The purpose of this study about theological aspects of culture and social ethics is to investigate the relation between the theological tradition arising from Luther and the cultural immateriality which is culturally expressed in material progress and work. It is necessary to remember that it was Protestant theology itself that enabled this secularization process. Protestantism and modernity with its secularization proposal are processes that condition one another. Paul Tillich calls modernity and secularization the “Protestant Era” in the context of the Western culture of economic progress. It was mainly the theological tradition of the Enlightenment that separated the kingdom of the right from the kingdom of the left, law and gospel, creation and redemption, in such a way that the scope of creation became so autonomous that it dismissed the justification through the work of Christ, the gospel.
[International Board: Roger Behrens (Germany), Mirka Dickel (Germany), Norm Friesen (USA), Alex Lautensach (Canada), Euler R. Westphal (Brazil)]
The book series “Culture and Education” includes publications about both the theory and the practical implementation of education. The volumes are selected with regards to the manifold connections among different understandings of culture. At a time of the ongoing quantification and numerical comparison of education processes, the publications of this series share the idea that education is a fundamental and anthropological element of man’s culture. The different volumes of this series focus on the idea that the human being is inseparably connected to, and even dependent with and on, learning. However, learning is always realized in specific cultural contexts.
Examples of this are the relationships between education and religion, education and literature, education and politics or education and aesthetics. With this plurality of possible connections in mind, the series broaches the issue of the relationship between culture and education with regards to three distinct methodological approaches.
First, the series includes work on foundational research that becomes manifest in publications about the philosophy of education. Second, the series includes publications on fundamental ideas of education and their realization in different historical constellations and/or significant works on educational theory. Third, the series includes publications which address the relationship between culture and education from a comparative perspective. These volumes attempt to broaden the intercultural discussion on learning as an anthropological constant.