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e e z z i DISTINGUISHED PRIZE LAUREATES SIR John Templeton i r r P P 2018 2017 2016 2015 2014 2013 2012 2011 2010 King Abdullah II of Jordan Alvin Plantinga RABBI LORD JONATHAN SACKS Jean Vanier Tomáš Halík Desmond Tutu the 14th Dalai Lama, Tenzin Gyatso Martin J. Rees Francisco J. Ayala n n The Templet on Prize honors a livin g pe rson who has made o “How might humankind’s spiritual o 2009 2008 2007 2006 2005 2004 2003 2002 2001 an e xceptional contribution Bernard d’Espagnat Michael Heller Charles Taylor John D. Barrow Charles H. Townes George F. R. Ellis Holmes Rolston III John C. Polkinghorne Arthur Peacocke information and advancement to aﬃrming life ’s spiritual increase by more than a hundred fold? t t dimension, whethe r through This is the challenge presented by the e in sight , di sco very, or p ractical Templeton Prize. Just as knowledge in e science, medicine, cosmology, and 2000 1999 1998 1997 1996 1995 1994 1993 1992 l wor ks. Establish ed in 1 972 by Freeman Dyson Ian Barbour Sir Sigmund Sternberg Pandurang Shastri Athavale William R. “Bill” Bright Paul Davies Michael Novak Charles W. Colson Kyung-Chik Han other disciplines has grown l the late S ir Jo hn Templ eton, exponentially during the past century, p the Prize a im s, in h is word s, the Templeton Prize honors and p encourages the many entrepreneurs to identify “entrepreneurs of trying various ways for discoveries m 1991 1990 (awarded jointly) 1990 (awarded jointly) 1989 (awarded jointly) 1989 (awarded jointly) 1988 1987 1986 1985 m the spirit”– outstanding Lord Jakobovits Baba Amte L. Charles Birch Lord M AC Leod Carl Friedrich von Weizsäcker Inamullah Kahn Stanley L. Jaki James M CCord Sir Alister Hardy and breakthroughs to expand human perceptions of divinity and to help in e individuals who have de vo ted e their tal ents to ex pa nding our the acceleration of divine creativity”. vision of hum an pur pose a nd Sir John Templeton T Supporting Scientiﬁc Research T 1984 1983 1982 1981 1980 1979 1978 1977 1976 ultimate re al ity. Michael Bourdeaux Aleksandr Solzhenitsyn Billy Graham Dame Cicely Saunders Ralph Wendell Burhoe Nikkyo Niwano Thomas Torrance Chiara Lubich Cardinal Suenens for Spiritual Discoveries (1998) e e For more information and how to nominate visit: h h 1975 1974 1973 Sir Sarvepalli Radhakrishnan Brother Roger Mother Teresa www.templetonprize.org T T.

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Preliminary Acknowledgments
PRELIMINARY ACKNOWLEDGMENTS The central thesis of I Am You—that we are all the same person—is apt to strike many readers as obviously false or even absurd. How could you be me and Hitler and Gandhi and Jesus and Buddha and Greta Garbo and everybody else in the past, present and future? In this book I explain how this is possible. Moreover, I show that this is the best explanation of who we are for a variety of reasons, not the least of which is that it provides the metaphysical foundations for global ethics. Variations on this theme have been voiced periodically throughout the ages, from the Upanishads in the Far East, Averroës in the Middle East, down to Josiah Royce in the North East (and West). More recently, a number of prominent 20th century physicists held this view, among them Erwin Schrödinger, to whom it came late, Fred Hoyle, who arrived at it in middle life, and Freeman Dyson, to whom it came very early as it did to me. In my youth I had two different types of experiences, both of which led to the same inexorable conclusion. Since, in hindsight, I would now classify one of them as “mystical,” I will here speak only of the other—which is so similar to the experience Freeman Dyson describes that I have conveniently decided to let the physicist describe it for “both” of “us”: Enlightenment came to me suddenly and unexpectedly one afternoon in March when I was walking up to the school notice board to see whether my name was on the list for tomorrow’s football game.
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John Stapylton Habgood
Communication The Untidiness of Integration: John Stapylton Habgood The Untidiness of Integration: John Stapylton Habgood Kevin S. Seybold uring the Middle Ages, it was not Born in 1927, John Habgood was edu- Dunusual for theologians to study the cated at King’s College, Cambridge, where physical world. In fact, there was an he read natural sciences specializing in amazing lack of strife between theology and physiology. After earning a Ph.D., he became science at this time. One reason for this a demonstrator in pharmacology and a fel- cooperation was the large number of indi- low of his college at Cambridge. In response viduals trained in both theology and medi- to a mission effort in Cambridge, Habgood eval science. It was the medieval theologian converted to Christianity in 1946 and began who tried to relate theology to science and the life-long process of wrestling with his science to theology.1 Today, it is uncommon new faith, a process that is central to his to have a theologian also easily conversant understanding of what it means to be a 2 Kevin S. Seybold in the scientific literature. John Polkinghorne, Christian. Habgood eventually served in a Arthur Peacocke, and Alister McGrath are number of church roles, but maintained a well-known contemporary examples of sci- dedication to his family and the people of his Born in 1927, entists who later have been trained in parish (regardless of how large that parish theology and turned their attention to the became). He also wrote several books dur- John Habgood integration of the two.
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Rolston, Holmes, III. Genes, Genesis and God: Values and %Eir Ongins in Naturctl Including Science and Religion
"Listening to the Listeners," the author challenges preachers to get into the skin of their audiences and to solicit and covet feedback from them. He rounds out this section with two chapters on preaching about money, providing valuable tips on a sensitive subject around which not a few preachers would rather detour. A strength of this book is the "Questions to Consider" and suggestions for additional reading with which each chapter ends. The questions make excellent fodder for classroom, collegial, or personal reflection, and the reading lists are rich resources for preachers who are sometimes so busy with parish responsibilitiesthat they do not have time to stay abreast of the literature in the field. Another strength of the book is its size. As texts on biblical preaching go, this one is slim. Uzking a Difference in Preaching is only 158 pages. Yet Robinson succeeds in conveying a wealth of information in this brief book, deftly juxtaposing scholarship and his personal experience in the pulpit to provide preachers with useful tools to revive and energize their preaching. His mixture of theory and methodology is refreshingly incisive and instructive. Robinson reveals an understanding of, and resonance with, the concepts he shares, refusing to provide his readers with the pat answers and platitudes that nonpractitioners are prone to proffer. So compelling are the author's ideas and insights, and so cogent and concise his writing, that this reviewer read the book in one sitting. Uctking a Dzfmence in Preaching is a worthy addition to the literature in the field of preaching. Students and practitioners, both lay and paid, should find it immensely helpful as they struggle with the unending task of crafting biblical sermons that hit home.
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Dr. Bill Bright
TC 11: HOW TO STUDY THE BIBLE EFFECTIVELY DR. BILL BRIGHT darkness. He knew if he lost sight of the stake—his reference point—he would quickly succumb to the ice and snow. But the fourth time, he walked right into the hut’s tunnel. Do you ever feel like you are wandering through darkness in your life? All of us feel that way at times. Circumstances can overwhelm us. Ailing parents, loss of a job, high mortgages, too many bills, family crises, sickness, and other problems can make us wonder how we will ever find our way. The world tells us STAKING OUR LIVES ON THE WORD OF GOD that we have no reference point to help us solve our Can you imagine living alone in darkness for six difficulties. Definite standards and rules are obsolete months? During his first Antarctic expedition, and intolerable. The future is unknowable and Admiral Byrd flew to the South Pole all by himself. unchangeable, so we should live it up now. He built a small hut to shelter himself from the brutal six-month-long winter night. Blasts of arctic wind But as Christians, we do have a reference point—the and biting, blowing snow buried his small hut every Bible. When we stake our lives on its teachings and night. Each day, Admiral Byrd shoveled his way to the principles, God gives us guidance on how to live. surface of the snow. When he broke through, the light When we love, trust, and obey Him and His Word, we was so dim he could see only a dozen yards.
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Story and Vision: Exploring the Use of Stories for Growth in the Life of Faith.” AXIS: Journal of Lasallian Higher Education 8, No
Valenzuela, Michael. “Story and Vision: Exploring the Use of Stories for Growth in the Life of Faith.” AXIS: Journal of Lasallian Higher Education 8, no. 2 (Institute for Lasallian Studies at Saint Mary’s University of Minnesota: 2017). © Michael Valenzuela, FSC, PhD. Readers of this article have the copyright owner’s permission to reproduce it for educational, not-for-profit purposes, if the author and publisher are acknowledged in the copy. Story and Vision: Exploring the Use of Stories for Growth in the Life of Faith Michael Valenzuela, FSC2 Chapter One Statement of the Problem The use of story in communicating religious understanding and tradition is as old as religion itself. Human beings have always resorted to the language of story (image, symbol, metaphor, narrative) to speak of their encounters with Mystery. Telling stories is so much a part of what we do as human beings that we often take it for granted. Thus, the turn to story in religious education is nothing new, rather, it stems from a growing recognition and appreciation of the centrality of narratives to growth in personal and communal faith. How can different forms of stories be used to facilitate the growth in the life of faith among Catholic elementary and high school students in the Philippines? This is the question this extended essay seeks to address. Scope and Limitations “Story” is one of those deceptively simple words that everyone seems to use and hardly anyone can adequately define. A helpful definition offered by the Christian ethicist Stanley Hauerwas describes story as “a narrative account that binds events and agents together in an intelligible pattern.”3 While strictly speaking, one can differentiate between story and narrative, for the purposes of this extended essay, I will treat these two terms as meaning essentially the same thing.
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13Th Pune International Film Festival (8Th - 15Th January 2015 )
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Numenews Winter 2014
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Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025 Public 20/04/2020 Public 20/04/2020 i Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited Arts © NATRE Published by RE Today Services, 5–6 Imperial Court, 12 Sovereign Road, Birmingham, B30 3FH © RE Today 2019. This syllabus was written by RE Today Services and is licensed to Derbyshire and Derby City SACRE for use in the schools in Derbyshire and Derby City for 2020–2025. All rights reserved. Permission is granted to schools in Derbyshire and Derby City to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior permission of the publisher. Derbyshire and Derby City Agreed Syllabus for RE, 2020–2025 © RE Today Services 2019 Public 20/04/2020 ii Contents page: Page Foreword 1 Introduction 2 A What is RE for? A1 The purpose of RE 6 A2 The aim(s) of RE 7 A3 How to use this agreed syllabus: 12 steps 8 B What do we need to do? B1 Legal requirements 11 B2 What religions are to be taught? 13 B3 Time for religious education 14 C What do pupils learn in RE? C1 Religious Education key questions: an overview 16 C2 RE in EYFS Programme of Study 19 EYFS Units of Study 23 C3 RE in KS1 Programme of Study and planning steps 31 KS1 Units of study 35 C4 RE in KS2 Programme of Study and planning steps 45 Lower KS2 Units
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News and Notices SCIENCE-SPIRIRTUALITY
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Passage 1: Direction: Read the Following Passage and Answer The
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Transferable Concepts
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Holmes Rolston III Endowed Chair in Environmental Ethics
Holmes Rolston III Endowed Chair in Environmental Ethics AOS: Environmental Ethics/Philosophy. AOC: open; Philosophy of Science (especially Biology), Science and Religion, or Philosophy of Technology desirable. The Department of Philosophy at Colorado State University invites nominations and applications for the newly inaugurated Holmes Rolston III Endowed Chair in Environmental Ethics. Rank: Associate Professor. Required qualifications: Ph.D. in Philosophy; AOS in Environmental Ethics/Philosophy; strong record of research; national and international scholarly recognition and reputation; demonstrated excellence in teaching; demonstrated commitment to service; ability to work collegially with others. Preferred qualifications: AOC in Philosophy of Science, Science and Religion, or Philosophy of Technology; ability to advance the department’s commitment to diversity and multiculturalism through research, teaching, and outreach with relevant programs, goals, and activities. Teaching load currently is 4 courses per academic year (2 courses per semester). Effective starting date is August 2016. Salary is commensurate with qualifications. Funding for research and conference travel will be available annually. To apply, go to http://jobs.colostate.edu/postings/17356 and create an account. Please submit a complete dossier, including a letter of application detailing qualifications, curriculum vitae, evidence of successful teaching (such as sample teaching evaluations or reviews), writing sample, and three current letters of recommendation. Please contact Gaylene Wolfe at [email protected] if you have questions about the application process. To submit a nomination, send a letter detailing the nominee’s qualifications and promise to Katie McShane at [email protected]. Applications and nominations will be accepted until the position is filled; however, to ensure full consideration nominations should be submitted by October 15, 2015 and applications by November 15, 2015.
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