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Stanley Hauerwas
Stanley Hauerwas, Ph.D., is the Gilbert T. Rowe Professor of Theological Ethics at the Divinity School of Duke University. Although his work involves questions associated with ethics, his primary intent is to show in what way theological convictions make no sense unless they are actually embodied in our lives. He was among the first to reclaim the importance of character and the virtues for the display of Christian living. He has also drawn attention to the importance of narrative for analyzing the connection between practical reason and personal identity, and correlatively, the significance of the church as the necessary context for Christian formation and moral reflection. Accordingly, his work draws on a wide range of literature — from classical, philosophical and theological texts to contemporary political theory. He also works on issues of medical ethics, war and peace, and care for persons with disabilities.
A graduate of Yale Divinity School (B.D. 1965) and Yale University Graduate School (M.A., M. Phil., Ph.D. 1968), Hauerwas did his undergraduate work at Southwestern University, Georgetown, Texas. He taught for two years at Augustana College in Rock Island, Ill., before joining the faculty of the University of Notre Dame, where he taught from 1970 1984. He joined the faculty of Duke University in 1984, where he served as Director of Graduate Studies from 1985-1991.
Hauerwas is a member of the Society for Christian Ethics, the American Academy of Religion, and the American Theological Society. He has delivered lectures worldwide and was invited to give the prestigious Gifford Lectures at the University of St. Andrews in Scotland between 2000-2001. He has received honorary degrees from DePaul University (1988), University of Edinburgh (1991), and University of Virginia (2006).
Hauerwas has authored many books, his most recent books including “Hannah’s Child: A Theologian’s Memoir” (Eerdmans, 2010) and “War and the American Difference: Theological Reflections on Violence and National Identity” (Baker Academic, 2011).