Humanity

How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Philosopher and classicist Martha C. Nussbaum takes up the challenge of conservative critics of academe to argue persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education. Copyright © Libri GmbH. All rights reserved.

How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found—in rich or poor, native or foreigner, female or male. Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education: critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship. For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.

This book explores the interconnection of theological education and Christian scholarship, cultural and theological hermeneutics, pedagogy and community knowledge, democracy and citizenship. Yet, the three major disciplines or discourses covered in this work include multicultural education, theology, and hermeneutics through the lens of human flourishing and the concept of the good life. From this angle, this project is written from three different methods and approaches that intersect with each other: a theology of contextualization, a hermeneutics of interculturality, and a pedagogy of cultural literacy and transformative community knowledge. The book advances the idea that theological education should be the starting point to foster candid conversations about the importance of democracy and human rights, civic engagement and the political life, inclusion and diversity, and pluralism and difference in our multicultural society. The book uses the tools of multicultural education and cultural knowledge to enhance democracy and promote fundamental human virtues that would sustain the good life and human flourishing in the world--in the Aristotelian sense and in the Socratic idea of local and world citizenship. Finally, this text offers an alternative vision to contemporary theological education, to deconstruct the white, male, and Eurocentric narratives of theological education and Christian scholarship.

In this book the author propose that college education prepare students to be innovative and adaptable by developing four signature capabilities: core qualities of mind, critical thinking skills, expertise in divergent modes of inquiry, and the capacity to express and communicate ideas.

Throughout his ministry, Jesus consistently demonstrated his concern and love for the whole person: soul, mind, and body. That task is carried forward today by pastors and church leaders, who are called to care for people in the midst of individual circumstances as well as seismic cultural shifts. How might that calling be informed by recent developments in psychology? How should the church attend to matters of mental health? How might psychology and counseling aid us in our spiritual formation? Based on the 2018 Center for Pastor Theologians conference, this volume brings together reflections by pastors, theologians, and psychologists who explore the relationships among three fields of study—theological anthropology, spiritual formation, and modern psychology. The result is a vibrant whole-person theology that can aid the church today in its centuries-old call to care for the soul, mind, and body. Based on annual CPT conferences, the volumes in the Center for Pastor Theologians series bring together the reflections of pastors and theologians who desire to make ongoing contributions to the wider scholarly community for the renewal of both theology and the church.

This book explores the interface between copyright and higher education, and their complementarities for the advancement of sustainable human development. In its broader sense, the concept of human development is noted as a set of freedoms and human capabilities that are essential for human flourishing. Adopting a rights-based human development and capability approach (HDCA), this book primarily examines the relevant policy and legal flexibilities under the existing international copyright system, and their implications for access to knowledge required for creative innovation and higher education. Exploring the interfaces between copyright and higher education, this book argues that an unbalanced and restrictive copyright system impedes reasonable access to knowledge, and stifles creative and learning freedoms or capabilities. In effect, a restrictive copyright system results in serious ramifications for sustainable human development. In view of its findings, this book underscores the need for rethinking copyright and reframing its relevant flexibilities as users' rights that are vital for promoting creative and learning capabilities towards sustainable human development. Further, the book emphasizes the complementarities between copyright and higher education, and their joint roles for sustainable human development. Given its application of the HDCA to explore ranges of interlinked topics, this book will be of a great interest to researchers across the fields of intellectual property law, innovation, global development, human rights, and higher education.

Death penalty: A cruel and inhuman punishment is an academic contribution by Academics for abolition aimed at fostering the debate launched by the United Nations General Assembly in its resolution 62/149 on 18 December 2007, calling for a worldwide moratorium on executions by 2015, and continued by the upcoming review process of the UN’s Millennium Development Goals (MDG). It is mainly a compilation of papers written by the speakers at the Seminar “Against cruel and inhuman punishment and death penalty”, which took place at the Real Academia de Bellas Artes de San Fernando, in Madrid, on 9 June 2013, on the eve of the 5th World Congress against the death penalty. The book deals with current issues of the process towards abolition as the lack of evidence about the deterrence effect of death penalty and its consideration as a cruel and inhuman punishment. Together with the editors, the contribution includes studies, among others, of H.J. Albrecht, Gabrio Forti, Roger Hood, Salim Himnat and Sergio García Ramírez. The Academic International Network against the Death Penalty (REPECAP) dedicates this book to the International Commission against the Death Penalty (ICDP) chaired by Federico Mayor Zaragoza.