Saving morality: Why we cannot, and why we must

Philosophers and laymen alike have often used morality to invite misconceptions of human life into ethics, and also of ethics into human life. The Kant/Williams discourse provides a rich backdrop on which to consider these misconceptions. But the misconceptionsof morality involved are just as numerous and just as serious. One thing that the Kant/Williams discourse shows is this: that ethics can be neither contained by nor cultivated without morality. Though much of Williams’ critique of Kantian morality is quite astute, thephilosophical and ethical wisdoms of morality abound in spite of these. Morality understands the fundamental condition of moral loss, and the sometimes irreducible quandaries that this condition places human beings in. It understands the nature of the moral law, and theintricacies that the levels of letter and spirit invite into human life. Perhaps more importantly, it understands the uncompromising relationship between moral loss and moral law, and how the human navigation of this relationship leads into the ethical realm via giving rise to ethical conviction. Finally, for all of its pressures, morality abounds in valuable wisdoms for the one discovering that the human soul occupies a place of ethical significance in the world. It is responsible for pointing out, grounding and providing a framework for some of the most fundamental truths about the world and human beings; and these are essential to any viable ethical theory and sensible conception of human life.

Teaching the Millennial Generation in the Religious and Theological Studies Classroom

This essay provides an overview of the distinctive challenges presented to teaching and learning in religious and theological studies by the conditions and characteristics of “millennial” students. While the emerging literature on this generation is far from consistent, it is still instructive and important to engage, as students that are immersed in technology and social networking have different facilities and difficulties that educators would do well to carefully address and critically employ. Teachers in theological and religious studies are distinctly positioned to grapple with such conditions, particularly around the practices of identity formation, media literacy, and embodiment. Attention to the development of such practices engages key issues for both the millennial students and the religious and theological studies teacher: virtual reality, spiritual identity, globalization and violence, critical consumption and ethical creativity, focused and contemplative thinking, and intercultural and interpersonal respect.