There are some advantages to teaching online. Often instructors complain that the online format robs them of give-and-take moments with students. But given the current size of many history survey sections—50, 90, 300, even 500 people—how realistic is it to expect those real-time opportunities for conversation? Online threaded discussions are often more substantive, inclusive, and productive than the traditional classroom format.
Readers may or may not accept Charles Hefling's reconstruction of the doctrine of original sin. But he continues the tradition of rethinking the faith in light of new knowledge, contexts, and concerns.
In this issue Rebekah Miles describes the key role that Ursula Niebuhr played in the development of her husband's
thinking and writing ("Uncredited").
The article sent me to the bookshelf for Elisabeth Sifton's fascinating account of her parents' life together.
Perry Bush has set himself a daunting task: to tell the story of Mennonite pacifism from World War I through Vietnam. Drastic theological shifts, the expansion of denominational bureaucracies in response to wartime pressures, the experiences of individual draftees: all are part of this complex narrative.
In the first issue of the magazine named the Christian Century, in January 1900, the editors said that their special interest was in “the application of Christian principles to character and social problems.” They also spoke of their hope to make the kingdom of God “a divine reality in human society.” This, of course, was what we know today as the “social gospel”—the attempt to move beyond individual piety to address broad social problems. What relevance does that social gospel vision have today?