What does it mean to understand the world religiously? How is such understanding to be distinguished from scientific understanding? What does it have to do with religious practice, transfiguring love, and spiritual well-being? New Models of Religious Understanding investigates these questions to set a new and exciting agenda for philosophy of religion. Featuring contributions from leading scholars in the field, the volume cuts across the supposed divide between analytic and continental approaches to the subject and engages the interest of a broad range of philosophical and theological readers.
A cutting-edge introduction to contemporary religious studies theory, connecting theory to data This innovative coursebook introduces students to interdisciplinary theoretical tools for understanding contemporary religiously diverse societies—both Western and non-Western. Using a case-study model, the text considers: A wide and diverse array of contemporary issues, questions, and critical approaches to the study of religion relevant to students and scholars A variety of theoretical approaches, including decolonial, feminist, hermeneutical, poststructuralist, and phenomenological analyses Current debates on whether the term "religion" is meaningful Many key issues about the study of religion, including the insider-outsider debate, material religion, and lived religion Plural and religiously diverse societies, including the theological ideas of traditions and the political and social questions that arise for those living alongside adherents of other religions Understanding Religion is designed to provide a strong foundation for instructors to explore the ideas presented in each chapter in multiple ways, engage students in meaningful activities in the classroom, and integrate additional material into their lectures. Students will gain the tools to apply specific methods from a variety of disciplines to analyze the social, political, spiritual, and cultural aspects of religions. Its unique pedagogical design means it can be used from undergraduate- to postgraduate-level courses.
The place of religion in society has changed profoundly in the last few centuries, particularly in the West. In what will be a defining book for our time, Taylor takes up the question of what these changes mean, and what, precisely, happens when a society becomes one in which faith is only one human possibility among others.
This accessible introduction to religious ethics focuses on the major forms of moral reasoning encompassing the three ‘Abrahamic’ religions: Judaism, Christianity, and Islam. Draws on a range of moral issues, such as examples arising from friendship, marriage, homosexuality, lying, forgiveness and its limits, the death penalty, the environment, warfare, and the meaning of work, career, and vocation Looks at both ethical reasoning and importantly, how that reasoning reveals insights into a religious tradition Investigates the resources available to address common problems confronting Abrahamic faiths, and how each faith explains and defends its moral viewpoints Offering concrete topics for interfaith discussions, this is a timely and insightful introduction to a fast-growing field of interest
Digital Religion offers a critical and systematic survey of the study of religion and new media. It covers religious engagement with a wide range of new media forms and highlights examples of new media engagement in all five of the major world religions. From cell phones and video games to blogs and Second Life, the book: provides a detailed review of major topics includes a series of case studies to illustrate and elucidate the thematic explorations considers the theoretical, ethical and theological issues raised. Drawing together the work of experts from key disciplinary perspectives, Digital Religion is invaluable for students wanting to develop a deeper understanding of the field.
The envisioned volume is a collection of recent essays about the philosophical exploration, critique and comparison of (a) the major philosophical models of God, gods and other ultimate realities implicit in the world’s philosophical schools and religions, and of (b) the ideas of such models and doing such modeling per se. The aim is to identify exactly what a model of ultimate reality is; create a comprehensive and accessible collection of extant models; and determine how best, philosophically, to model ultimate reality, if possible and desirable.
"This book articulates a learning process to help educators improve approaches to other religious traditions. Understanding Other Religious Worlds distinguishes between learning facts about other religions and understanding them and their followers in a wholistic manner. Berling argues that incorporating the religious "other" in one's own Christian identity is integral to living an authentic Christian life."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
"In this thoughtful and provocative book Philip Barnes challenges religious educators to re-think their field, and proposes a new, post-liberal model of religious education to help them do so. His model both confronts prejudice and intolerance and also allows the voices of different religions to be heard and critically explored. While Education, Religion and Diversity is directed to a British audience the issues it raises and the alternative it proposes are important for those educators in the United States who believe that the public schools have an important role in teaching students about religion." Walter Feinberg, Professor Emeritus of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. "Philip Barnes offers a penetrating and lucid analysis of the strengths and weaknesses of modern religious education in Britain. He considers a range of epistemological and methodological issues and identifies two contrasting models of religious education that have been influential, what he calls a liberal and a postmodern model. After a detailed review and criticism of both, he outlines his own new post-liberal model of religious education, one that is compatible with both confessional and non-confessional forms of religious education, yet takes religious diversity and religious truth claims seriously. Essential reading for all religious educators and those concerned with the role of religion in schools." Bernd Schröder, Professor of Practical Theology and Religious Education, University of Göttingen. "What place, if any, does religious education have in the schools of an increasingly diverse society? This lucid and authoritative book makes an incisive contribution to this crucial debate." Roger Trigg is Emeritus Professor of Philosophy, University of Warwick, and Senior Research Fellow, Ian Ramsey Centre, Oxford. The challenge of diversity is central to education in modern liberal, democratic states, and religious education is often the point where these differences become both most acute and where it is believed, of all curriculum subjects, resolutions are most likely to be found. Education, Religion and Diversity identifies and explores the commitments and convictions that have guided post-confessional religious education and concludes controversially that the subject as currently theorised and practised is incapable of challenging religious intolerance and of developing respectful relationships between people from different communities and groups within society. It is argued that despite the rhetoric of success, which religious education is obliged to rehearse in order to perpetuate its status in the curriculum and to ensure political support, a fundamentally new model of religious education is required to meet the challenge of diversity to education and to society. A new framework for religious education is developed which offers the potential for the subject to make a genuine contribution to the creation of a responsible, respectful society. Education, Religion and Diversity is a wide-ranging, provocative exploration of religious education in modern liberal democracies. It is essential reading for those concerned with the role of religion in education and for religious and theological educators who want to think critically about the aims and character of religious education.
Many of our questions about religion, says the internationally renowned anthropologist Pascal Boyer, were once mysteries, but they no longer are: we are beginning to know how to answer questions such as "Why do people have religion?" and "Why is religion the way it is?" Using findings from anthropology, cognitive science, linguistics, and evolutionary biology, Boyer shows how one of the most fascinating aspects of human consciousness is increasingly admissible to coherent, naturalistic explanation. And Man Creates God tells readers, for the first time, what religious feeling is really about, what it consists of, and how it originates. It is a beautifully written, very accessible book by an anthropologist who is highly respected on both sides of the Atlantic. As a scientific explanation for religious feeling, it is sure to arouse controversy.
Based on the analysis of 52 conversion narratives to various religious groups, A New Model of Religious Conversion utilizes case studies for comparison of converts' backgrounds, network influence, and conversion narratives. The author convincingly illustrates a "fit" between the converts' background and the religion they convert to, such as between disorganized family backgrounds and highly structured religions. Conversely, those from highly structured backgrounds often convert to more "open" groups. The book also makes it clear that not all conversions are influenced by networks or align themselves with a social constructivist view of a conversion as an "account." Taking converts' trajectories seriously, the author makes a strong case for the application of biographical sociology to the study of conversion and (American) sociology overall.
