What does it mean to understand a religion? How should the concept of truth be addressed in the contemporary classroom? What is the proper subject matter of religious education and how does it relate to other subjects and the school curriculum as a whole? Despite the prevalence of literature on these subjects, these issues are far from resolved and consequently the place and nature of religious education in our schools is precarious and confused. A Hermeneutics of Religious Education argues that although the tradition of philosophical hermeneutics has transformed both educational thought and the academic discipline of religious studies, the literature of religious education pedagogy has paid only limited attention to these developments. To engage with them fully entails a transformation of our understanding of religious education and its importance in a curriculum of the twenty-first century.
The Oxford Handbook of the Study of Religion provides a comprehensive overview of the academic study of religion. Written by an international team of leading scholars, its fifty-one chapters are divided thematically into seven sections. The first section addresses five major conceptual aspects of research on religion. Part two surveys eleven main frameworks of analysis, interpretation, and explanation of religion. Reflecting recent turns in the humanities and social sciences, part three considers eight forms of the expression of religion. Part four provides a discussion of the ways societies and religions, or religious organizations, are shaped by different forms of allocation of resources. Other chapters in this section consider law, the media, nature, medicine, politics, science, sports, and tourism. Part five reviews important developments, distinctions, and arguments for each of the selected topics. The study of religion addresses religion as a historical phenomenon and part six looks at seven historical processes. Religion is studied in various ways by many disciplines, and this Handbook shows that the study of religion is an academic discipline in its own right. The disciplinary profile of this volume is reflected in part seven, which considers the history of the discipline and its relevance. Each chapter in the Handbook references at least two different religions to provide fresh and innovative perspectives on key issues in the field. This authoritative collection will advance the state of the discipline and is an invaluable reference for students and scholars.
Religion and Education: The Forgotten Dimensions of Religious Education? explores fundamental questions about the role of religion and education in contemporary religious education. Drawing from a range of educational and religious traditions and perspectives, it investigates the future of religious education for all.
How should Christian readers of scripture hold appropriate and constructive tensions between exegetical, critical, hermeneutical, and theological concerns? This book seeks to develop the current lively discussion of theological hermeneutics by taking an extended test case, the book of Numbers, and seeing what it means in practice to hold all these concerns together. In the process the book attempts to reconceive the genre of "commentary" by combining focused attention to the details of the text with particular engagement with theological and hermeneutical concerns arising in and through the interpretive work. The book focuses on the main narrative elements of Numbers 11–25, although other passages are included (Numbers 5, 6, 33). With its mix of genres and its challenging theological perspectives, Numbers offers a range of difficult cases for traditional Christian hermeneutics. Briggs argues that the Christian practice of reading scripture requires engagement with broad theological concerns, and brings into his discussion Frei, Auerbach, Barth, Ricoeur, Volf, and many other biblical scholars. The book highlights several key formational theological questions to which Numbers provides illuminating answers: What is the significance and nature of trust in God? How does holiness (mediated in Numbers through the priesthood) challenge and redefine our sense of what is right, or "fair"? To what extent is it helpful to conceptualize life with God as a journey through a wilderness, of whatever sort? Finally, short of whatever promised land we may be, what is the context and role of blessing?
The lesser known and explored of the two pillars of Hinduism--=aśrama and var.na--=aśrama is the name given to a system of four distinct and legitimate ways of leading a religious life: as a celibate student, a married householder, a forest hermit, and a world renouncer. In this, the first full-length study of the =aśrama system, Olivelle uncovers its origin and traces its subsequent history. He examines in depth its relationship to other institutional and doctrinal aspects of the Brahmanical world and its position within Brahmanical theology, and assesses its significance within the history of Indian religion. Throughout, he argues that the =aśrama system is primarily a theological construct and that the system and its history should be carefully distinguished from the socio-religious institutions comprehended by the system and from their respective histories.
This book is open access and available on www.bloomsburycollections.com. Qur'anic Hermeneutics argues for the importance of understanding the polysemous nature of the words in the Qur'an and outlines a new method of Qur'anic exegesis called intertextual polysemy. By interweaving science, history and religious studies, Abdulla Galadari introduces a linguistic approach which draws on neuropsychology. This book features examples of intertextual polysemy within the Qur'an, as well as between the Qur'an and the Bible. It provides examples that intimately engage with Christological concepts of the Gospels, in addition to examples of allegorical interpretation through inner-Qur'anic allusions. Galadari reveals how new creative insights are possible, and argues that the Qur'an did not come to denounce the Gospel–which is one of the stumbling blocks between Islam and Christianity–but only to interpret it in its own words.
Against the backdrop of labour migration and the ongoing refugee crisis, the ways in which Islam is taught and engaged with in educational settings has become a major topic of contention in Europe. Recognising the need for academic engagement around the challenges and benefits of effective Islamic Religious Education (IRE), this volume offers a comparative study of curricula, teaching materials, and teacher education in fourteen European countries, and in doing so, explores local, national, and international complexities of contemporary IRE. Considering the ways in which Islam is taught and represented in state schools, public Islamic schools, and non-confessional classes, Part One of this volume includes chapters which survey the varying degrees to which fourteen European States have adopted IRE into curricula, and considers the impacts of varied teaching models on Muslim populations. Moving beyond individual countries’ approaches to IRE, chapters in Part Two offer multi-disciplinary perspectives – from the hermeneutical-critical to the postcolonial – to address challenges posed by religious teachings on issues such as feminism, human rights, and citizenship, and the ways these are approached in European settings. Given its multi-faceted approach, this book will be an indispensable resource for postgraduate students, scholars, stakeholders and policymakers working at the intersections of religion, education and policy on religious education.
In the late Enlightenment, a new imperative began to inform theories of interpretation: all literary texts should be read in the same way that we read the Bible. However, this assumption concealed a problem—there was no coherent "we" who read the Bible in the same way. In Secularism and Hermeneutics, Yael Almog shows that several prominent thinkers of the era, including Johann Gottfried Herder, Moses Mendelssohn, Immanuel Kant, Georg Wilhelm Friedrich Hegel, and Friedrich Daniel Ernst Schleiermacher, constituted readers as an imaginary "we" around which they could form their theories and practices of interpretation. This conception of interpreters as a universal community, Almog argues, established biblical readers as a coherent collective. In the first part of the book, Almog focuses on the 1760s through the 1780s and examines these writers' works on biblical Hebrew and their reliance on the conception of the Old Testament as a cultural, rather than religious, asset. She reveals how the detachment of textual hermeneutics from confessional affiliation was stimulated by debates on the integration of Jews in Enlightenment Germany. In order for the political community to cohere, she contends, certain religious practices were restricted to the private sphere while textual interpretation, which previously belonged to religious contexts, became the foundation of the public sphere. As interpretive practices were secularized and taken to be universal, they were meant to overcome religious difference. Turning to literature and the early nineteenth century in the second part of the book, Almog demonstrates the ways in which the new literary genres of realism and lyric poetry disrupted these interpretive reading practices. Literary techniques such as irony and intertextuality disturbed the notion of a stable, universal reader's position and highlighted interpretation as grounded in religious belonging. Secularism and Hermeneutics reveals the tension between textual exegesis and confessional belonging and challenges the modern presumption that interpretation is indifferent to religious concerns.
This volume comprises papers presented at a conference marking the 50th anniversary of Joachim Wach's death, and the centennial of Mircea Eliade's birth. Its purpose is to reconsider both the problematic, separate legacies of these two major twentieth-century historians of religions, and the bearing of these two legacies upon each other. Shortly after Wach's death in 1955, Eliade succeeded him as the premiere historian of religions at the University of Chicago. As a result, the two have been associated with each other in many people's minds as the successive leaders of the so-called "Chicago School" in the history of religions. In fact, as this volume makes clear, there never was a monolithic Chicago School. Although Wach reportedly referred to Eliade as the most astute historian of religions of the day; the two never met, and their approaches to the study of religions differed significantly. Several dominant issues run through the essays collected here: the relationship between the two men's writings and their lives, and in Eliade's case, the relationship between his political commitments and his writings in fiction, history of religions, and autobiography. Both men's contributions to the field continue to provoke controversy and debate, and this volume sheds new light on these controversies and what they reveal about these two `scholars' legacies.
Provides a comprehensive introduction to all aspects of religious education and pastoral ministry and gives an in-depth inquiry into the philosophical, educational and theological theories for sharing faith.
