Carol Gilligan

Getting at the Roots: An Earth Day Reflection by Xochitl Alvizo

Last Monday on Earth Day I planted my little seeds (though I acknowledge Sara Wright’s point in her las post that every day is earth day!). I’m in a new apartment and don’t have the outdoor space I used to in my previous home. I live in a courtyard-facing apartment complex with a beautiful desert garden in the middle, but no outdoor space that the tenants are allowed to work in. I do, however, have a big, beautiful living room window that gets a lot of direct sunlight. For Earth Day, then, I started my little potted-plant garden. As I put together the tiny pots, pressed in the place for and placed the seeds, covered and watered them, I inevitably reflected on the magic of it all. The pots look empty except for the soil, and yet, I’m to expect lettuce from them in some weeks or months. A seeming impossibility, but it will happen—slow, but nonetheless, steady growth happens.

The apartment complex desert garden I see through my window.

On Mishpatim, Feminism and A Caring Community by Ivy Helman.

Mishpatim (Exodus 21:1 – 24:18 and 30:11-16) is the Torah portion for February 18, 2023. Its name, mishpatim, means laws or ordinances, and the portion is essentially just that – a list of laws to be followed. It is not the easiest parshah to follow as it jumps around, backtracks numerous times, and sometimes contradicts itself, particularly in the sections with Moses.

That being said, there are two main themes in Mishpatim; both of which I have discussed in past blogs. First is the death penalty. There is an overabundance of crimes that result in the death penalty in this parshah. Way, way too many. Another theme is idolatry. In many ways, that is a theme in the Torah itself. For more on these themes from my feminist perspective, see here: Sh’lach; Ki Tisa; Shofetim ; and on b’tzelem Elohim.

Raising (Dis)respectful Sons by Esther Nelson

I recently spoke with a female relative (I’ll call her Sylvia), the mother of two teenage sons. The eldest just completed his first year of college. During our conversation, Sylvia mentioned she was not looking forward to him coming home for the summer, saying that “something” happens to sons as they grow older. She called him a “troll.” I looked up the word online.

“In Internet slang, a troll is a person who starts quarrels or upsets people on the Internet to distract and sow discord by posting inflammatory and digressive, extraneous, or off-topic messages in an online community (such as a newsgroup, forum, chat room, or blog) with the intent of provoking readers into displaying emotional responses and normalizing tangential discussion, whether for the troll’s amusement or a specific gain” (Wikipedia). Continue reading “Raising (Dis)respectful Sons by Esther Nelson”

STEM and Sexism: Pedagogical Responses to “Chilly Climates” by Sara Frykenberg

Another way to put this: there is nothing inherently competitive about the study of mathematics. The classroom is competitive in order to create a particular kind of graduate—one who engages in a particular [dominant] culture. Liberative pedagogy challenges the ways that classrooms are run in order to challenge the dominant culture.

Sara Frykenberg Recently, a friend of mine sent me a journal article entitled, “Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis,” and a response to the research from a rather conservative publication, the National Review: “Female Researcher: We Must Make STEM Courses ‘Less Competitive’ to be more ‘Inclusive’ of Women.” Not a feminist or feminist scholar himself, his question to me was whether or not the author of the original research article, Laura Parson, was sexist and/or racist for suggesting that course syllabi needed to be, or rather sound, less “difficult,” less competitive, etc.

For those of you who don’t know, STEM educations refers to education in Science, Technology, Engineering and Mathematics; and within the United States, women are significantly underrepresented within these fields. I share these articles and my friend’s question in this blog because I believe there is a common misconception that feminist and other liberative educators are arguing that we need to make courses “easier” or “less intimidating” in order to create inclusion. The implication here, that somehow women and/or people of color need an easier course, can be understood as a sexist and racist assertion of inferiority. However, this common critique misses its own investment in kyriarchal codes. Conflating masculinist pedagogical practices with academic rigor, this circular logic redirects the responsibility for inclusion onto the oppressed themselves as though the supposedly “intimidated minority,” is deficient, not the exclusivist language and practices that reinscribe power for particular people and particular ways of being. Continue reading “STEM and Sexism: Pedagogical Responses to “Chilly Climates” by Sara Frykenberg”

Updates on Listening by Xochitl Alvizo

The pieces of my dissertation are beginning to float to the surface, piece by piece, released into the world as smaller parts of the whole. At some point this all may become a book, but for now, I have enjoyed the opportunity to share some of the learning from my dissertation research in book chapters, articles, and blog posts, which I’d like to share with you all so that you can see some of what I’ve been up to these days.

The most recent piece that has come to be is an article on The Listening Guide, the particular method of narrative analysis I used to analyze the transcriptions of the interviews I conducted with participants of Emerging Church congregations. I’m particularly excited about this piece because I think it could be a useful tool to many of us in our respective fields of study and work. And although my particular context is theological and, even more specifically, Christian, as a tool and method, The Listening Guide can be used for reflection and be of great value in a variety of contexts. Continue reading “Updates on Listening by Xochitl Alvizo”

Using the Listening Guide to Leave Oneself Open to Discovery by Xochitl Alvizo

I am deep in the throes of writing my dissertation. Writing started in earnest, in its most recent stretch, in mid-July when I came out to write in isolation in my home city of Los Angeles.* If all goes as scheduled (so far, so good), I will be submitting the first chapter to my editor today, the same date of publication as this blog post. Of course, after my editor’s suggestions, the chapter then goes to my advisor and will inevitably have a life of its own after that. For now, I am enjoying the moment of being on the cusp of completing my very first chapter. I’m a big believer in celebrating every moment of success!

Last month I was in the throes of data analysis. My dissertation involves qualitative research with twelve Emerging Church congregations across the United States. From that research I ended up with 40 audio -hours of transcriptions from the interviews I conducted. I spent the whole month of June – again, in isolation –in San Diego at Point Loma Nazarene University* focusing on the task at hand. Analyzing data is a completely different challenge than writing, and finding the best method of analysis based on one’s own commitments particularly so. Luckily, I found a method of analysis that allowed me to ‘listen deeply’ to my data and leave myself open to discovery.

I have written before about Nelle Morton’s feminist principle of ‘hearing each other to speech’, its importance in my own life, and how valuable I think it could be for those of us in academentia and for the way we do our work. There is a logic that sometimes dominates in the academy of finding the fault in the argument of the other and building one’s own argument in opposition to it. That is not, however, the manner in which I want to do my own work. Nelle Morton proposes a model of engaging one another in which we commit to ‘hearing all the way’, to “depth hearing.” The practice is of a kind of hearing that engages the whole self to the point that you might find yourself holding your breath in order to allow the coherence of someone else’s story to form and come together. Her claim is that this kind of hearing evokes “a new speech – a new creation” because it enables the speaker to be heard to their own story, thereby creating the possibility for new imagining, an imagining that contributes to the mutual empowerment and transformation of both hearer and speaker. Continue reading “Using the Listening Guide to Leave Oneself Open to Discovery by Xochitl Alvizo”

ETHICS OF INDIVIDUAL RIGHTS AND CARE SENSITIVE ETHICS IN THE CONTEXT OF THE GAY MARRIAGE DEBATE by Carol P. Christ

Is care the beginning of ethics? Has traditional western ethical thinking been wrong to insist that in order to reason ethically, we must divorce reason from emotion, passion, and feeling?

In Ecofeminist Philosophy, Karen Warren criticizes traditional ethical thinking–advocating a “care-sensitive” approach to ethics. Traditional ethics, as Warren says, are based on the notion of the individual rights of rational moral subjects. Like so much else in western philosophy traditional ethics are rooted in the classical dualisms that separate mind from body, reason from emotion and passion, and male from female. In addition to being based in dualism, western philosophy focuses on the rational individual, imagining “him” to be separable from relationships with others. Western ethics concerns itself with the “rights” of “rational” “individuals” as they come into relationship or conflict with the “rights” of other “rational” “indiviudals.”

Those who would think ethically are advised to “rise above” the “emotions” and “passions” or “feelings” of the body, in order to reason dispassionately about the rights and responsibilities of rational individuals. According to this theory, emotions and passions “get in the way” of rational thinking. Continue reading “ETHICS OF INDIVIDUAL RIGHTS AND CARE SENSITIVE ETHICS IN THE CONTEXT OF THE GAY MARRIAGE DEBATE by Carol P. Christ”

Feminist Ethics and Corporate America By Sharon Andre

This post is written in conjunction with the Feminist Ethics Course Dialogue project sponsored by Claremont School of Theology in the Claremont Lincoln University Consortium, Claremont Graduate University, and directed by Grace Yia-Hei Kao.

Sharon Andre is completing her Master of Arts in Spiritual Formation at Claremont School of Theology. Her interests include biblical studies, business organization and computer science.

Many thoughts, feelings and realizations are being triggered inside me as I listen, read and learn about Feminist ethics. I sense that my CST deconstruction is in full swing with no end in sight! This is my first course at CST following twenty-five plus years in Corporate America, and just about everything is new to me. I’m a white gay Mennonite woman raised Catholic with formal education in computer science and business. Continue reading “Feminist Ethics and Corporate America By Sharon Andre”

The Scars Were Not Me: Gilligan and Self-Care By Drew Baker

This post is written in conjunction with the Feminist Ethics Course Dialogue project sponsored by Claremont School of Theology in the Claremont Lincoln University Consortium, Claremont Graduate University, and directed by Grace Yia-Hei Kao.

Drew Baker is a feminist Buddhist-Christian PhD student in Religion, Ethics and Society at Claremont School of Theology. His work engages the interconnections between trauma theory, religious ethics and ghost narratives.

[DISCLAIMER: Sexual violence is contained in the post below]

When I was a freshman in college, I drastically misread Carol Gilligan’s In a Different Voice. I read her book then, and (wrongly) saw a mirror of my own ideals. Selfless care above all else. I see a more complicated and beautiful portrait in her book today. Something changed.

I was raised Buddhist. Like many Buddhists, I learned about the doctrine of no-self and the moral value of compassion. I came to wed the concepts in my mind. Selfless care. There were no virtues in the world beyond the mantra: ‘love others no matter the cost to the self.’

Kenosis can be quite pragmatically valuable to cultivate as a spiritual discipline for those with power. As a white straight man, honestly, there were few instances in my life growing up that should have called this personal virtue into question. Continue reading “The Scars Were Not Me: Gilligan and Self-Care By Drew Baker”