This article presupposes the right of the faithful to pose critical questions about God. God-concepts cannot be distanced or freed from ideology. In the Hebrew Scriptures, the reflection on Jahwe and Elohim are mostly influenced by Israel's exodus experience. The liberating God becomes a theme that legitimises their faith, but is ultimately coloured by their patrarchal Sitz im Leben. For black theologians, the image of God as the Liberator stands foremost as the Crucified. This has clear connections with Western thinking (...) such as that of Jürgen Moltmann. The ancient native people of southern Africa developed a consciousness regarding a Higher Being through many years, eventually integrating it into their holistic worldview. God's involvement in human suffering plays a significant role in all of these expressions of faith. The different views of God as the transcendant, yet involved God, should be revisited within the context of our current society characterised by human suffering, chronic poor communities, gaping inequality and increasing corruption. The theological-ethical question is whether the Khoisan people's view of a wounded God is more suitable to help faithful people to engage with the world in a meaningful way. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Like an Elephant Pricked by a Thorn:Buddhist Meditation Instructions as a Door to Deep ListeningWilla B. MillerThe phrase “deep listening” has been circulating in recent years in the contexts of contemplative education, psychotherapy, pastoral care, and the arts. This article is a reflection on deep listening from a Buddhist perspective, as it might support the ongoing development of career educators, although this reflection might apply equally well to ministers (...) and (in the Buddhist world) dharma teachers. My motivation to contribute to this discourse of listening is spurred by the belief that the effectiveness of educators, ministers, and dharma teachers might be enhanced by training in the art of listening. These career professionals share a key aspect of their role in common: They get up in front of groups of people to teach or preach. In this performative role, it is possible for teachers (or preachers) to become so accustomed to being the source of information that a dynamic is created, inside and outside the classroom or pulpit, in which discourse is weighted primarily in one direction. This dynamic, I would argue, prevents optimal learning and stunts the feedback loop necessary for pedagogical health, both for students and for their educators.Listening, as a valued pedagogical discipline on the part of the teacher, has the potential to rebalance this dynamic. To educate effectively, we need to come to know the hearts and minds of those we educating, not as a theoretical group but as individuals. It takes time, effort, patience, and a dose of curiosity to listen attentively to students, to get to know them. But this effort is worth it. Only once we begin to listen to the voice of their interests, passions, and history can we begin to understand or assess their needs. Every human being is in formation. Every human being is completely unique. Listening, with curiosity and attention, is a window into the formation of the human being in his or her uniqueness. To the degree that we become familiar with the unique in our students is the degree to which we can effectively meet them where they are.There are as many definitions of deep listening as there are theorists. On a panel on the topic of deep listening at the 2013 American Academy of Religions meeting, Duane Bidwell of the Claremont School of Theology aptly noted that deep listening is [End Page 15] “an undertheorized category.” It is not a term that has been claimed by only one field or person, but it has become popular in some religious circles and psychotherapeutic circles as a term that implies that listening can dive below the surface contents of a narrative. Two years ago, in a chapter of an anthology titled The Arts of Contemplative Care, I proposed that Buddhist practices of self-cultivation may provide models that can be adapted for applications of deep listening in a context of spiritual care.1 In that chapter, I noted that Patrul Rinpoche’s three points of “how not to listen” found in The Words of My Perfect Teacher (Kun bzang bla med zhal lung)2 can help us reflect on the difference between poor and effective listening techniques in the context of spiritual care. In this article, taking a similar approach but with different material, I will explore how instructions on meditation culled from the Tibetan Buddhist tradition can be adapted to develop a discipline of deep listening for educators. In exploring this topic, I will also propose a definition of deep listening to act as support for the discipline itself. Specifically, I draw on religious instructions found in a Tibetan genre called “māhamudrā meditation instructions” (phyag chen sgom khrid), from within the Kagyu (‘brug pa bka’ brgyud) school of Tibetan Buddhism, to construct a definition of deep listening for use in educational contexts.The term “deep” (zab mo) often appears in Tibetan religious exegesis as an adjective modifying the word “dharma” (teaching). There, we find the term “deep teaching” (chos zab mo) juxtaposed with the term “vast teaching” (chos rgya che ba) in Tibetan commentaries. To say that a teaching is deep (zab mo) in the Buddhist context is to indicate that it... (shrink)

This article introduces English translations of Tanabe’s two essays entitled “Moral Freedom” and “On Moral Freedom Revisited.” In these essays, Tanabe tries to understand the unity of the contradictory division between freedom and necessity, while remaining truthful to the moral experience. Freedom is ultimately characterized as ideality that we ought to realize in reality, while the stage of religion constitutes the ultimate end of such moral struggles. Tanabe does not clearly work out how the continuity of the (...) freedom-necessity discontinuity is possible in these essays. Nevertheless, we can gain insight into the early stages of Tanabe’s practical metaphysics that culminate in his mature works on the philosophy of religion. The translators’ introduction will highlight these points and also provide a brief description of the historical background in which the publication of these texts took place in 1917. (shrink)

This paper presents the first English translation of one of Tanabe’s early essays on Kant. Tanabe marks the occasion of the first translation of the Critique of Practical Reason into Japanese by providing his reflections on Kant’s theory of freedom in this essay. This creative essay by Tanabe represents the hallmark Kyoto School interpretation of Kant. Tanabe weaves his account of Kant with elements from other philosophers in an attempt to think systematically about the nature of (...) freedom. He agrees with Kant that morality itself “rises and falls” with the idea of freedom; however, Tanabe also tries to rescue some of the pitfalls he sees in Kant’s theory by reconstructing Kant’s account. In this brief, but rich essay, Tanabe unfolds one of the more creative aspects of his philosophy through Kant. (shrink)

This anthology will be appropriate for administrative ethics classes and professional thinking in public administration at both the masters and doctoral levels. It is a collection of administrative ethics articles published in journals of the American Society for Public Administration (ASPA) from 1941 (the earliest publication) through 1983 (the year that the first ASPA Code of Ethics was established). The articles are organized by themes of enduring importance to the field in order to provide graduate students with ready access to (...) the classic works on ethics in public administration. Reading this collection will enhance student’s knowledge and skills to think and act ethically and contribute to their ability to view current practices in light of traditional perspectives. The ASPA Classics volume serves to bridge the practice of public policy and administration with the empirical research base that has accrued and the models for practice that may be deduced from the research. (shrink)

Dans cet article, Tanabe reprend une question kantienne : quelle place la liberté, entendue comme « volonté auto-législatrice », peut-elle avoir dans un monde régi par les lois nécessaires de la causalité? Tanabe rappelle, avec Kant, que, comme noumène, ayant une cause spontanée, la liberté est « théoriquement possible », mais soutient que pour qu’elle soit concrètement réalisée, est nécessaire un dépassement de toutes les « limitations individuelles » à travers l’unification du sujet moral agissant avec la « (...) valeur absolue » qu’est. (shrink)

Dans son premier article, Tanabe soutient que le jugement n’est pas seulement un acte secondaire de la pensée : il est aussi l’acte par lequel l’objet est posé et sur lequel la connaissance se fonde, lorsqu’un acte d’attention se tourne vers le contenu de l’expérience pure. Dans celle-ci, objet et sujet sont encore indistincts. Ce jugement thétique fondamental diffère des autres jugements en ceci qu’en lui, il n’y a pas de décalage entre exigence et reconnaissance. Il est donc toujours (...) affirmatif et ne devient pas clairement conscient. Tanabe entend éviter ainsi l’idéalisme subjectif. (shrink)

敗戦後の歴史的現実において「観念論から唯物論への過渡」を哲学した珠玉の論集。卒論「親鸞に於ける自然法爾の論理」から「民衆に捧げる知識」への若き梅本克己の苦悩と情熱。.

This article introduces the first English translation of one of Tanabe’s early essays on metaphysics. It questions the relation of the universal to the particular in context of logic, phenomenology, Neo-Kantian epistemology, and classical metaphysics. Tanabe provides his reflections on the nature of the concept of universality and its constitutive relation to phenomenal particulars through critical analyses of the issue as it is discussed across various schools of philosophy including: British Empiricism, the Marburg School, the Austrian School, the (...) Kyoto School, and Platonism. In this essay, Tanabe reveals his ability to think metaphysically the ground for the possibility of reasoning and dares to voice his own thought beyond references to the most prominent thinkers of his time from distinct intellectual traditions in both the east and the west. This essay, therefore, demonstrates that his strong tendency to move beyond the received epistemology and phenomenology of the European intellectual tradition to metaphysics was already present in the early days of his academic life and thereby marks a more general contribution of the Kyoto School of Philosophy to distinct European schools of thought in the early twentieth century. (shrink)

"Tanabe's agenda was not religious but philosophical in that he tried to integrate Eastern and Western insights in order to acquire a cross-cultural philosophical vision for the post-war world community.... This book shows his superior philosophical originality.... It is high time that Tanabe's thought should be introduced to the West."—Joseph Kitagawa, University of Chicago.

Fourth-year medical students at the University of Colorado School of Medicine distributed cards to patients in the emergency department asking, "What Worries You Most?" The patients' responses provided insight about their most pressing concerns, often unrelated to their "chief complaints.".

In much environmentally concerned literature, there is a burgeoning concern for the status and sustainability of human hope. Within Christian circles, this attention has often taken the form of eschatological reflection. While there is important warrant for attention to eschatology in Christian examinations of hope, I claim that to move so quickly from hope to eschatology is to confuse a species of Christian hope for a definition of hope itself; as such, it is important for theological ethicists to examine hope (...) also from the experiential perspective of the human hoper. In particular, this is important today given the shortcomings of an eschatological focus in addressing anxieties arising due to the environmental crisis. Through examining hope as a fallible human activity, one can come to better understand hope's importance to human life, its profound ambiguity, and the potential threat that the environmental crisis poses to it. (shrink)

In environmental ethics, there has been too little attention to the question of why changes in environmental beliefs do not simply result in changes in behavior, given that this gap between belief and behavior is widespread. In this essay, I argue that two forms of inaction that exhibit this gap can be helpfully analyzed by reading them in terms of a Lutheran account of sin. To make the argument, I distinguish seven forms of and reasons for inaction, from which I (...) pull out two “privileged” forms of inaction that characterize people who could act and yet do not. Using psychological and sociological research, I interpret these two forms of inaction as, on the one hand, people’s attempts at securing righteousness and, on the other hand, people’s terrorized consciences in response to the complexity and gravity of climate change. I end suggesting a turn to justification within Christian environmental ethics. (shrink)

IntroductionWind instrument players sometimes suffer from erosion of the mucous membrane of the lip. This is caused by the action and pressure of the mouthpiece of the wind instrument against teeth. To address this problem, a lip shield is fitted over the dental arch to prevent direct contact between the lips and teeth. However, there are a few studies on the influence of the lip shield on the acoustics of wind instruments. The purpose of this study was to analyze the (...) psychoacoustics of a clarinet performance with the player wearing a custom-made soft lip shield to prevent mucosal erosion of the lower lip.Case DescriptionA lip shield was custom-made with a soft thermoplastic material for a female clarinetist who complained of mucosal erosion and pain of the lower lip. The psychoacoustics of her musical performance played in different dynamics, fortissimo, mezzo forte and pianissimo were analyzed, including loudness and sharpness. A self-evaluation questionnaire with items rated on a 10-point scale was administered. After wearing the lip shield, the patient reported that the mucosal erosion and pain of her lower lip when playing clarinet resolved. The lip shield had little effect on the loudness. There was a slight decrease in sharpness when the lip shield was worn compared to when it was not, describing the reduction of high frequencies. Furthermore, fewer variations in sharpness between the tones were observed.ConclusionThe results suggest that lip shields made of soft materials can eliminate mucosal erosion and pain of the lower lip while having little effect on performance, although, a slight change in timbre is possible. (shrink)