Jonathan Brant – författare

Across the globe, educators are grappling with how best to prepare a new generation to engage the challenges and opportunities of the twenty-first century. Along with knowledge and skills, many are now emphasizing the importance of character. Yet, while there has been a robust movement to educate character among children and adolescents, much less attention has been given to the ethical formation of college and university students. What is the role of colleges and universities in educating the character of students? Should universities even attempt to cultivate virtue? If so, how can they do so effectively in a pluralistic context? Cultivating Virtue in the University seeks to answer these questions by gathering diverse perspectives on character education within twenty-first century universities. With essays from some of the world's leading scholars, this volume catalyzes a critical debate about the possibilities and limits of character education in the university while offering theoretical and practical perspectives on what such education could look like in increasingly global and intercultural institutions. By engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages scholars and educators to embrace the opportunities and challenges of cultivating virtue in the university.

Across the globe, educators are grappling with how best to prepare a new generation to engage the challenges and opportunities of the twenty-first century. Along with knowledge and skills, many are now emphasizing the importance of character. Yet, while there has been a robust movement to educate character among children and adolescents, much less attention has been given to the ethical formation of college and university students. What is the role of colleges and universities in educating the character of students? Should universities even attempt to cultivate virtue? If so, how can they do so effectively in a pluralistic context? Cultivating Virtue in the University seeks to answer these questions by gathering diverse perspectives on character education within twenty-first century universities. With essays from some of the world's leading scholars, this volume catalyzes a critical debate about the possibilities and limits of character education in the university while offering theoretical and practical perspectives on what such education could look like in increasingly global and intercultural institutions. By engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages scholars and educators to embrace the opportunities and challenges of cultivating virtue in the university.

Since the birth of cinema at the end of the nineteenth century religion and film have been entwined. The Jesus-story and other religious narratives were the subject matter of some of the earliest cinema productions and this relationship has continued into the present. A recent proliferation of texts, conferences and courses bear witness to burgeoning academic interest in the relation between religion and film. In this study, Jonathan Brant explores the possibility that even films lacking religious subject matter might have a religious impact upon their viewers, the possibility of revelation through film. The book begins with a reading of Paul Tillich's theology of revelation through culture and continues with a qualitative research project which grounds this theoretical account in the experiences of a group of filmgoers. The empirical research takes place in Latin America where the intellectual puzzle and central research questions that drive the thesis arose and developed. Brant combines theoretical and empirical research in order to provide fresh insights into the way in which film functions and impacts its viewers and also offers an unusual perspective on the strengths and weaknesses of Tillich's theology of revelation, which is seen to focus on the saving and healing power of revelation rather than its communicative content. The grounding of the theory by the empirical data results in an increased appreciation of the sensitivity of Tillich's theology to the uniqueness of each film-to-viewer encounter and the data also suggests a new construal of the revelatory potential of film that is related to the community rather than the individual and to sustained life-practice rather than momentary experience. Brant reasons that Tillich's account is sensitive and compelling precisely because of its phenomenological attentiveness to real life experience, notably Tillich's own experience, of the power of art. However, Brant also suggests that it might be helpful to identify a stronger link than Tillich allows between the subject matter of the artwork, the content of revelation and the effect of revelation.