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In this article I aim to highlight one aspect of what it is like to address the problem of evil. The discussion aims to show that the suffering of others comes to matter, in part, because of the way in which we are with others, and they with us. Through a sustained discussion of the film 12 Years a Slave, and drawing on the idea of joint attention, I suggest that the possibility of sharing attitudes with others is central to our experience of the meaning of suffering. In dialogue with the moral philosophy of Stephen Darwall, I highlight the way in which—at least in some significant cases—being with others depends on mutual answerability. These points suggest that whilst moral critics of theodicy are right to emphasise the way that the practice of theodicy can involve a failure to recognise the seriousness of suffering, it is a mistake to think that the suffering of others is 'hermeneutically off-limits' to me: whilst we may often be concerned for others, we can also be concerned with them. This, it is claimed, is an intrinsic part of the difficulty of the problem of evil, as well as one reason for its moral significance. [ABSTRACT FROM AUTHOR]

This article explores the complexity of contemporary Christian chaplaincy within the British Army, where Christian (with other faiths and representatives of secular philosophies) serve an ostensibly secular institution. and sometimes conflicted context, especially focused on the concept of 'being with', central to the thought of the scholar and priest Samuel Wells. Outlining the history of Chaplaincy within the British Army, showing how the Department has changed to serve a changing Army, it then outlines some of the contemporary challenges. Looking at how the role is worked out within the contemporary British Army, there remains an important incarnational role for the Chaplain to 'be with' the Army and it's people. [ABSTRACT FROM AUTHOR]

This research investigated the impact measures (such as lockdowns) used to combat the spread of the coronavirus disease of 2019 (COVID-19) have on the church’s mission. When people face travel and assembly restrictions, the church as a community of witnesses testifying and participating in Christ’s work risks is being neutralised, and its presence weakened. What then does mission as ‘being with’ look like in these situations? Is faithful presence something one can turn on and off at will depending on the situation? If faithful presence was no more, what then was the impact of such absence on the church’s mission? These questions underscore the relevance of this research which sought to ascertain the impact the COVID-19 pandemic lockdown had on the church’s mission. The crucial area this research sought to explore are the lessons from the COVID-19 lockdown that will help the church prepare for future pandemics which scientists say are inevitable. The research made use of a qualitative interview method to discover the meaning of ‘being with’ in the context of the COVID-19 lockdown. The results revealed six attributes of a missional church. Based on these attributes, the research recommends a seven-step process to prepare the church for possible future pandemics. Contribution: This research has provided the church with an opportunity to shift from being ‘inward-looking’ to a church that is community focused, a church that prepares, trains and equips its adherents for the work of ministry in their own communities such that the work of ministry continues with or without gatherings.

This is a creative dialogue between artist-filmmaker Phillip Warnell and author-philosopher Jean-Luc Nancy. It explores, among other things, their film, text, and research collaborations spanning more than a decade. [ABSTRACT FROM AUTHOR]

Analytic writers have studied existential anxiety or annihilation anxiety, emanating from traumatic disruptions to people's sense of going-on-being, reminders of their finitude, and facing a chaotic reality, and suggested that they can endure this anxiety by being with and living through it together with another person. The literature suggests that to be with patients who experience such anxiety, therapists need to indulge "narcissistically" in their own memories and fantasies of similar experiences, and, in parallel to the patients, enter transient regressive states. Sometimes, however, therapists are faced with a chaotic analytic reality that arouses existential anxiety in themselves, and seek to share it with their supervisors who, by experiencing parallel regressive states, can identify with their supervisees and grasp their experiences. Supervisors who consistently fail to be with their supervisees at such moments and persist in offering them new constructions of therapeutic materials might strengthen the supervisees' defensive operations and disrupt their development as therapists. [ABSTRACT FROM AUTHOR]

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important 'proximity tool' that helps foster collaboration by bringing learners and teachers 'closer'. We theorise 'collaboration' via the social constructivism lens and argue that collaboration as being 'close' echoes in the digital sense with 'being with' and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that 1) cameras could be an important aspect of fostering collaboration online; 2) there is a tension in relationships between students, teachers, and study materials; 3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and 4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students. Practitioner Notes 1. Transition to online learning is a challenge for teachers and students, which may disrupt their understanding of collaboration. 2. Collaboration online should be reconsidered with regard to the notion of 'being with others' (Nancy, 2000), where proximity in an online environment is different for all singular beings. 3. Teachers' and students' perceptions about the role of cameras in online collaboration can 'clash', which is not always transparent. 4. It may be useful to encourage students and teachers to seek ways for online collaboration, for example, by undergoing specially designed workshops that will help them recognise the importance of fully engaging online via technology and ways of doing this. 5. Teachers, in collaboration with students, should set up guidelines for camera use and develop specific strategies that will better create opportunities for collaborative learning. [ABSTRACT FROM AUTHOR]

Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity. Together we construct, structure and restructure the stories that build the larger narratives of who we are, what we do and how we live, act and behave as people, professionals and larger communities. It is through our collaborations that we come together, and construct meaning and ourselves. As Higher Education continues to exclude and sideline, as it constrains and removes spaces and places for collaboration between service staff, faculty and students within institutions, between institutions, and with other stakeholders, there is a need to rediscover the power of collaboration. The articles included, build on practical experience, research data, personal and collective reflections, to outline how the contributors have navigated this tension to create spaces of voice and hope. Presented are case studies that are boundary crossing: across disciplinary boundaries; cross-institution collaboration; cross-boundary working; pedagogical co-creation and the reconceptualising of learning; and students as partners, co-researchers and co-authors. Together they showcase refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. We hope the Special Issue helps seed an ecology of collaborative practice for social justice - a more humane academia. Practitioner Notes 1. Humans are social, interdependent beings - humane collaborative practices enable us to make space for ourselves as we strive to co-create a humane university. 2. Working with other people provides an opportunity for both a recognition of the self - and for joint growth and development. 3. Beyond the transactional: collaboration in Higher Education creates opportunities not for 'best practice' but for refreshed notions of collegiality and partnership. 4. Working together in academia and with external partners implicitly challenges the managerialist imperative of the neoliberal university. 5. An ecology of collaborative university practice supports social justice. [ABSTRACT FROM AUTHOR]