Description
This book is an inter-disciplinary endeavour. Encompassing education and basic research, it discusses the modular-curriculum embodied in The Epistle from educational, historical, sociolinguistic, anthropological, phenomenological, and non-sectarian perspectives. It shows the cross-boundary philosophical reasoning and pedagogic dimensions of St. Paul as a great teacher and thinker from the Jewish-and-Christian faith. In doing so, this book refocuses academia’s attention on the inevitable antimonic nature inherent in humans’ efforts to create systemic knowledge. Knowledge about the inner aesthetic and volitional-interpretative self – the immanent psychic “I” – and other philosophical aspects of the realm of the transcendental should be rescued from the deepening trends of secularity. Being strong, powerful, productive, and performative should not be taken as the indisputable and exclusive aim of education. Science, Technology, Engineering, and Mathematics (STEM) do not constitute a sufficient basis for building a better humanity. Education via public curriculums ought to serve both the belly and the mind. Deliberative curricular recalibrations, with rationales for grace, are thus needed for a better future for humanity…. This book is relevant for anyone with a core fascination about truths, values, epistemologies, life, spirituality, and holistic human development. It can also be used as a textbook or a reference in a number of fields including counselling, psychology, translation, cultural studies, and theology. Orlando Nang Kwok Ho is a fellow of the Chartered Institute of Linguists (UK). Educated in Hong Kong (CUHK, City UHK, and EdUHK) and Australia (UNSW), Dr. Ho has taught at The Education University of Hong Kong. He has academic degrees in multiple disciplines, including education, translation, history, Christian studies, economics, management, and defence studies. This background has prepared him for interdisciplinary research and to embrace the necessity for a holistic viewpoint. This same background also makes him appreciate the inescapable historicity of human epistemic efforts in the making of knowledge. His academic research interest has always been from the perspective of a teacher, a spiritualist humanist, a historian and a philosopher. One of his major intellectual interests is the study and interpretation of core sociocultural and philosophical texts that have longstanding and foundational influence on humanity. Currently, he is also involved in a project to revaluate Laozi’s philosophy for leaders, educators, and curriculums of the twenty-first century.
