Thesis advisor: Lisa S. Cahill / This subject of this dissertation is moral formation, that is, the process by which people become more just in their interactions with others. Moral growth, then, refers to how the moral capacities of individuals are developed to facilitate right decisions and good actions. Additionally, moral formation here refers to the shaping of society in ways that bring about more just social arrangements. A key claim is that emotion is vital for both the moral shaping of individuals and society. Emotions fitting to the struggle for justice are developed through relationships and participation in communities of growth.This project is undertaken in dialogue with Karl Barth. I begin in chapter 1 by considering Barth’s theological anthropology grounded in God’s self-disclosure in Jesus Christ which contends that true humanity consists in living in covenant partnership with God and solidarity with fellow humanity. To more closely correspond to this determination is the goal of moral formation. Building on his relational conception of the self, I argue that Barth provides an account of moral formation in his treatment of the growth of the community. Moral progress is rooted in participation in the body of Christ that is growing as a hearing community and increasing in the practice of holy things such as worship and service. Chapter 2 and 3 argue that moral growth does not occur through rational capacities alone, but depends on the development of emotions. These interdisciplinary chapters turn to recent studies of emotions in the natural and social sciences and philosophy. After a survey of various debates, I argue for a relational and cognitive conception of emotions and highlight their critical role in regulating group and social relations. Emotions are fundamental to interpersonal interactions, to group relations, and for the reinforcement and disruption of social structures. While these disciplines provide insight into the nature and development of emotions, I return in chapter 4 to Barth for the project of constructing a normative account. While we must not attempt to supplant the command of God which decides the good, I contend that we ought to evaluate emotions by whether they engender communion with God, solidarity with fellow humans, and care for creation. This account of emotion is further developed in chapter 5 by turning to Barth’s apocalyptic account of the kingdom of God and the lordless powers. While we wait on God to bring about the consummation of the kingdom, Christians are yet to actively struggle for justice in anticipation of that day. This entails unmasking and resisting the powers. Barth’s account of unmasking the lordless powers draws attention to the ways they shape human emotions. He also underscores the importance of emotions, such as hope, in the human struggle for justice. Drawing on Barth’s earlier account of growth, I highlight the role of the church in forming these emotions. This account of moral formation and emotion is illustrated through the example of climate change. A community shaped by love for God, solidarity with other creatures, and a concern for all of creation leads to an awareness of hegemonic forces and fosters emotions shaped by the kingdom that enables the struggle for climate justice. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Magister Philosophiae - MPhil / This research is set out as a narrative analysis of the functioning of church communities in moral formation from the selected congregations in the Diocese of Cape Town of the Anglican Church of Southern Africa (ACSA). The study focussed on three churches in the diocese. The research methodology employed can be described as qualitative and descriptive in nature. The data was collected by means of interviews involving clergy, church wardens, leaders of various organisations/formations, and members of the church who are also community members.

Thesis advisor: Thomas H. Groome / Thesis advisor: Stephen J. Pope / The story of the Good Samaritan in Luke's Gospel (10:25-37) may be Jesus' most well-known teaching. Though it epitomizes the heart of Christian faith and the Great Commandment to love God and one's neighbors as oneself, the depth of the challenge to "Go and do likewise" like the Samaritan is not well understood and less often put into practice. The Samaritan's example sets a standard that is not met by random acts of kindness; Samaritan-like neighbor love means acting with courage, compassion, and generosity in boundary-breaking solidarity to care for those most in need. According to Gustavo Gutiérrez, by going out of his way and into the ditch to draw near to the robbers' victim, the Samaritan's actions depict the preferential option for the poor. This reverence for the other, especially one in such a vulnerable condition, depicts what Gutiérrez calls a "theology of the neighbor," which he claims has not yet been developed. This dissertation proposes a "theology of neighbor" motivated and oriented by the details of this paradigmatic standard for Christian discipleship to more fully capture how the principles of solidarity and preferential option for the poor may be put into practice. Before working out the theological, moral, and pedagogical implications for this framework, this project focuses on three key features of the present praxis that influence how "neighbor" might be understood today: the complex and compressed systems of globalization, the social disengagement of the "buffered self" as described by Charles Taylor, and the "networked self" that enjoys unprecedented rates of connectivity via digital technologies and social media. In response to the challenges posed by this socio-cultural context, this dissertation articulates a moral vision for being neighbors today. This is given shape by a matrix of virtues that include compassion, courage, fidelity, and prudence. When put into practice, these dispositions and habits are meant to inspire and sustain an integral life-pattern committed to solidarity and preferential option for the poor held in balance with the moral obligations to one's family and friends. Narrowing the focus to students at U.S. Catholic colleges and informed by the current conditions for their personal, social, religious, and moral formation, this dissertation proposes a pedagogical approach to theological education as neighbor-formation. This involves establishing communities of practice that follow the Samaritan's example to draw near - physically and virtually - to neighbors in need in steadfast commitment to right-relationship in solidarity. In doing so, this dissertation develops a framework of principles and practices to effectively engage today's emerging adults to "Go and do likewise" in an increasingly globalized, digital world. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Doctor Educationis / This thesis will investigate the narrative approach to moral formation by comparing the narrative paradigm as espoused by James H. Cone and Stanley Hauerwas and will apply the findings to post-Apartheid South Africa. I am interested in the extent to which the principles of modernity forms part of the society and the shaping of morality, yet the thesis does not focus on modernity, but on narrative as ideal ethical framework for moral formation. This thesis will look at community, narrative and agency through Stanley Hauerwas’ notion of virtue and James H. Cone’s views of black theology and oppression as means for narrative informed moral formation. This thesis is divided into three major parts. First; an investigation into narrative which includes the arguments made against modernity, narrative and history as it pertains to moral formation and how narrative is understood. Second; James H. Cone and Stanley Hauerwas’ views on narrative and moral formation followed by closer look at Cone and Hauerwas and the critiques of their views. Third; contextualising the findings in a South African context by using the findings in conjunction with South African scholars. The aims are to investigate if moral reform is possible by means of narrative ethics through justice; by means of reconciliation and transformation.

This research investigates the teaching and practice of moral formation at three theological education institutions in South Africa. The theological institutions, while acknowledging moral formation in their aims and teaching ethical theory, have difficulty developing and implementing a moral formation programme. Among the reasons for this are the complex nature of moral formation and the numerous and wide ranging expectations placed on the institutions. In this research, morality is described in terms of relationship with God, with self, with others in the Church and society and with the environment. The findings of the research suggest that the teaching and practice at the institutions that involve relationships are most effective for moral formation. Hence it is recommended that the institutions find ways to foster the students‟ relationship with God, with themselves, with others and with the environment. Modes of moral formation that involve thinking and knowledge are important, but so are those modes that encourage emotional development and character and spiritual formation. Through projects and assignments, students can be exposed to the harsh realities of life and opportunities created to reflect on these experiences in the light of faith. Practical suggestions such as encouraging students to pray, meditate, reflect, journal and study are made. Other suggestions are that lecturing staff make more use of participative teaching methods such as discussions, case studies and stories, including the stories of the students. The mentoring role of staff and the importance of the faith community are affirmed. These relational teaching methods and activities are easier to implement in a residential seminary than in a distance learning situation. In order to fully implement the relational aspects of a programme for moral formation, it would be helpful for the theological institutions to explore various forms of blended education and to develop partnerships and work with local churches. / Philosophy, Practical and Systematic Theology / D. Th. (Ethics)

This research investigates the teaching and practice of moral formation at three theological education institutions in South Africa. The theological institutions, while acknowledging moral formation in their aims and teaching ethical theory, have difficulty developing and implementing a moral formation programme. Among the reasons for this are the complex nature of moral formation and the numerous and wide ranging expectations placed on the institutions. In this research, morality is described in terms of relationship with God, with self, with others in the Church and society and with the environment. The findings of the research suggest that the teaching and practice at the institutions that involve relationships are most effective for moral formation. Hence it is recommended that the institutions find ways to foster the students‟ relationship with God, with themselves, with others and with the environment. Modes of moral formation that involve thinking and knowledge are important, but so are those modes that encourage emotional development and character and spiritual formation. Through projects and assignments, students can be exposed to the harsh realities of life and opportunities created to reflect on these experiences in the light of faith. Practical suggestions such as encouraging students to pray, meditate, reflect, journal and study are made. Other suggestions are that lecturing staff make more use of participative teaching methods such as discussions, case studies and stories, including the stories of the students. The mentoring role of staff and the importance of the faith community are affirmed. These relational teaching methods and activities are easier to implement in a residential seminary than in a distance learning situation. In order to fully implement the relational aspects of a programme for moral formation, it would be helpful for the theological institutions to explore various forms of blended education and to develop partnerships and work with local churches. / Philosophy, Practical and Systematic Theology / D. Th. (Ethics)

This research investigates the complex nature of caring in relation to women in ministry, in particular when women's roles as carers are subsumed into a patriarchal agenda in the church, with negative effects for women. The thesis explores this as an ethical problem that confronts women, but also those who are training women for the ministry. It proposes that feminist pedagogy provides important insights, tools and analyses which, when incorporated into women's formation, can help to counter these negative tendencies and the way women have internalised them. The findings of the research suggest that a critical ethic of care, which incorporates biblical principles of compassion and justice, is central to the liberating praxis of women in ministry. This has two important consequences: Firstly, it has implications for the women and how they assert themselves as moral agents of critical caring in their ministry. It suggests that in addition to the traditional caring work that women do, women also care when they seek justice by challenging the status quo understandings and practices of caring. In addition, women care when they look after themselves: when they seek healing, when they scrutinise their roles and responsibilities, and in some cases, make decisions not to care. Secondly, a critical ethic of care has implications for theological education at the epistemological, the pedagogical and the practical levels. The findings from the empirical research, based on two case studies of a Women's Studies course, have helped to identify the kinds of changes that are necessary. These include revisioning the theological content that is taught, as well as the teaching methodologies. Changes to the institutional culture and the relationships within it are necessary so that the institutions become more welcoming and hospitable to women. This thesis suggests that educators have an ethical responsibility to prepare women with the necessary knowledge and skills for the difficult, and often uncaring, terrain of their local churches. It concludes by challenging women to take responsibility for inserting themselves into local communities of practice, as a vehicle for their ongoing formation and support once they leave the theological institution. / Systematic Theology & Theological Ethics / DTH (THEOLOGICAL ETHICS)

This research investigates the complex nature of caring in relation to women in ministry, in particular when women's roles as carers are subsumed into a patriarchal agenda in the church, with negative effects for women. The thesis explores this as an ethical problem that confronts women, but also those who are training women for the ministry. It proposes that feminist pedagogy provides important insights, tools and analyses which, when incorporated into women's formation, can help to counter these negative tendencies and the way women have internalised them. The findings of the research suggest that a critical ethic of care, which incorporates biblical principles of compassion and justice, is central to the liberating praxis of women in ministry. This has two important consequences: Firstly, it has implications for the women and how they assert themselves as moral agents of critical caring in their ministry. It suggests that in addition to the traditional caring work that women do, women also care when they seek justice by challenging the status quo understandings and practices of caring. In addition, women care when they look after themselves: when they seek healing, when they scrutinise their roles and responsibilities, and in some cases, make decisions not to care. Secondly, a critical ethic of care has implications for theological education at the epistemological, the pedagogical and the practical levels. The findings from the empirical research, based on two case studies of a Women's Studies course, have helped to identify the kinds of changes that are necessary. These include revisioning the theological content that is taught, as well as the teaching methodologies. Changes to the institutional culture and the relationships within it are necessary so that the institutions become more welcoming and hospitable to women. This thesis suggests that educators have an ethical responsibility to prepare women with the necessary knowledge and skills for the difficult, and often uncaring, terrain of their local churches. It concludes by challenging women to take responsibility for inserting themselves into local communities of practice, as a vehicle for their ongoing formation and support once they leave the theological institution. / Philosophy, Practical and Systematic Theology / DTH (THEOLOGICAL ETHICS)

The modern world is experiencing a spiritual and moral crisis. Associated with this, Christian spirituality and ethics have become separated in the life of the individual Christian and the community of the church. The Christian understanding of human beings and the integrated nature of spirituality and ethics provides a solution to this crisis. Christian spirituality and morality both originate in the character and purposes of God as revealed in the biblical record. The value and effects of the. integral relationship between spirituality and morality can be traced throughout scripture and the history of the church. The. encounter and relationship with God, in Jesus Christ and through the presence and power of God's Spirit, transforms the disciple of Christ, which means that spirituality is the basic framework and motivation for morality. Integrated spiritual and moral formation creates moral character and moral communities which enable believers to act with love and justice.

Made available in DSpace on 2014-06-11T19:29:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-10Bitstream added on 2014-06-13T20:39:02Z : No. of bitstreams: 1 salvador_r_me_fran.pdf: 880014 bytes, checksum: c273bd1b9155287a3b404f6f7c19fc80 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O tema da Ética vem sendo constantemente apresentado sob óticas diferentes demonstrando a sua importância para o período histórico em que vivemos. A educação, objeto de tantos estudos e críticas, ocupa um papel fundamental na formação intelectual e moral do ser humano. Assim, Ética e Educação tornam possível a formação do ser humano comprometido com o entendimento, a compreensão, a solidariedade, o respeito, possibilitando o desenvolvimento de pessoas com claras noções de humanidade e de justiça. A presente dissertação de Mestrado tem como objetivo analisar e compreender como o corpo docente e discente da Escola Maria Amália Volpom de Figueiredo, do município de Morro Agudo, Estado de São Paulo, desenvolve a dimensão ética no cotidiano escolar e quais a mudanças ocorridas no comportamento dos envolvidos neste processo. No desenvolvimento da pesquisa investigamos a Ética e a Educação em diferentes períodos históricos e em suas várias dimensões e direcionamos as discussões para o caso particular da escola Maria Amália Volpon de Figueiredo em Morro Agudo-SP. / The subject of Ethics has been constantly presented under different perspectives demonstrating its importance to the historical period in which we live. Education, the subject of many studies and criticism, plays a key role in the intellectual and moral formation of the human being. Thus, Ethics and Education make possible the formation of the human being committed to the understanding, solidarity, respect, enabling the development of people with clear notions of humanity and justice. This dissertation of Master aims to analyze and understand how the faculty and students of School Maria Amalia Volpon de Figueiredo from the city of Morro Agudo, State of Sao Paulo, develops the ethical dimension in the daily school and what changes occurred in the behavior of those involved in this process. In developing of the search we investigated the Ethics and Education in different historical periods and in its various dimensions and focused discussions in the particular case of the School Maria Amália Volpon de Figueiredo in Morro Agudo-SP.