Dr Esther D. Reed
BA (Hons), PhD (Dunelm)
Telephone: 01392 723249
Director of the Network for Religion in Public Life http://www.centres.exeter.ac.uk/nrpl/
Esther D. Reed joined the Department of Theology in 2007. Previously, she taught for ten years at the University of St Andrews including one semester as the visiting O'Connor Professor at Colgate University, NY (Spring 2007).
Her current research projects include:
1. Peace Ethics in an Age of Risk
In a follow-up to Theology for International Law (T and T Clark, 2014), Esther is exploring further what the gospel of peace might mean for Christian theological engagement with international law. Themes of Military Violence, Economic Violence and Cultural Violence structure the work-in-progress. Particular attention is paid to thinking with and about the global poor in ways that do not render ‘the other’ somehow different from ourselves. Her current work brings Augustinian rhetorical analysis to bear upon the ethics of targeted killing. The claim is that Augustine’s discussion of (in)ordinate loves still has relevance in the liberal, democratic ‘West’ where the dominant discourse is not a passion for glory but security in the face of transnational risks. Three ‘disordered’ loves are identified: the animus dominandi; disorder and lawlessness; and the elevation of one principle so high that regard for it distracts from wider considerations. Using criteria derived from Augustine’s analysis, questions are asked about the economics, legal regulation and politics of targeted killing.
2. A Taxing Question: Why Pay?
As part of Christian Aid's tax campaign, she is contributing work on the morality of taxation and tax avoidance.
3. Narrative Theology in Religious Education
Esther is working with Rob Freathy, Graduate School of Education, to advocate a pedagogy of Religious Education (RE) based upon a narratival framework informed by both narrative theology and narrative philosophy. Supported by Bible Society UK, their work addresses existing difficulties in how biblical texts are handled within RE, and moves away from a ‘proof-texting’ approach to the Bible towards one in which pupils are enabled to think about the significance of biblical narratives for both Christians and themselves.