In Conversation: An OUP Podcast

In this book, What God Would Have Known: How Human Intellectual and Moral Development Undermines Christian Doctrine (Oxford University Press, 2024), Professor J. L. Schellenberg links facts about human intellectual and moral development to what any God who existed at the time of Jesus would have known, and on the basis of that connection, it crafts twenty new arguments for the conclusion that classical Christian doctrine is false. These arguments represent what Schellenberg calls “the problem of contrary development.” Human origins in deep time, human religion, the formation of the New Testament, human psychology, violence, sex, and gender—advances in our understanding on all these fronts are brought into interaction with the doctrines of sin, spiritual helplessness, salvation, the divinity of Jesus, the Holy Spirit, and revelation, with the result that the latter are shown to be vulnerable to refutation in new ways. The book concludes by developing, in connection with its results, two Christian versions of the problem of divine hiddenness and an argument against the existence of God from the historical success (but salvific failure) of Christianity. By taking account of all these things, philosophers can bring a better balance to work on Christianity in philosophy, negotiating a shift from Christian philosophy to the philosophy of Christianity.

JL Schellenberg is Professor of Philosophy at Mount Saint Vincent University and adjunct professor in the Faculty of Graduate Studies at Dalhousie University, both in Halifax, Nova Scotia. He did his doctorate in philosophy at Oxford, resulting in the book, Divine Hiddenness and Human Reason (Cornell, 1993), which introduced a new argument against the existence of a personal God known as the hiddenness argument.

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Carrie Lynn Evans is a PhD candidate at Université Laval in Quebec City. [email protected] @carrielynnland.bsky.social

Human geography offers answers to some of the most important challenges of our time. To understand contemporary struggles over global economic inequality, forced migration, racial injustice, gender justice, and the climate crisis, we must grasp the ways in which these are fought over and through space.

Human Geography: A Very Short Introduction (Oxford University Press, 2025) by Patricia Daley and Ian Klinke explains how the subject can aid a better knowledge of the modern world. It examines the formation of power systems and the ways in which they have been constructed, subverted, and resisted over time. This Very Short Introduction explores the topic through seven spaces that define the present: the colony, the pipeline, the border, the high rise, the workplace, the conservation area, and outer space. In addition, the authors take a critical view of the discipline and its history, but argue for its continuing vitality.

Patricia Daley is Professor of the Human Geography of Africa at University of Oxford.

Ian Klinke is Associate Professor in Human Geography at the University of Oxford.

Caleb Zakarin is CEO and Publisher of the New Books Network.

“Liberal egalitarianism” refers to a family of political views that are “liberal” in taking individual rights to be of premier importance and “egalitarian” in holding that justice requires that political, social, and economic inequalities be minimized as much as possible. The standard approach to liberal egalitarian theorizing, influenced greatly by John Rawls’s A Theory of Justice (1971), is to specify a set of normative principles to guide the design and functioning of society’s primary institutions (its “basic structure”). In The Anatomy of Justice: On the Shape, Substance, and Power of Liberal Egalitarianism (Oxford UP, 2024), Gina Schouten argues for a reorientation in liberal egalitarian theorizing about justice. She proposes that, instead of prescriptive principles, we should instead think of a liberal egalitarian theory’s most important product to be “evaluative discernment”: theorizing should aim to discern those achievements or values the realization of which would make society more just overall. Schouten offers a weighted specification of the values of justice, what she calls “the anatomy of justice.” The anatomy of justice is deployed by Schouten to help resolve difficulties internal to liberal egalitarianism, in part by deflating longstanding debates, like that regarding whether equality is fundamentally a distributive or a relational value. The anatomy of justice is also used by Schouten to provide systematic and compelling guidance for addressing existing injustices and to defend liberalism from criticisms from the left. The book thus aims to demonstrate the vitality and relevance of feminist liberal egalitarianism.

Coined in the middle of the nineteenth century, the term "voodoo" has been deployed largely by people in the U.S. to refer to spiritual practices--real or imagined--among people of African descent. "Voodoo" is one way that white people have invoked their anxieties and stereotypes about Black people--to call them uncivilised, superstitious, hypersexual, violent, and cannibalistic.
In Voodoo: The History of a Racial Slur (Oxford University Press, 2023), Dr. Danielle N. Boaz explores public perceptions of "voodoo" as they have varied over time, with an emphasis on the intricate connection between stereotypes of "voodoo" and debates about race and human rights. The term has its roots in the U.S. Civil War in the 1860s, especially following the Union takeover of New Orleans, when it was used to propagate the idea that Black Americans held certain "superstitions" that allegedly proved that they were unprepared for freedom, the right to vote, and the ability to hold public office. Similar stereotypes were later extended to Cuba and Haiti in the late nineteenth and early twentieth centuries. In the 1930s, Black religious movements like the Moorish Science Temple and the Nation of Islam were derided as "voodoo cults." More recently, ideas about "voodoo" have shaped U.S. policies toward Haitian immigrants in the 1980s, and international responses to rituals to bind Nigerian women to human traffickers in the twenty-first century. Drawing on newspapers, travelogues, magazines, legal documents, and books, Dr. Boaz shows that the term "voodoo" has often been a tool of racism, colonialism, and oppression.
This interview was conducted by Dr. Miranda Melcher whose doctoral work focused on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023).
Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking?
John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin.

Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel.