Can we reconceive theological education in such a way that (1) it clearly pertains to the totality of human life, in the public sphere as well as the private, because it bears on all of our powers; (2) it is adequate to genuine pluralism, both of the «Christian thing» and of the worlds in which the «Christian thing» is lived,
by avoiding naiveté about historical and cultural conditioning without lapsing into relativism; (3) it can be the
unifying overarching
goal of theological education without requiring the tacit assumption that there is a universal structure or essence to education in general, or theological inquiry in particular, which inescapably denies genuine pluralism
by claiming to be the universal
common denominator to which everything may be reduced as variations on a theme; and (4) it can retrieve the strengths of both the «Athens» and the «Berlin» types of excellent schooling, without unintentionally subordinating one to the other?
There is little sense of multiple systems with differing definitions of number within Principia Mathematica, because its
goal was to
unify mathematics
by deducing all of it from an ostensibly
common logic.
As a Global Human Resources executive, I manage mergers and acquisitions to
unify diverse corporate cultures
by implementing re-organization strategies that align employees with
common goals.