Back when I was
co-directing a six-year study of militant religious fundamentalisms around the
world, critics used to ask me to define "modernity" and "modernization." To
many, mass media were the best symbols of the "modern." Yet as we studied
fundamentalists in a score of nations we were struck that in every case they were more at home with
the use of such media than were the "m
What ought to be the relationship between the church and the academy? Does professional theology matter for congregational life, and vice versa? What do preachers and professors have to say to each other?
Boston is dark in January. Very dark. At 5:30 p.m. light has
completely abandoned the city. Sure, there is a kind of fake fluorescent light,
a pale bluey glow, a TV light. But there is no authentic light, only illusion
of it. And illusions only make the matter worse.
Although Jesus is called teacher in the Gospel of Mark, that Gospel includes little of the teachings of Jesus. His parables confound his listeners rather than leading to greater understanding. Jesus’ teaching in Mark is performative, says Brian Blount; Jesus taught by the way he lived. He doesn’t teach love as a concept, he acts it out by touching lepers and allowing diseased people to touch him, engaging women as equals, associating with the marginalized, and breaking laws that don’t promote human well-being. If we want to teach the reign of God as Jesus taught it, then we need to craft a curriculum that does more than inform (Interpretation, April).