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Hans Frei’s Deflation of Revelation

Mangina, Joseph Rowman & Littlefield Publishers ePub

Hans Frei’s Deflation of Revelation

James J. Buckley

I was honored when George Hunsinger asked me to offer some reflections on Hans Frei’s theology for this symposium.1 My own thinking has been deeply influenced by Mr. Frei—his story of modern Protestant theology in England and Germany, his work in contemporary hermeneutics, his reading of Karl Barth, and in other ways. But I also hesitated to take up George’s invitation for two reasons relevant to what I have to say.

First, although I continue to be deeply influenced by several strands of Frei’s project or projects, I have not until now dared any analysis of his development in any way near the way others have—some of whom are here this morning. I feel very much the amateur. But there is a second reason I hesitated to take up George’s invitation. As I reread Frei over the last couple of months, it struck me how much over the years I have thought about Frei’s project specifically as a Catholic theologian dissatisfied with what Frei and Barth taught me to call conservative, liberal, and mediating options in modern (Catholic or evangelical) theology. With regard to Revelation, Catholics like myself have been concerned with the sort of things one finds in Vatican II’s Dei Verbum (Dogmatic Constitution on Divine Revelation) as an ecumenically Catholic proposal or perhaps individual theologians like John Henry Newman’s work on “the grammar of assent.” These concerns will only emerge marginally (and cryptically) at the very end of my remarks. In any case, I finally decided that, even if I could not avoid making a fool of myself in what I say about Frei, this would be a perfect group to help me and perhaps others think about the role of a doctrine of revelation in theology.

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Medium 9781475811933

Editorial: The Importance of Both Cutting-Edge and Contemporary Research in School Leadership

Rowman & Littlefield Publishers ePub

The first issue of volume 22 of the Journal of School Leadership represents a diverse set of articles that showcase a variety of theoretical orientations toward the study of school leadership issues. We have studies that examine homelessness, profiles of principals’ work in successful and unsuccessful schools, studies of social justice, and a case study that investigated of school culture and inclusive schools.

In “Beyond Instructional Leadership: The Lived Experiences of Principals in Successful Urban Schools,” Kimberly A. White-Smith of Chapman University employs phenomenological study methodology to show how some principals are creating a counternarrative to the dominant discourse around the declining quality of urban schools. Cynthia McCartney, Sandra Harris, and Vicky Farrow of Lamar University report in “Experiences of Secondary Hispanic Immigrant Students: Their Stories of Challenge and Triumph” issues that impede a quality education for secondary Hispanic immigrant students. Using a narrative methodology they report on four important themes: (1) respect for homeland, family, friends, and others; (2) responsibility to family; (3) resiliency; and (4) hope. In “Professional Development for School Improvement: The Case of Indiana,” Anne-Maree Ruddy and Ellen Prusinski of Indiana University find that when activities support the development of a well-supported collaborative community of educators—which includes data-driven teacher leadership and instructional leadership—school improvement can take hold in a more engaging manner. In “Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals,” Martin Scanlan of Marquette University explores the trials, tribulations, and successes of leaders committed to social justice. Likewise, in “Aspiring School Leaders Addressing Social Justice Through Art Making,” Christa Boske of Kent State University documents how innovative instructional strategies can facilitate a deeper understanding of practice. “Multilevel Considerations of Family Homelessness and Schooling in the Recession Era,” by Peter Miller of the University of Wisconsin and James Schreiber of Duquesne University, is an outstanding study of a woefully understudied condition—homelessness—that is an all-too-common issue in many school settings and communities. In “Understanding the Role of Culture in Developing Inclusive Schools: A Case Study From Cyprus,” Panayiotis Angelides and Eleni Antoniou of the University of Nicosia present a compelling case for developing and sustaining appropriate leadership for inclusive schools. Finally, in “Managing Educational Champions: Entrepreneurship in Schools,” Ori Eyal of the Hebrew University of Jerusalem and Doron Yosef-Hassidim from Ontario Institute for Studies in Education, University of Toronto, explore the utility of entrepreneurship as a way to conceptualize leadership practice.

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Medium 9781475831351

Pendulum Swings in Educational Policymaking: A Quantitative Analysis of the Effects of Federal and State Policymaking onPoorer School Districts in Michigan . . .

Rowman & Littlefield Publishers ePub

Pendulum Swings in Educational Policymaking

A Quantitative Analysis of the Effects of Federal and State Policymaking on Poorer School Districts in Michigan

Dana D. Dyson

ABSTRACT: Reforms in American public education have not resolved the wide academic performance gap between students. Officials respond by developing reforms, that is, the No Child Left Behind (NCLB) Act and Elementary and Secondary Education Act (ESEA) Flexibility Waivers. The Waivers modified the more controversial aspects of ESEA/NCLB, which imposed a strict compliance deadline. This was a difficult task for many and an impossible one for the poorest school districts. Using factor analysis and logistic regression, this study provides a methodology for generating data to explain variation in student performance in Michigan school districts associated with organizational, school, financial, and social characteristics.

Keywords: school districts, Elementary and Secondary Education Act, ESEA No Child Left Behind, NCLB, poverty, community, funding, flexibility waivers

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Rowman & Littlefield Publishers ePub

Technology Benefits

Pre-Service Teachers’ Attitudes and Usage of Computers in Science Instruction

Gilbert Kalonde

ABSTRACT: The purpose of this study was to investigate pre-service teachers’ perceived benefits in the usage and attitude on computer-aided instruction (CAI) in science instruction. Thirty-nine science pre-service teachers participated in the study. Data were collected through Likert-scale surveys and open-ended responses. The results from Likert items were analyzed using t-tests, ANOVA, and Pearson correlation, whereas those from open-ended questions were analyzed qualitatively using open coding. Results showed four major trends: there were no significant differences in attitude and usage benefit of CAI between the demographics compared; there was a significant difference in usage of CAI between participants enrolled in introductory and advanced science methods courses; there was a significant difference among attitudes, perceived benefits, and usage of CAI; and there were high and positive correlations among attitude, benefits, and usage of CAI. The implications of these results to science teacher education are discussed herein.

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Medium 9781442229167


Rowman & Littlefield Publishers ePub

Thomas Albert Howard

In a perceptive essay in Commonweal on American evangelical intellectual life, the Catholic historian James C. Turner observed that insofar as evangelicalism has generated a robust life of the mind in recent decades, it has done so not from its own indigenous revivalist and populist impulses, but by drawing heavily from more creedal and scholarly Christian traditions. An up-and-coming generation of evangelical scholars might still pray as evangelicals, Turner notes, “but [they] think as Calvinists or Anglicans, or sometimes even Catholics,” or, I might add, from a heady (perhaps distinctively American) mishmash of these and other traditions.1

Along with many others, Turner singles out the neo-Calvinism associated with the Dutch scholar and statesman Abraham Kuyper (1837–1920)—and its American epicenter, Calvin College in Grand Rapids, Michigan—as the preeminent influence on the much-discussed “evangelical mind.” But “Kuyperianism” is not without competitors. High-church Anglicanism—routinely accessed through the wardrobe of C. S. Lewis's influential writings—has long attracted evangelical scholars and writers. More recently, the intellectual appeal of Catholicism has become a noteworthy force; the prolific pen and acerbic wit of the late Richard John Neuhaus and his circles, in particular, have attracted more than a few young evangelicals, drawing them if not to Rome (although sometimes to Rome) at least to the intellectual bounty of Thomistic thought, the Catholic social encyclicals, and sacramental theology.2

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