摘要：On the first day of class, as I am introducing myself to a new group of students I say, as an aside, “…my academic training is in philosophy of religion and philosophical theology.” I overhear myself, and wonder: What exactly do I mean by “trained”? For what was I trained? And for what end am I offering to assist in the students’ training? There are obvious disciplinary answers to these questions. I am going to introduce students to a certain body of knowledge in my field. And yet, there is a strange sense in which this cluster of words—“discipline,” “body,” and “field”—do not evoke active, visceral, and ecological connotations. They seem, instead, to be matters of the mind. The practices that accompany their pursuit are quite likely obscured because of their proximity and familiarity.
