Studying Rome While It Burns
The call for papers for this Special Issue Iidentifies contemporary humanity as experiencing a global “biogeochemical … political, economic, technological, ethical, and therefore, biocultural” crisis and asks scholars to consider how “religion may function as an adaptive or maladaptive presence” in...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2024
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| In: |
Religions
Year: 2024, Volume: 15, Issue: 4 |
| Further subjects: | B
Regeneration
B Higher Education B Climate Change B Academy B Religion B Ecology B Relationality B Reintegration B disintegration B Resilience |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a The call for papers for this Special Issue Iidentifies contemporary humanity as experiencing a global “biogeochemical … political, economic, technological, ethical, and therefore, biocultural” crisis and asks scholars to consider how “religion may function as an adaptive or maladaptive presence” in response. Unasked is the adaptive capacity of scholarship as a crisis response. When buildings fall in earthquakes, or cities burn in wildfires, or second stories flood, few people just keep on doing what they were doing, “with a change of focus”. This is “studying Rome while it burns”. It’s time to put out the fire if we can and survive it if we cannot. We scholar/teachers can’t go on doing the same things and expecting different results. Unprecedented circumstances call for unprecedented actions in response. What would actual crisis responses on our part look like? What steps do we need to take as human beings in response to this crisis? How will that affect us as professionals? Seeking an ecology, rather than unanimity, of action and thought, and guided by Brian Walker’s resilience theory and a number of Indigenous scholars, I suggest a process of reintegration, analogous to regenerative agriculture, which is at once both socio-cultural and ecological. This process, necessarily rooted in place, progressively situates us experientially in a dynamic, creative, and relational world characterized by connection, collaboration, and relation. As scholars, we will find forms of discovery, discussion, and dissemination that share these qualities. As teachers, we will model this world to our students and embody it in our classrooms and curricula. | ||
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| 650 | 4 | |a Climate Change | |
| 650 | 4 | |a Regeneration | |
| 650 | 4 | |a disintegration | |
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