Nathan R. B. Loewen

Beyond the Problem of Evil tackles the reinventing the philosophy of religion by way of a topic familiar to anyone who has encountered the field. By considering how “the problem of evil” is historically structured by commitments to theism alongside the recent calls for cross-cultural relevance in the field, the book offers an argument whereby philosophers of religion may globalize the scope of their work. Drawing on the work of Jacques Derrida and critical theorists of religion, the topic is reframed as an investigation of how social actors perceive necessities and grapple with accidents that disrupt them. In this way, the usual commitments to categories structured by theism no longer prevent cross-cultural studies of “evil” and the stage is set for rethinking the field.

Beyond the Problem of Evil tackles the reinventing the philosophy of religion by way of a topic familiar to anyone who has encountered the field. By considering how “the problem of evil” is historically structured by commitments to theism alongside the recent calls for cross-cultural relevance in the field, the book offers an argument whereby philosophers of religion may globalize the scope of their work. Drawing on the work of Jacques Derrida and critical theorists of religion, the topic is reframed as an investigation of how social actors perceive necessities and grapple with accidents that disrupt them. In this way, the usual commitments to categories structured by theism no longer prevent cross-cultural studies of “evil” and the stage is set for rethinking the field.

The ground of higher education is shifting, but learning ecosystems around the world have much more space than MOOCs and trendy online platforms can fill, and Loewen shows how professors have an indisputable pedagogical edge that gives them a crucial role to play in higher education. By adopting the collaborative pedagogical process in this book, professors can create effective social learning experiences that connect students to peers and professional colleagues in real-time. Loewen moves beyond surface questions about technology in the classroom to a problem best addressed by educators in bricks-and-mortar institutions: if students are social learners, how do we teach in a way that promotes actual dialogue for learning? Designing learning experiences that develop intercultural competencies puts the test to students' social inclinations, and engagement with course material increases when it's used to dig deeper into the specificities of their identity and social location. Loewen's approach to inter-institutional collaborative teaching will be explored with examples and working templates for collaborative design of effective social learning experiences.