Despite R. G. Collingwood’s relation to British Idealism, a close reading of his subtle descriptions of imagination and expression reveals important points of contact with the phenomenological tradition. In the first section, I bring together Collingwood’s exploration of the role of imagination in art with Merleau-Ponty’s concepts of intentionality and expression. This provides insights into both thinkers’ attempts to describe lived experience and action, highlighting important aspects of their work overlooked by readers. In the second section, I explore how Collingwood and Merleau-Ponty both describe communication as an open and evolving movement of understanding that does not fall back upon a supposedly isolated consciousnesses, thereby eluding the threat of solipsism. In the third section, I outline the connection between Husserl’s identification of a “crisis” in the European sciences and Collingwood’s invocation against what he calls the “corruption of consciousness,” a particularly modern shirking of our responsibilities as expressive and active members of the community.

Jesus of Nazareth, deeply rooted in Second Temple Judaism, lived and taught within its religious and cultural traditions. He observed Jewish customs like the Sabbath and dietary laws, while offering fresh interpretations in light of the kingdom of God. His teachings, often in dialogue with different Jewish sects, emphasized a relational approach to Torah, prioritizing love and ethical conduct over ritual precision. Jesus saw himself as a messenger for this inaugurated kingdom, foregrounding his own and his followers’ relationship to God as a compassionate Father.

This last chapter summarizes most of the material in this book in a range of concluding statements. It provides a summary of the lessons learned. These lessons can be viewed as guidelines for research practice.

Many ethical questions about our future with intelligent machines rest upon assumptions concerning the origins, development and ideal future of humanity and of the universe, and hence overlap considerably with many religious questions. First, could computers themselves become moral in any sense, and could different components of morality – whatever they are – be instantiated in a computer? Second, could computers enhance the moral functioning of humans? Do computers potentially have a role in narrowing the gap between moral aspiration and how morality is actually lived out? Third, if we develop machines comparable in intelligence to humans, how should we treat them? This question is especially acute for embodied robots and human-like androids. Fourthly, numerous moral issues arise as society changes such that artificial intelligence plays an increasingly significant role in making decisions, with implications for how human beings function socially and as individuals, treat each other and access resources.

This chapter focuses on teacher professionalism. In response to vigorous debates initiated in the disciplines of education and sociology, this issue has been discussed with varying degrees of intensity in the field of English language teaching over the past three decades. The concept of teacher professionalism, however, has an intricate nature. Its complexity partially results from the fact that it cannot be fully explained without linking it to teachers’ professional knowledge, practice, and engagement, teachers’ professional identity, and their ethical conduct, all of which are sophisticated constructs in their own right. The complexity of teacher professionalism is also attributed to its evolution within active and learning communities of English language teachers. With this in mind, this chapter begins with a presentation of important definitions of teacher professionalism. This is supported by a brief examination of the professional standards obligatory for the teaching occupation. These are discussed in relation to three dimensions: professional knowledge, professional practice, and professional engagement. The chapter then explicates the construct of teacher professional identity. This is followed by a concise deliberation on the relationship between professionalism and ethics. The chapter concludes with constructive suggestions for sustaining teacher professionalism.

George Eliot and Mary Ward explicitly reject orthodox Christianity and hold a prominent place in standard accounts of Victorian doubt. However, their professed unbelief and yet simultaneous interest in liturgy reveals once again the problem with excarnated accounts of religion. To reduce religion merely to interior belief is to miss how Eliot and Ward use ritual forms to embody their post-Christian ethics. In Eliot’s Daniel Deronda (1876), Jewish ritual galvanizes Daniel’s own ethical aspirations, and Christian liturgy frames key scenes in Gwendolen Harleth’s moral progress. Similarly, the protagonist of Ward’s Robert Elsmere (1888) is more than just a moral exemplar who imitates a purely human Jesus by working for social justice. Rather, he founds a new religion with its own liturgical forms, some of them borrowed directly from traditional liturgies. Thus, even the unorthodox Eliot and Ward feel the threat of excarnation and the attraction of ritual.

The global and historical entanglements between articifial intelligence (AI)/robotic technologies and Buddhism, as a lived religion and philosophical tradition, are significant. This chapter sets out three key sites of interaction between Buddhism and AI/robotics. First, Buddhism, as an ontological model of mind (and body) that describes the conditions for what constitutes artificial life. Second, Buddhism defines the boundaries of moral personhood and thus the nature of interactions between human and non-human actors. And finally, Buddhism can be used as an ethical framework to regulate and direct the development of AI/robotics technologies. It argues that Buddhism provides an approach to technology that is grounded in the interdependence of all things, and this gives rise to both compassion and an ethical commitment to alleviate suffering.

This chapter comprehensively lays out all the possible ways that artificial intelligence (AI) might interact with Jewish sources as their relationship develops over the next many years. It divides the scope of the relationship into three parts. First, it engages with questions of moral agency and their potential interactions with Jewish law, and suggests that this path, while enticing, may not be particularly fruitful. Second, it suggests that Jewish historical sources generally distinguish human value from human uniqueness, and that there is therefore quite a bit of room to think of an AI as a person, if we so choose, without damaging the value of human beings. Finally, it considers how Jewish thought might respond to AI as a new height of human innovation, and how the human–AI relationship shares many characteristics with the God–human relationship as imagined in Jewish sources.

One of Isaiah’s most forceful messages concerns justice, and the sociopolitical conditions necessary to support it. In “The Ethical and Political Vision of Isaiah,” M. Daniel Carroll R. looks at the fundamental themes and vocabulary of the book’s moral vision and surveys approaches that seek to better understand the socioeconomic injustice and politics it condemns. These sins include the greed and malfeasance of governing elites in ancient Judahite society, systemic socioeconomic abuses of agricultural and trade systems, and decisions leading to catastrophic war. At the same time, this prophetic text looks forward to a messianic age of justice and peace under a Spirit-filled king/servant. In closing, Carroll R. looks at how Isaiah’s ethical messages have been received (and resisted) in the pursuit of justice, peace, and ecology.

This chapter explores the theory underpinning qualitative methods, namely semi-structured interviews and focus groups, and issues of methodological coherence in adopting a digital approach. We offer an in-depth exploration of the practical considerations of adopting digital methods. This includes the challenges of building a rapport with the participant, familiarity with technology for both researcher and participant, scheduling, and data protection issues. We explore pertinent ethical considerations, including institutional approval, informed consent, confidentiality, and the ongoing ethical responsibilities of the researcher engaged in qualitative research. We draw upon our experiences of using synchronous online videoconferencing platforms to conduct semi-structured interviews and focus groups, integrating our reflections throughout. Whilst necessitated by the Covid-19 pandemic, the associated need for social distancing and the potential for further regional restrictions, we argue that digital methods transcend the current global situation, offering opportunities to facilitate qualitative research that may extend beyond geographical borders, attenuate fiscal limitations, and enable greater collaboration between researchers.

Simulating religion through computer modelling can demonstrate how fragmentary theories relate, untangle individual lines of causal influence, identify the relative importance of causal factors and enable experimentation that would never be possible (or ethical) in the real world. This chapter reviews the application of computational modelling and simulation to religion, presents findings from specific simulation studies and discusses some of the philosophical issues raised by this type of research. Social simulations are artificial complex systems that we can use to study real-world complex systems. The best of these simulation models are carefully validated in relation to real-world data. Multilevel validation justifies confidence that the causal architecture of the simulation reflects real-world causal processes, thereby delivering an invaluable proxy system into the hands of researchers who study religion.