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The Acknowledgments
From the Editors
We are grateful to Catriona King, the commissioning editor from Wiley Blackwell, who saw the potential in this idea. It has been delightful to work with Catriona. The subsequent readers’ reports transformed the project and added depth and texture. Thanks to Conant Fund of the Episcopal Church, we had sufficient funds to cover the costs of – what became – a virtual conference and our talented and capable research assistant.
Jean Cotting was our research assistant for this project. She is organized, efficient, and extremely capable. Along with working with all the contributors (and becoming the master of the gentle reminder), she organized the discussion sessions, shared the results of the sessions with contributors, and put together the entire glossary. All of this was done during the great pandemic of 2020; and all of this was done with humor and graciousness. Thank you Jean. Then in the concluding stages of the project, Sam Burke stepped forward and assisted the editors by finalizing the manuscript and helping with the copyediting and the proof stage. Thank you Sam. We are grateful to Taryn Habberley, who did a marvelous job with the index.
Finally, we are grateful to all those who added this assignment to their busy lives. We are proud and delighted by the quality of the essays. This was not a regular writing assignment; each contributor needed to shape their essay for the book. They all did it so well. Thank you.
From John Knight
First, of course, I’d like to thank Ian Markham, my co-editor. It has been a delight to work with Ian, who brought all kinds of gifts to the project that I simply don’t have. I could not have asked for a better co-editor.
I am also grateful to Marty Shaffer, Dean of Liberal Arts, and Thom Wermuth, Vice President of Academic Affairs, at Marist for supporting my research over the years. I’m also grateful to Andrei Buckareff, my colleague at Marist, whose friendship I value greatly and whose knowledge and expertise has kept me from many philosophical mistakes over the years.
Finally, of course, I’m grateful to my family: Ella, Johnny, and Melody. Their patience with me is completely undeserved. I’m especially thankful for the wise advice and counsel, companionship, friendship, incisive but kind critique, and unfailing love from my wife, Melody. My life has been fortunate and blessed in many ways, but their presence is the best part of it.x
From Ian Markham
The idea of a “research methods textbook” that takes people to a place where they can write complex research articles was birthed in endless conversations at The Grape and Bean pub with John Knight. It has been a privilege to work with John. He saw possibilities in the project that I did not see. I am grateful for John’s expertise and sense of fun that he brought to this project as co-editor.
I am blessed with a board of trustees that understands that the writing of books is part of my duties as dean and president of Virginia Theological Seminary. In particular my board chair, Dr. David Charlton, is not just one of the wisest voices of counsel that I have ever known but also has been completely supportive of my writing and teaching. I am deeply grateful for his leadership of the board.
My senior staff – Melody Knowles, Jacqui Ballou, Katie Glover, and Linda Dienno – provide me with much needed space to write. Cassandra Gravina is a remarkable executive assistant. I appreciate them all so much.
Please allow me to acknowledge my debt our US family. To Elaine and Ian, we love you. I am grateful every day for the joy that Luke, my son, brings to the lives of his parents. Lesley and I find life all the richer because of his presence. The editors have decided to dedicate this book to our wives. For Lesley, one is never sure what exactly is around the corner of life, but I am so pleased that I am making the journey with you.
Contributors
Trevor Bechtel, Student Engagement Director, University of Michigan
Kathryn D. Blanchard, Charles A. Dana Professor of Religious Studies and Chair of Religious Studies, Alma College
Andrei A. Buckareff, Professor of Philosophy, Marist College
Celia Deane-Drummond, Director – Laudato Si Research Institute and Senior Research Fellow in Theology, Campion Hall, University of Oxford
Cass Fisher, Associate Professor, University of South Florida
Pamela D. Jones, Assistant Professor (retired), Central Michigan University
John Allan Knight, Associate Professor of Religious Studies, Marist College
Ian Markham, Dean and President of Virginia Theological Seminary and Professor of Theology and Ethics, Virginia Theological Seminary
Thomas J. Oord, Doctoral Program Director, Northwest Nazarene University
Martyn Percy, Dean, Christ Church, University of Oxford
Tinu Ruparell, Associate Professor of Indian and Comparative Philosophy, University of Calgary
Christopher Southgate, Professor of Christian Theodicy, University of Exeter
Leigh Vicens, Associate Professor of Philosophy, Augustana University
Keith Ward, Regius Professor of Divinity Emeritus, University of Oxford
1 Introduction
Most professors are better at imparting content than they are at imparting research skills. Professors are good at explaining the complexities of Aquinas or the details of Kant’s categorical imperative. But they are less good at helping a student learn how to think about a new way to interpret this thinker or defend an unfashionable position. Beyond the basics, such as thinking critically and avoiding plagiarism, many professors usually don’t teach a student how to move the discipline on to a new set of questions or a new approach or a potential solution to an old problem. For the Masters’ student trying to write a thesis or a student starting on a Ph.D. dissertation, we have an old‐fashioned system of “trial and error” – you try, the professor tells you that it is wrong, and you try again. There is a need for a book that explains how to write in such a way that you advance a discipline; there is a need for a book that explains why this article is great and that it should be a model of great research writing.
This book sets out to solve this problem. We do so in two ways. First, toward the end of this introduction we set out what we take to be
