College of Saint Benedict and Saint John's University
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Ezekiel\u27s Priestly Imaginary: A Symbolic or Idolatrous Reality?
Get PDFThe images and genres as well as the structure of the Book of Ezekiel aim to promote symbolic thinking in which the reader receives the word of Yhwh as an engagement with the divine Other. Such engagement fosters a priestly imaginary in which the Judean exiles are called to look beyond appearances as they wrestle with the contradictions generated by the exile and the destruction of the Jerusalem temple. The readers, like Ezekiel and the exiles, can become living symbols of Yhwh. Such symbolic thinking will be illustrated through a focus on chaps. 17-20 in which the tensions between individual and collective responsibility are encompassed within Yhwh\u27s promise of an everlasting covenant with the House of Israel. Does Ezekiel\u27s emphasis on the priestly system foster the covenant relationship or replace it? The predominantly oral communication of the prophecy of Ezekiel to the majority of Jewish and Christian audiences until the nineteenth century C.E. challenged individuals to decide for or against Yhwh
Why Darwin remains a problem for theism
Get PDFSeveral recent works in theology have argued that evolutionary theory is compatible with theism. This, of course, is true: theism and evolutionary theory are indeed logically and metaphysically compatible. However, little is being demonstrated on behalf of theism when this conclusion is established. For, the logical and metaphysical compatibility of conceptual frameworks or narratives is a very low bar for attempting to analyze the world and its fundamental nature, and such compatibility tells us little about how the world really is. In this paper I focus on why Darwinian evolutionary theory, though logically and metaphysically compatible with theism, continues to present a prima facie problem for theism. I focus on the problem of evil to make this case, and specifically, a particular species of the problem of evil, viz. divine hiddenness. I begin by showing why the logical problem of evil fails in its attempts to demonstrate God does not exist based on there being evil in the world. It is indeed possible for God and evil to co-exist. However, this conclusion fails to address the serious and problematic evidentiary challenge that evil in general presents for theism, and in particular the evidentiary challenge from evil that Darwinian natural selection entails, including (but not limited to): the apparent gratuitous suffering of individual animals; the cumulative amount of death and suffering of sentient (and in some instances conscious) beings in the world; and the extinction of almost all species since the emergence of life on this planet
Access and Opportunity at American Women’s Colleges: Contemporary Findings
Get PDFAmerican women’s colleges were founded to create access and opportunity for women in higher education, and 36 continue to operate toward that mission in 2020. While historical and anecdotal evidence shows the value of women’s colleges, contemporary research about student demographics and outcomes at American women’s colleges is limited. This study is designed to fill this gap in literature. It uses quantitative research methods to compare access and opportunity at American women’s colleges to liberal arts colleges and public universities. The findings reveal that women’s colleges are enrolling students similar in demographic profile to public universities (enrolling those who have been historically less well served by higher education) and achieving completion rates like liberal arts colleges (statistically higher than public universities). Women’s colleges, then, continue to advance women’s social and economic opportunity by providing access and achieving positive outcomes for women who are often underserved by higher education
FREN 399 Capstone Presentations - 2020
Get PDFAbstract in French and English (Ashley R. Dalbec):
L’identité informe les langues et ains l’enseignement des langues doit refléter cette réalité. Le monde devient de plus en plus mondialisé et le discours de l’éducation doit changer de façon à refléter un monde plus connecté mais plus divers que celui d’auparavant. Pourtant, pour la France, un pays qui a une histoire de monolinguisme, l’inclusion de la diversité dans les approches d’enseignement s’avère un peu compliquée. À travers une vue sociolinguistique, l’auteur explorera l’histoire de l’Éducation nationale en France et de l’enseignement des élèves allophones nouvellement arrivés (EANA), pour comprendre les approches de nos jours. Cet essai exposera ce qui fonctionne bien dans l’accueil des EANA et ce qui améliore l’expérience et l’intégration scolaire des nouveaux arrivés en France. Cet essai répondra aux questions suivantes : Est-ce que le système perpétue le monolinguisme et comment est-ce que ce système pourrait contribuer à la création d’une méthode de pédagogie et de didactique plurilinguistique ? Comment est-ce que l’enseignement du français comme langue étrangère ou seconde peut honorer les identités et cultures plurilingues des EANA au lieu de forcer une perte implicite de langue primaire qui n’est pas le français ?
Identity informs language, and as a result, the teaching of languages must also reflect this truth. The world is becoming more and more globalized and the discourse of teaching must change to reflect a more connected but diverse world. However, for France, a country with a history of monolingualism, the resolution to this lack of diversity in teaching approaches proves to be a bit more complicated. The author will explore the history of Éducation Nationale in France and the teaching of newly arrived allophone students, known as EANA, through a sociolinguistic lens, to better understand current day approaches. This paper will explore what works well to help the EANA and what teaching approaches improve their experiences and integration into the French school system. This essay will respond to the following questions: How does the education system perpetuate monolingualism and how could this system contribute to the creation of a multilingual and multicultural approach? How can the teaching of French as a second language or foreign language honor the multicultural identities and cultures of its newly arrived allophone students instead of forcing them to lose their forcing the learning of French?
Abstract in French and English (Jacob A. Debes):
Nous remarquons une tension en France entre les banlieues et les villes. Cette tension est exemplifiée dans le 93e département. Le neuf-trois, comme c’est connu par les Français, est situé à quelques kilomètres au nord de Paris. La tension en France est exacerbée par trois aspects primordiaux : les convictions postcoloniales, le traitement des minorités et la violence policière. Dans ce travail nous allons explorer d’où vient cette tension et la base de réalité qui la définit. De plus, nous allons regarder d’une façon plus proche les aspects qui exacerbent la tension. Quelle est la réponse gouvernementale en France ? Est-ce que cette réponse est bien reçue par le public français, spécifiquement par le mouvement pour l’égalité en France ? Nous examinerons le potentiel pour un changement positif en France et qui est en train de commencer ce changement.
In France we see a tension between the suburbs and the cities. This tension is exemplified in 93rd department. The neuf-trois, as the French commonly know it, is located a few kilometers north of Paris. This tension is exacerbated by three aspects: Post-colonial convictions, treatment of minorities, and police violence. In this analysis we will explore where this tension comes from and the reality it is based on. In addition, we will examine more closely the aspects that exacerbate that tension. Therefore, what is the governmental response in France? Is this response being well received by the French public, specifically by the new movement for equality? Is there a potential for positive change in France and who is trying to begin this change
Hookups, Happiness, and Human Flourishing
No full textAn ethnographic approach to students\u27 experience of happiness in college social life
Climate Justice for Revolution in Values
No full textDr. Corrie Grosse and CSBSJU students discuss the connection between climate justice and the Poor People’s Campaign
Implementation Considerations for Mitigating Bias in Supervised Machine Learning
Get PDFMachine Learning (ML) is an important component of computer science and a mainstream way of making sense of large amounts of data. Although the technology is establishing new possibilities in different fields, there are also problems to consider, one of which is bias. Due to the inductive reasoning of ML algorithms in creating mathematical models, the predictions and trends found by the models will never necessarily be true – just more or less probable. Knowing this, it is unreasonable for us to expect the applied deductive reasoning of these models to ever be fully unbiased. Therefore, it is important that we set expectations for ML that account for the limitations of reality.
The current conversation of ML regards how and when to implement the technology to mitigate the effect of bias on its results. This thesis suggests that the question of “whether” should be addressed first. We tackle the issue of bias from the standpoint of justice and fairness in ML, developing a framework tasked with determining whether the implementation of a specific ML model is warranted. We accomplish this by emphasizing the liberal values that drive our definitions of societal fairness and justice, such as the separateness of persons, moral evaluation, freedom and understanding of choice, and accountability for wrongdoings
