“Theology as Biography” is a course jointly offered by the University of Notre Dame and Saint Mary's College, team taught by Elena Malits, C.S.C., David Burrell, C.S.C., and Stanley Hauerwas. It is one of a collection of course descriptions and essays on teaching, Teaching Religion to Undergraduates: Some Approaches and Ideas from Teachers to Teachers (ed. Luke Johnson, available for $2.50 from the Society for Religion in Higher Education, 363 St. Ronan St., New Haven, Conn. 06511). It offers an example of the kind of sharing of specific course ideas Horizons will attempt to feature in each issue. Please send along to us ideas on approaches to courses that you would like to share. By the way, all these course ideas need not be unusual. A really well-conceived approach to a basic undergraduate course could be quite valuable. – B.P.P. and R.V.A.

This article evaluates the adequacy of Orthodox ethics by examining Orthodoxy's response to questions of social justice as they have been raised by the churches of the third world.

The Eastern tradition is skeptical of such phrases as “structures of injustice” because it is improper to speak of sin with regard to structures. This does not mean that Orthodoxy is insensitive to questions of social justice, but rather that such questions can only be properly addressed by a personalist ethic grounded in trinitarian theology. It is trinitarian theology that provides the foundation for an understanding of love, community, and human relationship which demands relationships of mutuality and reciprocity and rejects all forms of human domination. This ethic is arrived at by an examination of the mode of being of the triune God in which all Christians participate, a mode of being that is both personal and communal. Orthodox ethics, while still in need of development with regard to the problems of concrete moral decision-making, offers a rich theological foundation often lacking in the more philosophical-ethical tradition of the West.

Jack Bonsor's essay as well as his interpretation of Karl Rahner and especially of Rahner's appropriation of Martin Heidegger's philosophy raises a central issue of theology today. His essay raises the issue of the relation between transcendental and hermeneutical approaches. Are they radically opposed? Or can they be synthesized into a unity?

This issue has become particularly acute within contemporary theology influenced by the contemporary philosophical scene. The American philosophical debates on relativity, realism, and pragmatism have challenged traditional transcendental approaches to philosophy. In addition, hermeneutics has taken a new turn. Previously hermeneutical theory underscored the authority and binding claims of classics. Now literary critical theory and post-structuralist French philosophy emphasize instead the deconstruction of classical texts. This shift entails a further turn away from metaphysics and transcendental philosophy to relativism—a turn exemplified in Richard Rorty's critique of transcendental and metaphysical philosophy. His critique appeals to the hermeneutical tradition of Heidegger and Gadamer, to the pragmatic philosophy of James and Dewey (neglecting Peirce), to the deconstructivism of Derrida, and to a literary theory influenced by Nietzsche.

Another move toward relativism is the emerging debate about modernity that contrasts post-modernity with what modernity represents. The critics of modernity argue that the universalism of transcendental philosophy is a relic of modernity. They label transcendental universality a false universality of a dominating and oppressive reason. They label it a repressive reason for it suppresses the particularities of ethnic, gender, social, and economic groups. Their criticisms of traditional metaphysics and transcendental rationality are often so trenchant that the title of a Richard Bernstein's recent essay seems deserved: “The Rage against Reason.”

This article describes the experience of a man teaching feminist theology to an undergraduate class. It offers insights into the encounters between a male teacher and a class of students comprised mostly of females. It examines how the students react to the issues raised by feminist theology and what corrections, criticisms, and contributions they make toward the subject and the teacher. While the article indicates a number of the difficulties involved in teaching this area of theological inquiry in general, and in particular for a man, it argues that there are important pedagogical and theological reasons for men to teach the subject.