This paper uses Dante’s moral distinction between theft and other forms of fraud to query the ways in which American universities typically explain to students why plagiarism is wrong. A survey of academic integrity policies at 50 American universities revealed that the Christian universities tended to use ethical language to characterize plagiarism as morally wrong, whereas R1 universities used ethical language to describe plagiarism less often. Christian universities most often characterized plagiarism as a form of deceit, and less often as a form of theft. This paper contends that it is more logical to describe plagiarism as deceit.
This paper explores the intersection of disability, education, and theology through the lens of the image of God, human worthiness, and reconciliation. Drawing from my experiences and scholarly reflection, I argue that being, doing, and thinking are interdependent ways of reflecting the image of God and useful for consideration in pedagogy. Using metaphors of mirrors and gardens, I examine cultural tendencies to prioritize productivity over personhood. I then suggest teaching and learning practices grounded in Christian ways of being that center reconciliation, honor difference, and affirm the inherent worth of every student.
This study analyses the possibilities of transforming the identity of Christian teachers in the context of the development of artificial intelligence. Based on a description of the new epistemic field, it identifies five areas in which a change in professional identity can and should occur. The first two areas relate to the teacher as a person and primarily to their relationship with themselves through relationships with others. The third area focuses on the relationship to society and the environment in which the teacher finds themselves, and the last two regions place them in a metaphysical perspective of meaning and truth.
