Syria illustration, Aleksey Klints / Shutterstock.com

As the Obama administration readies for a probable military strike against Syria, Religion News Service asked a panel of theologians and policy experts whether the U.S. should intervene in Syria in light of the regime’s use of chemical weapons against civilians. Would the “Just War” doctrine justify U.S. military action, and what is America’s moral responsibility? Here are their responses, which have been edited for clarity.

the Web Editors 8-30-2013
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the Web Editors 8-30-2013
 Sweet Lord, save us. Heal all that is broken in our lives, in our streets, and in our world. Amen.
the Web Editors 8-30-2013
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Janelle Tupper 8-29-2013
Praying hands support a tree. Illustration via america365/shutterstock.com

Pipeline projects are moving forward across the country, but a group of tuneful nuns is working to make sure they don’t succeed.  

The Sisters of Loretto in Marion County, Kentucky have lived on their rural acreage since the 1800s, serving the poor and enjoying the wide open spaces and forest trails of their home.

With a fracking company proposing a pipeline for pressurized natural gas chemicals through their land, the sisters have sprung into action to protect what they see as their “holy land.” They have refused to allow the fracking company to survey their land for pipeline construction, citing past pipeline explosions and the risk of contamination.   

The sisters appeared at a public hearing over the proposed pipelines, singing “Amazing Grace” until they were asked to be quiet.  Their unexpected activism has gained them attention locally and across the internet (you can meet the sisters by watching this video.)   

Benedict Varnum 8-29-2013
Girl blowing on dandelions, Volodymyr Goinyk / Shutterstock.com

Recently I’ve been re-reading Susan Cain’s excellent book, Quiet: the Power of Introverts in a World that Can’t Stop Talking. Extroverts will want to take it with a grain of salt (although some of the book’s speculations suggest that extroverts are fairly thick-skinned about being taken down off their pedestals), but the book is a fascinating exploration of what it’s like to be an introvert in the world, including some analysis about how one gets to be an introvert, anyway, including how much is genetic, and how much comes from early environment.

It was in reading one of these “nature or nurture?” passages that I first encountered the “orchid hypothesis.” Taking its name from David Dobbs’ 2009 article, “The Science of Success,” published in The Atlantic, the orchid hypothesis essentially argues, as Cain puts it, that:

“… many children are like dandelions, able to thrive in just about any environment. But others, including the high-reactive types that [developmental psychologist Jerome Kagan] studied, are more like orchids: they wilt easily, but under the right conditions can grow strong and magnificent.” (Quiet, 111)

This jumped off the page at me.

The eScapegoat, an online creation of a San-Francisco non-profit to help people

The weeks leading up to the Jewish High Holy Days are supposed to be marked by self-questioning: What failings must I atone for, and to whom must I apologize?

A group of artists, writers and animators are hoping a cartoon goat may help.

They call it the eScapegoat, and it’s supposed to approximate the original scapegoat, described in Leviticus as an important player in the atonement ritual of the ancient Israelites, who symbolically placed their sins upon the animal and sent it into the wilderness.

Jim Wallis 8-29-2013
ANDREW COWIE/AFP/Getty Image

On Wednesday, President Barack Obama said that if Bashar al-Assad used chemical weapons against innocent civilians, there must be “international consequences.” The president is right. But what should those consequences be?

The issue here, again, is one that we have not decided how to deal with: terrorism. The definition of terrorism is deliberate and brutal attacks upon innocent people — whether by individuals, groups, or heads of state. By that definition, Assad is a terrorist. And terrorists who possess weapons of mass destruction and demonstrate their willingness to use them are most dangerous ones. But how should we respond?

I am in in the U.K., where political leaders last night backed off the decision to make immediate “military strikes” while the U.S. and other nations are considering them. The feeling here is that international and legal legitimacy need to be established first, that the U.N. inspectors should finish their examinations in Syria before any actions are taken, and that all other means of response should be fully explored first. These are good decisions.

Why is there such public “war fatigue” in the U.K. and the U.S. in light of Iraq and Afghanistan — and why is that creating reluctance to more military action? Because wars and military solutions have FAILED in response to terrorism — failed to achieve what they were purported to do.

"Dream by the Numbers" infographic details racial inequality that exists in mult

Yesterday’s “Let Freedom Ring” ceremony in Washington, D.C., honored the nation's substantial advances in racial equality in the fifty years since Dr. Martin Luther King, Jr. delivered his now-iconic “I Have a Dream” speech.

But events this year — from the Supreme Court gutting the Voting Rights Act to the House eliminating funding for food stamps to the Trayvon Martin trial — are posing serious challenges to our national progress towards true equality for all.

An infographic from the Public Religion Research Institute, "The Dream by the Numbers," highlights systemic inequalities that still work against communities of color today. The statistics are grim: black communities are unemployed at nearly double the rate of white communities. Fewer than 20 percent of black youth will receive a college or graduate degree. Twice as many blacks lack health insurance as whites. And nearly 70 percent of blacks surveyed mentioned “lack of opportunities for young people” as a top concern for their community.

Trevor Barton 8-29-2013
Vintage typewriter, Bartek Zyczynski/ Shutterstock.com

"We all have a story to tell."

These are the words that will greet my new elementary students as they enter my classroom this year.

I will tell them my story: who I am, what I do, when I was born, where I have lived, why I am a teacher, how I came to our school.

I will tell them this story: When I was their age, I carried a tattered journal, a Papermate pen, and a pocket dictionary everywhere I went. I wrote about the people, places, and things I saw with my eyes, heard with my ears, smelled with my nose, tasted with my tongue, and felt with my hands. I put down on paper the ideas and feelings that were floating around in my head and my heart. I was nerdy (and still am) ... but I was me!

"Will you tell me your story?" I will ask them.