
Dan Rhodes
I'm currently clinical associate professor of social justice at Loyola University Chicago, Institute of Pastoral Studies. I have a particular interest in the intersection of political theology, pedagogy, radical democracy, and social change.
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Papers by Dan Rhodes
education are keenly attuned to the ethics of engaging
those communities and their members. The concern is that the
local community not be exploited but be treated with respect
and understood as a mutual partner in the program. Yet continually,
as we argue in this essay, such programs tend to repeat
the very instrumentalization they are hoping to avoid because
their design focuses more on student-centered experiences of
individual growth and enrichment constructed upon a relational
geography that privileges the ends of the learning institution.
Such a dynamic shapes community-based theological education
too, the institutional location we focus on in this essay. Hence,
we propose that our institutions of learning need to be (re)located
within local communities if we are going to shift this structural
dynamic. To develop more just and transformative learning
institutions, we argue, requires a new geography of education
by developing community-centered modes of knowledge production
through action-research practices that foster collaboration,
solidarity, and collective action to forge a shared ethic.
Moving in this direction will require a new geography of education
for community-based learning. As an example, we offer a
sketch from our own work at The Black Mountain School of
Theology & Community.
virtue ethics that is more radically democratic and thereby more
directly concerned with imbalances and asymmetries of power.
Beginning with a critique of MacIntyreās neo-Aristotelian account,
I contend that he does not sufficiently tend to the full dynamic
between rationality and power thereby occluding key democratic
practices needed to counter the dominion of modern capitalism.
While he offers the prospect of social protection and integration,
his virtue ethics fails sufficiently to incorporate emancipatory
movement, a problem I trace to his dismissal of Periclean isegoria
and his truncated narrative of the oppression inherent to
capitalism. Returning to this Periclean practice, I look to the
example of Zapatista Kuxlejal politics to develop a virtue ethics
that incorporates social integration with emancipation through
receptive self-making in public narrative, collective governance in
mutual obedience, and a participatory pedagogy of the collective
good.
education are keenly attuned to the ethics of engaging
those communities and their members. The concern is that the
local community not be exploited but be treated with respect
and understood as a mutual partner in the program. Yet continually,
as we argue in this essay, such programs tend to repeat
the very instrumentalization they are hoping to avoid because
their design focuses more on student-centered experiences of
individual growth and enrichment constructed upon a relational
geography that privileges the ends of the learning institution.
Such a dynamic shapes community-based theological education
too, the institutional location we focus on in this essay. Hence,
we propose that our institutions of learning need to be (re)located
within local communities if we are going to shift this structural
dynamic. To develop more just and transformative learning
institutions, we argue, requires a new geography of education
by developing community-centered modes of knowledge production
through action-research practices that foster collaboration,
solidarity, and collective action to forge a shared ethic.
Moving in this direction will require a new geography of education
for community-based learning. As an example, we offer a
sketch from our own work at The Black Mountain School of
Theology & Community.
virtue ethics that is more radically democratic and thereby more
directly concerned with imbalances and asymmetries of power.
Beginning with a critique of MacIntyreās neo-Aristotelian account,
I contend that he does not sufficiently tend to the full dynamic
between rationality and power thereby occluding key democratic
practices needed to counter the dominion of modern capitalism.
While he offers the prospect of social protection and integration,
his virtue ethics fails sufficiently to incorporate emancipatory
movement, a problem I trace to his dismissal of Periclean isegoria
and his truncated narrative of the oppression inherent to
capitalism. Returning to this Periclean practice, I look to the
example of Zapatista Kuxlejal politics to develop a virtue ethics
that incorporates social integration with emancipation through
receptive self-making in public narrative, collective governance in
mutual obedience, and a participatory pedagogy of the collective
good.