Professional Documents
Culture Documents
Response To Henk Jochemsen Eqquiping Students
Response To Henk Jochemsen Eqquiping Students
Response To Henk Jochemsen Eqquiping Students
JOHAN HEGEMAN
I ask you to keep this in mind if you feel my comments are like the
clumsiness of a bull in a china shop. I say this because, as a good
Latino, I’m worried that the commentary that I am going to make,
which is more critical than evaluative, might ruin Jochemsen’s
friendship even before I meet him.
Work evaluation
The work is divided into three bodies of argumentation: a) the
presentation of a theoretical (and abstract) model of practice, based on
the field of normative ethics, and influenced by MacIntyre’s neo-
Aristotelians ideas, b) arguments on the moral formation of the
students, according to van Ek, and c) a didactic methodological
application of the proposal, something that Jochemsen calls “profound
reflection as central activity” in the classroom. I see positive and
questionable aspects of Jochemsen’s arguments.
But the instrument of analysis that he uses does not seem entirely
Christian to me. When he starts his analysis of the “critical issues” in
our societies, they are reduced to the neutral concept of “social
practices” understood on the basis of MacIntyre’s normative ethic. This
first reduction presents the problem of ignoring the profound evil and
sinfulness that is offensive to God who created said issues or social
problems. This author is practically unaware of this.
Let us imagine for a moment that the tax collectors in the story
were not full-fledged professionals but rather students learning that
profession. Imagine that in the middle of their career, they have a
vocational crisis because of having heard the controversial John the
Baptist, who was famous for confronting current hot topics, touching
the “sore spot” from his public platform near the Jordan River.
Conclusion
In summary, my argument is that Jochemsen does not respond fully to
the question and what he offers us as an answer is a theoretic
construction, interesting to a certain intellectual community, but
sophisticated and impracticable for the typical student.
But the assignment that comes from this conversion does not end
there. It also implies “to make those that see blind,” i.e. to seek to make
the human and spiritual mechanisms of evil and injustice evident. (John
9:39) This, without a doubt, will involve carrying a cross since it
presumes to confront the established powers, human and spiritual, that
define professional practice in terms convenient to their own interests
and who would not be willing to contract any of our graduates that had
this transforming seed as part of their professional identity.
Bibliography
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Bosch, David J. Misión en transformación. Cambios de paradigma en
la teología de la misión. Grand Rapids, MI., Libros Desafio: 2000.
Gonzales, Justo L. Mapas para la historia futura de la iglesia. Buenos
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The Bible New International Version
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Institute of Church Growth. Fuller Theological Seminary. May,
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Oakes, Edward T. “The achievement of Alasdair MacIntyre” Copyright
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Padilla, C. Ren. “Hacia una hermenautica contextual”. En Encuentro y
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Internet Sources
On Dooyeweerd
http://www.freewebs.com/reformational/dooyeweerd.htm (All of life
redeemed)
http://www.arsdisputandi.org/index.html
http://www.arsdisputandi.org/publish/articles/000088/index.html
(Mystic Dooyeweerd)
http://www.members.shaw.ca/hermandooyeweerd/enkapsis.html
(Individuation and Enkapsis)
http://www.members.shaw.ca/hermandooyeweerd/Totality/html
(philosophy of the totality)
http://www.alwaysreformed.com/publicdocs/studies_in_theology/pri
nciples_of_apologetics_paper.html
(naive and theological thoughts)
http://www.isi.salford.ac.uk/dooy/ (sites on Dooyeweerd)
http://www.isi.salford.ac.uk/dooy/2sides.html (the both sides)
http://www.isi.salford.ac.uk/dooy/law.html (the law)
http://www.isi.salford.ac.uk/dooy/subject.object.html (subject object)
http://www.isi.salford.ac.uk/dooy/aspects.html (Modal aspects)
http://www.isi.salford.ac.uk/dooy/entities.html (entity theory)
http://www.isi.salford.ac.uk/dooy/existence.html#entity-centred
(existence focused in entity)
http://www.isi.salford.ac.uk/dooy/gm.html#mfgm
(four primary motives)
http://www.isi.salford.ac.uk/dooy/bibliography.html#roots
(bibliography)
http://www.members.shaw.ca/jgfriesen/Mainheadings/Kentheoretisch
e.html (last dooyeweerd’s article)
http://www.isi.salford.ac.uk/dooy/ax.html#DdR
(proposal of new aspects)
http://www.isi.salford.ac.uk/dooy/formative.html (formative aspect)
http://www.isi.salford.ac.uk/dooy/knowing.html (aspect knowledge)
http://www.isi.salford.ac.uk/dooy/maf.html
(multi-aspectual function of the life)
http://www.isi.salford.ac.uk/dooy/omgia/jt (lingual aspect)
http://www.isi.salford.ac.uk/dooy/spatial.html (spatial aspect)
http://www.isi.salford.ac.uk/dooy/economic.html (economic aspect)
http://www.isi.salford.ac.uk/dooy/sensitive.html (sensitive aspect)
http://www.isi.salford.ac.uk/dooy/juridical.html (juridical aspect)
http://www.isi.salford.ac.uk/dooy/pistic.html (pistic aspect)
http://www.isi.salford.ac.uk/dooy/ground.motives.html#rold
(proposed religious)
http://www.isi.salford.ac.uk/dooy/sicence.html
(the scientific perspective of Dywd)
http://www.isi.salford.ac.uk/dooy/thinking.html
(three types of thinking)
http://www.isi.salford.ac.uk/dooy/functioning.html (funcioning)
http://www.isi.salford.ac.uk/dooy/summary.html#subj.obj
(cosmonautical summary)
http://www.isi.salford.ac.uk/dooy/d4p.html
(Dooyeweerd in four paragraphs)