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DR. KARL INGE TANGEN

Dean of research

Norwegian School of Leadership and Theology
Oslo, Norway

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BIO
Karl Inge is an Associate Professor and Dean of Research at The Norwegian School of Theology and Leadership (HLT) and has been a part of the school since its founding in 2008. Karl Inge is head of the field of social sciences and leadership at HLT, and he is working as a co-pastor in Filadelfia, Oslo. He has extensive experience from working with several civil society organizations, as well as competence in organizational development from working with the aid sector.

His research interest lies in the fields of theology, ethics, value-based leadership and social science. His published works includes both scientific articles and popular science on topics such as the role of religion in the public sphere, power relations in aid work, virtue ethics and leadership, women’s role in charismatic movements, slavery, eco-theology and environmental ethics. Karl Inge is also a passionate windsurfer.

 

ABSTRACT
TRAINING LEADERS FOR SUSTAINABLE DEVELOPMENT IN THE CHRISTIAN UNIVERSITY – A VIRTUE ETHICAL APPROACH (written with Christer Berntzen)

This paper discusses how value-based universities may apply the approaches of the “Education for Sustainability Development” (ESD) – to develop moral leaders that serve the common good. The paper will begin with a pedagogical analysis of some of the most promising ESD contributions. The study confirms that a virtue-ethical approach based on systems thinking may a viable available strategy, yet offering a philosophical and theological critique pointing to critical issues that are downplayed or overlooked. It is argued that sustainable leadership virtues need to be grounded in a specific moral tradition and that these also require proto- virtues on the level of individuals. The second part of the paper offers a practical theological analysis of how ESD may be applied in a particular case; a college that belongs to the Free Church tradition. The study takes into consideration the possible theological and pedagogical weaknesses and strengths that this specific tradition represents. Finally, it shows how insights from the Aristotelian -Thomistic tradition may be integrated with emerging perspectives on moral formation and creation care in the Pentecostal tradition to form a base for transformational education.

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