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Number of Pages: 192
Vendor: Wm. B. Eerdmans Publishing Co.
Publication Date: 2005
|Dimensions: 9 X 6 (inches)|
Educating for Shalom: Essays on Christian Higher EducationNicholas WolterstorffWm. B. Eerdmans Publishing Co. / 2004 / Trade Paperback$27.00 Retail:
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Finding God at Harvard: Spiritual Journeys of Thinking ChristiansKelly Monroe KullbergInterVarsity Press / 2007 / Trade Paperback$15.99 Retail:5 Stars Out Of 5 1 Reviews
$22.00Save 27% ($6.01)
In this powerful -- yet very personal -- reflection on faith and scholarship, Richard T. Hughes counters the widespread perception of Christians as steeped in narrowness and dogmatism and provides a compelling argument that faith, properly pursued, in fact nourishes the openness and curiosity that make a life of the mind possible. Neither an assessment of church-related higher education today nor a lamentation over the process of secularization, this book is instead a badly needed aid for academics in both private and public institutions who want to connect Christian faith with scholarship and teaching in meaningful and effective ways.
Defining the "life of the mind" in terms of disciplined search for truth, conversation with diverse viewpoints, critical analysis, and intellectual creativity, Hughes shows that such life, far from being impeded by Christian faith, can actually be enhanced by it -- but only if Christians learn to think theologically and break through the particularities of their traditions.
Hughes first examines the way that the Deism of the Founding Fathers defines the values of themodern academy in the United States, and he asks how the Christian tradition might interact with these values in meaningful ways. He then looks at four different Christian traditions -- Catholic, Lutheran, Reformed, and Mennonite -- and the different ways they sustain the life of the mind. When he turns to teaching, Hughes uses his own classroom work as an illustration of how a commitment to some of the great themes of Christian theology can undergird both the form and the content of the teaching task. Finally, in an especially poignant chapter, Hughes explores how good teaching and scholarship can be rooted in human suffering and tragedy.
After a spate of books and articles that merely mourn the decline of Christian intellectual life, here -- at last -- is a volume that offers a constructive assessment of how Christian faith might, indeed, sustain the life of the mind.