The question about divine action remains contested in the discussion between theology and science. This issue is further exacerbated with the entry of pentecostals and charismatics into the conversation, especially with their emphases on divine intervention and miracles. I explore what happens at the intersection of these discourses, identifying first how the concept of "laws of nature" has developed in theology and science and then probing what pentecostal-charismatic insights might add into the mix. Drawing from the triadic and evolutionary metaphysics (...) of Charles Sanders Peirce, I propose a reconsideration of the "laws of nature" as habitual, dynamic, and general but nevertheless real tendencies through which the Holy Spirit invites the world to inhabit the coming kingdom of God. This proposal contributes to the articulation of an authentic Pentecostal-charismatic witness at the theology-and-science table while also enabling a more plausible and coherent account of divine action for pentecostal-charismatic piety and Christian practice in the twenty-first century. (shrink)

The concept of God's acting in the world has been seen to be problematic in light of the claims of scientific knowledge that the regularity of a law like universe rules out divine action. There are resources in both scientific knowledge and religion that can render meaningful and credible divine action. The new physics, chaos theory, cognitive psychology, and the concept of top‐down causation are used to understand how God acts in the world. God's action is not an intervention, but (...) is understood on the model of how the mind influences the brain in a downward causative manner. Suggestions for imagining God's actions are discussed. (shrink)

The impossibility of predicting the future allows us only to indicate which theological developments seem to be needed. These developments concern our changing perception of the world, which requires a reversal in our understanding of God's Creation, from its most imperfect beginnings to its unforeseeable future. The passing of evolution from the biological to the human level has opened moral dimensions that must be explored. Rather than return to the beginnings of the church, theology needs to try to understand Christian (...) faith within evolution, to reinterpret the past in the light of the new. In evolution, no final doctrine is possible. The necessity for doctrine creates a constant tension with the necessity of its revision. New truth must be paid for by suffering. The need is for a coherent theological vision of Creation, Redemption, and God's action in the world. Teilhard's metaphysics of union may be the key to it. In this view love becomes the central force of creation, which in Teilhard's view opens into an eternal future in God: in its final stage, evolution becomes Christogenesis. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)