Essays in Theology, Ethics and Education
E-Book, Englisch, 267 Seiten
ISBN: 978-3-8309-8241-8
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
This collection of lectures, articles and papers covers a certain time period. In the texts particular themes recur, which contributes to continuity and coherence. The focus of more recently written chapters takes the discussion in new directions.
Karin Sporre, with a PhD in Ethics from Lund University, Sweden, is Professor in Education focusing on values, gender and diversity at Umeå University, Sweden. Since 2001 she has been actively engaged in co-operation with South African colleagues. This has inspired comparison between South Africa and Sweden, exemplified in some of the chapters in her book "In Search of Human Dignity".
Autoren/Hrsg.
Weitere Infos & Material
1;Book Cover;1
2;Contents;5
3;Introduction;6
3.1;I. In search of human dignity: Essays in theology;8
3.2;II. In search of human dignity: Essays in ethics;10
3.3;III. In search of human dignity: Essays in education;12
3.4;Acknowledgements;13
4;Essays in theology;15
4.1;1. “i found god in myself & i loved her, i loved her fiercely”;16
4.1.1;The quote;16
4.1.2;Mary Grey;17
4.1.3;Michelle Cliff;17
4.1.4;Most surprising: demarcation, her and fiercely;18
4.1.5;Alice Walker: The Color Purple;19
4.1.6;Katie Cannon – and “the color purple”;21
4.1.7;A few reflections;23
4.1.8;Until last week;23
4.1.9;Bibliography;24
4.2;2. “Do not love anybody more than you love yourself.” On ethics, oppression, and resistance;25
4.2.1;“Only when we have faces”;25
4.2.2;Under oppression;27
4.2.3;To embrace one’s own value – and that of others;32
4.2.4;Finally;34
4.2.5;Bibliography;34
4.3;3. Women, agency and motherhood;35
4.3.1;Mary of the Magnificat – a Sri Lankan perspective;36
4.3.2;Faith from within life itself – A South African perspective;39
4.3.3;Giving meaning to birthing and motherhood – a Swedish perspective;42
4.3.4;Concluding discussion;45
4.3.5;Bibliography;47
4.4;4. Integrity and justice at stake;48
4.4.1;Confessing and embodying unity – A feminist theological perspective;48
4.4.2;At risk: The integrity of the Christian faith;49
4.4.3;A question;49
4.4.4;Situations of women worldwide;51
4.4.5;Women and the Church;54
4.4.6;The Belhar confession and the challenge today – to confess and embody unity;55
4.4.7;The comment and a response;56
4.4.8;To change;57
4.4.9;Whose integrity at stake?;58
4.5;5. When will white, European men stop being normal?;59
4.5.1;On feminism and theology, via oppression and experience, to situated knowledges and a discussion on who is a subject;59
4.5.1.1;Introduction;59
4.5.1.2;On oppression;59
4.5.1.3;On experience;60
4.5.1.4;On the human being;61
4.5.2;From patriarchy to justice in spite of differences?;62
4.5.2.1;Theories of patriarchy;62
4.5.2.2;Young’s five faces of oppression;63
4.5.3;Situated knowledges and the strategy of the impossible conversation;65
4.5.3.1;Who can be “empirical referents” for knowledge?;65
4.5.3.2;“Situated knowledges”;65
4.5.3.3;Epistemological privilege?;67
4.5.3.4;Is responsible knowing possible?;68
4.5.4;New subjects – new human beings?;69
4.5.4.1;Bodily integrity and moral self-confidence;69
4.5.4.2;Critique of Descartes – and a relational self;70
4.5.5;Theological relevance;71
4.5.5.1;Women – theological subjects;71
4.5.5.2;White European men – different in their own eyes?;71
4.5.5.3;Is feminist theology partial?;72
4.5.5.4;Knowledge and differences, group egoism, and the impossible conversation;73
4.5.6;At last;73
5;Essays in ethics;74
5.1;6. “Only when we have faces” – ethics in a post-colonial epoch;75
5.1.1;Three cultural contexts – and a conversation on four concepts;76
5.1.2;Methodological concerns;77
5.1.2.1;Paradigm conflicts and “rhetorical space”;77
5.1.2.2;Situated knowledges;78
5.1.2.3;Communicative ethics;78
5.1.2.4;Feminist ethics;79
5.1.2.5;Theological ethics/Ethics;80
5.1.3;Results;82
5.1.3.1;In a proper sense…;82
5.1.3.2;…and in this article…;82
5.1.3.3;Mary C. Grey – relationships as the locus of ethics;83
5.1.3.4;Chung Hyun Kyung – epistemology from a broken body;85
5.1.3.5;Katie G. Cannon an African-American theologian;90
5.1.3.6;Concluding reflections;92
5.1.3.6.1;Oppression – differences and similarities;92
5.1.3.6.2;Values: context and universality;94
5.1.3.6.3;Different presuppositions and equal rights – justice;94
5.1.3.6.4;Finally;95
5.1.3.7;Bibliography;96
5.2;7. Women’s human rights in Sweden – a feminist ethical perspective;98
5.2.1;One question – and another;98
5.2.2;I. Two stories from literature;100
5.2.2.1;Mother Augusta and her relatives;100
5.2.2.2;Catrine – a young Swedish woman;101
5.2.2.3;Women and men in Sweden – facts and figures;102
5.2.3;II. Harald Ofstad – a moral philosopher;105
5.2.3.1;Why Ofstad?;105
5.2.3.2;Contempt for Weakness;106
5.2.3.3;“We and the others”;107
5.2.3.4;Humanity and solidarity between human beings;108
5.2.3.5;Reflections on Ofstad’s argument and observations;108
5.2.3.6;Us and them;109
5.2.3.7;Strength and weakness;109
5.2.3.8;Violence;109
5.2.3.9;Admiration of power – and neglect of humanity;109
5.2.3.10;Men and women;110
5.2.4;III. How to build a human rights culture?;110
5.2.4.1;One humanity – no conceptual cleavage;111
5.2.4.2;Self-actualisation and self-determination;112
5.2.4.3;Women – as a political collective;112
5.2.4.4;Violence against women;113
5.2.4.5;Critical studies;114
5.2.4.6;Directions for a thorough human rights culture;114
5.2.5;Bibliography;115
5.3;8. Knowledge, empathy and responsible encounters;117
5.3.1;A conflict, epistemology and empathy;117
5.3.2;Carol Gilligan and Lawrence Kohlberg;119
5.3.3;Gilligan’s criticism of Kohlberg’s theory;120
5.3.4;After Gilligan;122
5.3.5;Theory about knowledge;124
5.3.6;“Responsible knowing”;124
5.3.7;Care;125
5.3.8;Empathy;126
5.3.9;Empathy in danger;127
5.3.10;Interpretive, ambiguous empathy;128
5.3.11;Epilogue: entering into dialogue;128
5.3.12;Bibliography;129
5.4;9. Sweden – a rainbow nation? Human dignity, differences and rights;131
5.4.1;Human dignity and oppression;132
5.4.2;Equality – differences and history;135
5.4.3;Intersectionality in practice;141
5.4.4;On dignity – at last;142
5.4.5;Bibliography;144
5.5;10. Human dignity and human rights. A gender and Swedish perspective;147
5.5.1;Introduction;147
5.5.2;An outline;148
5.5.3;Human rights and human dignity;149
5.5.3.1;Human rights;149
5.5.3.2;Human dignity;151
5.5.4;Human dignity – in a plurality of languages;152
5.5.5;Human dignity – a Swedish/Norwegian contribution I: Harald Ofstad;153
5.5.6;Human dignity – a Swedish contribution II: discoveries of three women theologians;154
5.5.7;Concluding discussion;157
5.5.8;Bibliography;159
6;Essays in education;161
6.1;11. Epistemology from a broken body. Vulnerability, sexuality and education;162
6.1.1;The background;162
6.1.2;“Epistemology from a broken body”;163
6.1.3;Suffering;164
6.1.4;Epistemology and feminist theory;165
6.1.5;Women’s ways of knowing;166
6.1.6;A phenomenology of rape?;168
6.1.7;Curricula and teaching materials – preliminary findings;169
6.1.8;Responsible knowing and vulnerability;170
6.1.9;Questions for further study;171
6.1.10;Bibliography;173
6.2;12. Human dignity and gender equality: Reflections on concepts and ideals of human rights and democracy in Sweden and South Africa;175
6.2.1;Introduction;175
6.2.2;A few methodological concerns;175
6.2.3;The academic exchange programme;176
6.2.4;The academic context;176
6.2.4.1;Ethics – a discipline with clashing paradigms;176
6.2.4.2;A democratic feminism;178
6.2.4.3;Interdisciplinary approach and global situatedness;179
6.2.5;Human rights and democracy in a Swedish context;179
6.2.5.1;Human rights and democracy in general;179
6.2.5.2;A symposium in 2002;180
6.2.5.3;Other arenas – Sweden;182
6.2.6;Human rights and democracy in a South African context;183
6.2.6.1;Human rights and democracy in general;183
6.2.6.2;The symposium in 2002 – South African voices;185
6.2.6.3;Other arenas – South Africa;186
6.2.7;Human rights and democracy – concepts and ideals;188
6.2.7.1;Human rights;188
6.2.7.2;Democracy;189
6.2.7.3;Moral formation and ethical theory;190
6.2.7.4;Gender justice and human dignity;191
6.2.8;Concepts and ideals;192
6.2.9;Bibliography;192
6.3;13. Values in Swedish education – struggles and tensions in directions around democracy, gender and diversity;196
6.3.1;Introduction;196
6.3.2;A value foundation;197
6.3.3;The value foundation in the curricula;198
6.3.3.1;Democracy;199
6.3.3.2;Schools – supposed providers of societal values;200
6.3.3.3;Five values and their background;200
6.3.3.4;Ethnocentrism?;202
6.3.3.5;“Women and men” vs. “gender”;203
6.3.4;A methodological interlude;204
6.3.5;Interpretations of the value foundation in Swedish curricula;205
6.3.5.1;Tomas Englund – democracy as deliberative conversations;205
6.3.5.2;Elisabeth Gerle – diversity and gender;208
6.3.5.3;Christer Hedin and Pirjo Lahdenperä – value foundations and societies;210
6.3.5.4;Zackari and Modigh – a social and humanitarian democracy;213
6.3.6;Discussion;216
6.3.6.1;Democracy, gender and diversity;216
6.3.6.2;Critical voices in 2006;218
6.3.6.3;Values and rights – the good life and justice;219
6.3.6.4;Conclusion;220
6.3.6.5;Bibliography;221
6.4;14. The universal and the particular in the work of Seyla Benhabib – and education in a globalised world;223
6.4.1;Ethics – a presupposition and a challenge;223
6.4.2;Two questions and the purpose;224
6.4.3;A. The particular, the universal, interactive universalism and enlarged thinking;225
6.4.3.1;Interactive universalism;225
6.4.3.2;Enlarged thinking;226
6.4.3.3;The particular and the universal;226
6.4.4;B. Cosmopolitanism in the moral philosophy of Benhabib;227
6.4.4.1;Cosmopolitanism – a background;227
6.4.4.2;Cosmopolitanism – towards a 21st century version;228
6.4.4.3;The interactive universalism, cosmopolitanism and the others;229
6.4.4.4;The German case;229
6.4.4.5;The young French women;230
6.4.4.6;Grounding of norms in a post-metaphysical era;230
6.4.4.7;Conclusion – the particular and the universal in Benhabib’s discourse ethics;231
6.4.5;C. Implications for the development of global perspectives in education;231
6.4.5.1;Educational systems and an interactive universalism;231
6.4.5.2;Democratic iterations;232
6.4.5.3;Sustainable future;232
6.4.5.4;Conclusion;232
6.4.6;Bibliography;233
6.5;15. Human dignity and education – concluding discussion;235
6.5.1;A search for human dignity;235
6.5.2;Essays in theology;235
6.5.3;Essays in ethics;237
6.5.4;Essays in education;238
6.5.4.1;a) Contemporary religious education (RE);239
6.5.4.2;b) Sexuality and values education;241
6.5.4.3;c) Global citizens – dignity and rights;242
6.5.4.4;d) A sustainable future and education;243
6.5.4.5;e) From values to virtues in education;244
6.5.4.6;f) Human dignity today;245
6.5.5;What is in our hands;247
6.5.6;Bibliography;248
7;Appendix 1. English summary of Karin Sporre: Först när vi får ansikten. Ett flerkulturellt samtal omfeminism, etik och teologi. Atlas Akademi, 1999;250
7.1;Task;250
7.2;Main questions:;251
7.3;Research in the field and method;251
7.4;Feminism, feminist theory and differences;252
7.5;Concepts and ethical theoretic framework;253
7.6;Surviving the blight – a womanist ethics;255
7.7;Knowledge from a broken body – Asian perspectives;258
7.8;Relationships as the site for ethics – A European voice;260
7.9;A conversation that continues;263
7.10;Postscript;265
