Todd Whitmore

• University of Notre Dame

Most academic theology is written in an abstract manner that elides the “mess that is life.” Most academic anthropology rejects theological modes of reasoning and representation. The present article makes the case for an “anthropological theology” that brings together ethnographic thick description of life lived and theological modes of writing. Th...

The fieldwork experience often manifests itself to the researcher as a tangled cluster of thoughts and feelings that is difficult to write into accessible prose. However, pre-set narratives reduce the subjects of the fieldwork to being mere exemplifications of arguments worked out in advance. This article offers the confession as a kind of retrospe...

In recent years, public discourse has largely embraced the idea that persons with addictions have a “brain disease,” and ought to be treated medically rather than judicially. This article first argues that this social shift is mostly the result of middle- and upper-class whites being among the addicted. The medical language is deployed so that such...

In this perspective article, the authors share our knowledge, expertise, and experiences in responding to the opioid epidemic in St. Joseph County (Indiana). The authors discuss five interventions we have used in the county to minimize the devastating effects of the opioid epidemic. Their hope is that the knowledge gained from this article will be...

Unnamed sources have claimed that Michael Novak is 'credited with considerable input' into John Paul II's encyclical, Centesimus annus, such that the former's thought 'is said to be reflected in' the document. In addition, the Pope critiques the gap between rich and poor and the consumerism that drives it; Novak finds them to be morally irrelevant....

A persistent question for pedagogy is that of whether and how the content of a course ought to shape the teaching method. Both the understanding of practical reason and the substantive concepts of modern Catholic social teaching support a classroom dynamic of a relatively egalitarian dialectic. The author grounds the case for this pedagogy in the u...