Worldview Religious Studies brings the study of religion, spirituality, secularism, and other mixed attitudes of life under the overarching scheme of worldview studies. This book introduces and defines worldviews more generally before establishing a framework specific to religious studies. The drive for meaning-making is explored through ritual-symbolic activities, ideas of 'play', and the power of emotions to transform simple ideas into values and beliefs that frame identity and signpost destiny. Identity and its sacralisation are discussed alongside gift/reciprocity theory (...) in their relation to ideas of merit, karma, and salvation in Eastern and Western traditions. This theoretical background is used to introduce a new classification of worldviews - natural, scientific, ancestral, karmic, prophetic-sectarian, mystical, and ideological. Organised thematically by chapter, this book brings together familiar and unfamiliar authors, theories, and sources to challenge students and teachers of Religious Studies, Theology, and Ethics. It introduces worldview religious studies as a framework through which to re-think human endeavours to identify, cope and even transcend life's flaws and perils. (shrink)

This new textbook provides a clear, informative and rigorous guide for students taking Religious Studies GCSE with all the major exam boards. It covers the philosophy and ethics content of the key GCSE specifications and examines these themes from the perspectives of Christianity, Roman Catholicism and Islam. Throughout the book, emphasis is placed on the scriptural basis of each religious view and on other sources of authority in each religious tradition. The development of core ethical and doctrinal (...) questions is explored, and key thinkers and theologians are introduced to give a sound understanding of complex issues. Chapter by chapter, the book covers such topics as religious texts and sources of authority; the existence and nature of God; revelation and religious experience; the problem of evil; science and religion; death and life after death; human nature and personal relationships; human rights, conflict and crime; and global issues. There is also a dedicated chapter on study skills and exam techniques, and each chapter includes student-friendly features such as revision summaries, questions and activities. While the book has been designed with the new GCSE specifications and reforms in mind, it encourages students to see the full significance of these issues by going beyond the narrow confines of their own specification. As such, Religious Studies for GCSE will be the ideal companion for investigating this rich and fascinating area of human life. (shrink)

The aim of this essay is to show the significance for a new situation of Barth's attack upon some of the historical scholarship of his day over fifty years ago. Barth was motivated by Christian theological concerns, but what he stood for has important implications for New Testament studies generally, and in particular for its purpose and place within a Religious Studies syllabus. If what is written has a mildly polemical edge this will betray the scarcely veiled theological interests (...) which prompt the warning against New Testament studies that spurn theology and a theology that spurns the New Testament. But the argument depends upon considerations arising from the character of the New Testament material and the educational reasons for studying it outside the Christian church. Within the theological circle, liberal protestantism is at last emerging from under the cloud cast over it by the dialectical theology. The rediscovery of Schleiermacher is rightly being followed by a rediscovery of Troeltsch. But for reasons for which dialectical theology is itself partly to blame this is being accompanied in some quarters by a failure to insist upon the importance of the Bible for Christian theology. Despite all their differences, liberals and dialectical theologians agreed in defending biblically rooted theologies. Some of those engaged in revising the map of recent theological history need reminding that the emphasis upon the theological use of the New Testament which has dominated the work of Barth and Bultmann has more than a narrowly confessional interest. It is directly relevant to the recent swing towards Religious Studies in British universities and colleges of education. (shrink)

By the integrative value-like approach to the idea of God and to the function of religion, A. Adler’s individual psychology provides religious studies with considerable axiological and praxiological footings. Filling individual and societal needs within the contemporary world, religion is constituted as an essential factor in the growth and development of the sense of community as a foundation of democratic cohabitation. Adlerian psychology puts forward a holistic-integrative approach to the human being that can be applied to the area of (...) religious studies. The re-shaping of the table of values and of the socialization and education systems is necessary in the context of the crisis of values and discouraging influences specific to the globalized world. Feelings of inferiority are unavoidable realities of this world and, by avoiding becoming their victim and making use of a positive compensating effort, humas can convert them into facts of culture. We have a general responsibility to develop the innate potentiality of the community feeling, and to encourage it to manifest itself into desirable social behaviors. (shrink)

The term “dualism” is used in quite divergent connotations across religious studies, sociology, theology, anthropology, and other academic fields. This paper characterizes the differing usages of the term, and uses them to explore the sometimes-converging and sometimes-orthogonal relationship between academic fields, with a focus on religious studies and the sociology of religion. I argue that although the two fields have mutually benefited from insights originating on either side of their divide—and thus converged in important ways—substantive differences remain. Their (...) differing understandings of “dualism” represents important theoretical and analytic divergence, and the justified critique of certain forms of dualism has been used to reject all versions of the concept, including some—here termed “embodied dualism” or “experiential dualism”—that remain analytically crucial to the study of social life generally and religion particularly. (shrink)

The author responds to the article by L. Fylypovych "Does Contemporary Ukrainian Religious Studies have a Strategy for Survival and Development?", where she gives her recommendations for overcoming the crisis in humanities in general and in religious studies in particular.

This is a multidisciplinary and multicultural study of traditional and contemporary terms and issues in religious studies. It “is intended as a guide for people who are seeking a more adequate understanding of the history as well as the contemporary significance of religion”. This work is neither a dictionary nor an encyclopedia. It is a collection of essays discussing terms meaningful to religion in its postmodern context. The essays are not intended to provide a basic outline for the undergraduate. (...) They are for the serious student or scholar who seeks an ongoing dialogue with what has been written in the past as it is transformed into future meaning. (shrink)

RELIGION TODAY (2nd edition) offers a refreshing introduction to the academic study of religion with a particular emphasis on critically informed analysis. The book skillfully explores diverse religious traditions and phenomena, providing readers with a comprehensive overview that encourages them to engage critically with the subject and materials. Written for an undergraduate audience, this book is accessible and well-organized, making it suitable for both students and general readers interested in sharpening their understanding of religion. Overall, Religion Today is a (...) valuable resource for anyone seeking to approach the academic study of religion. Its holistic approach, engaging writing style, and emphasis on critical thinking make it a welcome addition to various religious studies curriculums or personal libraries.” — Brad Stoddard, associate professor of Religious Studies, McDaniel College. (shrink)

Known numerous attempts to find in religion such characteristics that would not be the sum of its features, but would lead to the disclosure of its essence, nature and functionality. In general, these attempts helped to clarify the subject field of the categories of academic religious studies, which system reflects the religious phenomenon in its completeness and integrity, internally recognized certainty. As for the system itself as a logical-epistemological device for religious search, it places particular emphasis on (...) the category "religion" - the center of connections and relations of a specific way of man's entry into the world. (shrink)

What is it that makes a student's answer correct or incorrect in Religious Studies? In practice, the standards of correctness in the Religious Studies classroom are generally applied with relative ease by teachers and students. Nevertheless, they are problematic. We shall argue that correctness does not come from either the students or the teacher believing that what has been said is true. This raises the question: what is correctness, if it does not come down to truth? We propose, (...) and examine, three rival solutions, each of which, to an extent, rationalises a fairly natural response to the problem. The first, the elliptical approach, says that correct contributions have some tacit content: they are elliptical for true sentences about beliefs. The second, the imaginative approach, seeks to replace appeals to truth and belief with an appeal to imagination, treating Religious Studies as a ‘game of make-believe’ in which teachers and students imaginatively engage with certain worldviews. The third, the institutional approach, locates the root of correctness in the practices of the Religious Studies institution, which include making endorsements of some judgements and not others. We show that the first of our proposed approaches encounters a number of significant objections. We find the second of our proposed approaches to be better, but the third is the most attractive, providing a direct, intuitive and comprehensive route through the problem of correctness. (shrink)

This volume argues that Wittgenstein’s philosophy of religion and his thought in general continue to be highly relevant for present and future research on interreligious relations.

Dichotomous analysis is used as a method to identify the contradictory nature and ways of adaption demonstrated by representatives of the Moscow School of Religious Studies (MSRS) in the combination of science and ideology specific to the Soviet period. This study proves that scholars can rarely be completely autonomous since their socio-political environment invariably affects their academic stance. In the late 1950s, Soviet religious studies were characterized by historicism. By the 1960s, Soviet authorities realized that the destruction of (...) churches and persecution of clerics failed to eradicate religious beliefs. Ideological setbacks in atheistic education were recognized at the highest party level. Fundamentals of Religion and Atheism as an academic discipline came to be deeply embedded in philosophical knowledge and tertiary education. The MSRS demonstrated four forms of scholars’ adaptation to the ideological suppression of the late Soviet period. The first form is represented by die-hard atheists, who were talented scholars and formulated the scientific methodology of religious studies. The second group includes scholars who performed tasks of two types: research and propaganda. The third form is represented by idealist researchers who tried to combine Marxism and religion. The fourth type of scientific conformism includes scholars who turned religion from a “harmful relic” into an organic component of human culture. The authors strive to demonstrate the unprecedented role of the MSRS in the development of Russian religious studies, while emphasizing the varying degree of scientific merit that the works of different writers have for the current development of religious studies. (shrink)

Religious leaders are being viewed as agents with influence over environmental opinion and attitude building. In public environmental project impact debate the Christian religious leaders may play an increasingly complex role due to their anthropocentric position. Roşia Montană Gold Corporation is such a project where The Romanian Orthodox Church has taken a position right from the beginning. Our study explores the local impact area religious leaders' attitudes as to the mining project in particular and the overall view (...) of environmental concerns in religious sermon in general. Orthodox, Catholic, Reformed and Baptist representatives have been interviewed. The main conclusion we drew is that environmental concerns can create leadership style dissonances between different hierarchical levels of the same religious hierarchies, but with benefits at the communitarian-religious levels. The practical implications that arise from this and the possible directions for future research are outlined in the final chapter of our study. (shrink)

This book examines matters of religious freedom in Europe, considers the work of the European Court of Human Rights in this area, explores issues of multiculturalism and secularism in France, of women in Islam, and of Muslims in the West. The work presents legal analysis and ethnographic fieldwork, focusing on concepts such as laïcité, submission, equality and the role of the state in public education, amongst others. Through this book, the reader can visit inside a French public school located (...) in a low-income neighborhood just south of Paris and learn about the complex dynamics that led up to the passing of the 2004 law banning Muslim headscarves. The chapters bring to light the actors and cultures within the school that set the stage for the passing of the law and the political philosophy that supports it. School culture and philosophy are compared and contrasted to the thoughts and opinions of the teachers, administrators and students to gage how religious freedom and identity are understood. The book goes on to explore the issue of religious freedom at the European Court of Human Rights. The author argues that the right to religious freedom has been too narrowly understood and is being fenced in by static visions of Islam. This jeopardizes the idea of religious freedom more broadly. By becoming entangled with regional and domestic politics, the Court is neglecting important nuances and is jeopardizing secularism, pluralism and democracy. This is a highly readable and accessible book that will appeal to students and scholars of law, anthropology, religious studies and philosophy of religion. (shrink)

How do cognitive paradigms depend on the definition of the existential status of the objects being studied and what is the specificity of this problem when it comes to the philosophical analysis of religion? Substantiation and relevance of the topic has general and local levels. The question of the relation of knowledge to reality implies the answer to another question: what reality we can know something, therefore the interaction of the theory of knowledge and ontology is one of the heuristic (...) themes of contemporary philosophical discourse. On the territory of the philosophy of religion, which explores objects with a specific ontological status and many cognitive projections, this topic has special cognitive derivatives. (shrink)

Why do many people think religion is subjective? Or symbolic? Or non-rational? This book brings together eighteen important twentieth-century essays on these questions, by authors ranging from Ludwig Wittgenstein to Richard Rorty and Clifford Geertz. The editors show that such questions are both quite modern and powerfully influential in our Western thinking about religious belief. Moreover, they lead directly into the three most popular theories that attempt to make sense of religion: positivism, functionalism, and relativism. Selecting essays that represent (...) each of these three theoretical positions, Frankenberry and Penner trace their incoherence and argue for a new method and theory for understanding religious beliefs. (shrink)

Having identified the philosophical views of John Hick and Yoga as two models for talking about religious experience and spiritual experience respectively, an attempt has been undertaken in the present work to analyze these two concepts. After a comparative analysis, we provide a conceptual point of view not only to delineate these two concepts but also to understand them in relation to the common pursuit of spiritual realization.

Since this book is an "invitation to religious studies," its content and style reflect the author's conception of what religious studies are. Religion he describes in several ways, though usually in a broad sense. "Religion is the acting out of a vision of personal identity and human community. Religion is constituted by the most ultimate, least easily surrendered, most comprehensive choices a person or a society acts out." Again, "religion is a conversion from the ordinary, given, secure world (...) to a world of nothingness, terror, risk--a world in which nevertheless there is strange healing and joy." In the light of this latter description, Novak describes religious studies as calling "for an attitude of fresh awareness, a new sensitivity to others, to nature and to oneself, and a series of conversions in one's way of life." The book begins with a consideration of religion as autobiography. Employing categories which will be familiar to readers of his other recent writings, Novak describes human life as the adoption of successive standpoints ; "a story links these points in time." This section concludes with provocative discussions of the aesthetic, moral and religious stages of human life, and of the meaning and range of reason. Convinced that human identity is cultural as well as personal, Novak then devotes the major part of his book to discussions of culture, institutions, and organizations. In regard to institutions he argues the proposition "that man is a political animal; and that institutions are both his natural habitat and the chief instruments of his growth in liberty." His discussion of organizations includes sections on liturgy, types of religious groupings, the place of sacred writings and of theologies within religions. One senses throughout the book the effort of a professor of religious studies to articulate what his task is and a concern to reach his students. For example, he argues often and at length for the importance of the subject in humanistic knowing, by contrast to the objective standpoint of the scientist. In this his arguments may seem a bit simplistic and repetitious to one familiar with contemporary philosophical thought. Similarly, there are enough summary generalizations that any reader is likely to find some to quarrel with. Finally, his prose style will at times strike some readers as somewhat overwrought. Nevertheless, the book is a provocative one, of interest to anyone concerned with religious studies or the philosophy of religion.--H. F. (shrink)

Depression is one of the most common psychological disorders and many people in the world suffer from this disorder. Every year, thousands of suicides occur because of depression. Whilst anxiety is considered a common phenomenon of our era, it has existed throughout human history. Nevertheless, there have always been signs of religion and religious beliefs in the study of human communities and the history of civilisations. Despite rapid advancements made in solving the physical problems of human beings, the science (...) of medicine has not taken an effective step toward solving humans' psychological issues, although they play a considerable role in the emergence of physical diseases. Religion can affect the mental health of individuals and society through various mechanisms. In general, the role of religion and religious beliefs on the health of the individual and society is very important. A great deal of peace of mind can be achieved based on faith and moral beliefs and practices. People with religious beliefs have an optimistic viewpoint towards life, and their religious beliefs turn a dark life into a bright one even when all hopes are lost in the battle of life. Given the importance of this issue, the present study aimed to evaluate the role of Islamic religious beliefs of Muslim students on depression during the coronavirus disease 2019 (COVID-19) pandemic in Malaysia. A field study was performed on 3500 Muslim students of Kuala Lumpur in 2021 by simple random sampling method. Data were collected using standardised questionnaires, and data analysis was performed in SPSS (Statistical Package for the Social Sciences). According to the results, people with a higher level of religious beliefs suffered less from depression, which confirmed the negative and significant relationship between Islamic religious beliefs and depression. According to the results of multiple regression analysis related to the components of the independent variable in SPSS, all components of Islamic beliefs had a significant role in reducing COVID-19-induced depression. Meanwhile, action required (t-value: 2.30; beta: 0.55) and religious activities (t-value: 2.24; beta: 0.54) had the most effect on reducing depression induced by COVID-19 disease. CONTRIBUTION: The findings of this study could be used to treat people's depression during the COVID-19 pandemic by taking their Islamic religious beliefs into account. (shrink)

SUMMARYA discussion of Western notions of ‘sacrifice’ can benefit from descriptions of non-Western understandings of ‘sacrifice’, in the sense that non-Western understandings of ‘sacrifice’ introduce aspects and dimensions into the debate that may not have been fully taken into account so far. In order to find out whether the Indian case confirms Western scholarly theories of religious sacrifice, ideas and practices regarding sacrifice in the Mahābhārata epic and in the Bhagavadgītā will be confronted with several of these theories, in (...) particular some current in cultural anthropology and religious studies which focus on gift exchange, self-sacrifice or violence. A conjectural conclusion as to why human beings sacrifice in general will be drawn at the very end of this essay in comparative religion. (shrink)

This volume illustrates both theoretically and empirically the differences between religious diversity and religious pluralism. It highlights how the factual situation of cultural and religious diversity may lead to individual, social and political choices of organized and recognized pluralism. In the process, both individual and collective identities are redefined, incessantly moving along the continuum that ranges from exclusion to inclusion. The book starts by first detailing general issues related to religious pluralism. It makes the case for (...) keeping the empirical, the normative, the regulatory and the interactive dimensions of religious pluralism analytically distinct while recognizing that, in practice, they often overlap. It also underlines the importance of seeking connections between religious pluralism and other pluralisms. Next, the book explores how religious diversity can operate to contribute to legal pluralism and examines the different types of church-state relations: eradication, monopoly, oligopoly and pluralism. The second half of the book features case studies that provide a more specific look at the general issues, from ways to map and assess the religious diversity of a whole country to a comparison between Belgian-French views of religious and philosophical diversity, from religious pluralism in Italy to the shifting approach to ethnic and religious diversity in America, and from a sociological and historical perspective of religious plurality in Japan to an exploration of Brazilian religions, old and new. The transition from religious diversity to religious pluralism is one of the most important challenges that will reshape the role of religion in contemporary society. This book provides readers with insights that will help them better understand and interpret this unprecedented transition. (shrink)

Bibliometric analysis method, which quantitatively examines and evaluates previously conducted academic and scientific literature in any field, has begun to be used quite frequently in various branches of science in recent years. In particular, the rapid increase in technological developments makes it easier to access information; at the same time, it causes a loss in information density. Bibliometric analysis, on the other hand, allows the researcher to access the desired sources more easily. This study aims to evaluate the studies conducted (...) in Turkish academia on Ancient Egyptian Religion within the framework of bibliometric analysis. In line with this goal, doctoral and master's theses in the National Thesis Center of the Council of Higher Education were examined. In addition, DergiPark, which operates under the roof of TUBITAK Ulakbim and includes academic refereed journals published in Turkey, is another database examined. The aim of this study is to systematically examine scientific research conducted on Ancient Egyptian religion and to determine trends, key issues and academic contributions in this field. Bibliometric analysis, which is used as a literature review tool, allows the evaluation of studies conducted in the field from various aspects. In this context, the number of articles and theses on Ancient Egyptian Religion, their authors, the journals they were published in, the dates they were published, the number of studies by year, the number of citations, the languages used in the citations, the scientific title under which the studies were conducted, the keywords generally used in the studies and other important metrics were examined. In addition, the contributions of theses and published articles on Ancient Egyptian Religion were evaluated based on the data obtained, considering the aspects of the topic they addressed. (shrink)

The problem of incorporating a religious component into the secular education system in Ukraine is now extremely relevant. Evidence of this is the active thematization of the issue of the introduction of the course of "Christian Ethics" in general educational institutions at meetings of the President of Ukraine with church leaders, heads of regional administrations, etc.

This article examines the experience of online worship among 13 participants ‘attending’ virtual services in Cambridge. We focus upon an online formal Eucharistic service and a more informal Sunday evening non-Eucharistic service. After providing an overview of the literature on online religion, more specifically the possibility of a virtual religious community and the performance of online Eucharist, we present data from semi-structured interviews which were analysed through thematic analysis. The interviews reveal that virtual services, while better than nothing, have (...) significant limitations in terms of participation, belonging, and the kind of religious experience engendered. While only two participants expressed the view that the virtual service was better than the live service, the majority found that the virtual service lacked a sense of connectedness. However, everyone agreed that it was different from a television broadcast in several important ways. The overall view was that celebrating the Eucharist was not possible online, because congregants could not actually partake of the bread and wine blessed by the priest which, for them, was an essential aspect of the ritual. For most people there was neither spiritual communion, nor a belief in consecration at a distance, leaving them feeling they were not really participating in the Eucharist. The participants in the study who engaged with both the Eucharist in the morning and the non-Eucharistic service in the evening generally seem to have preferred the latter. The data from this study are congruent with studies of diverse faiths which reveal the perceived importance of physical presence, contact and connection as being important for ritual effectiveness. (shrink)

The aim of this study is twofold. Firstly, it intends to highlight the value of constructivist insights for religious studies by showing that various forms of approach to issues related to religion are mere constructs. In contrast to this viewpoint, the discipline of religious studies had traditionally sought a higher degree of objectivity in the scientific reflection of religious topics, but that has been a fraught path. Secondly, the example it refers to is worthy in itself. The (...) reception of Judaism in contemporary China is not only an under-investigated topic endowed with a great potential to reveal to what extent the Chinese ordinary man as well as the academic succeed to understand Western thought and to differentiate among the varied cultural traditions generally subsumed by them under the notion Western, but it also shows that the constructivist approaches preserve their validity in non-European contexts as well. Judaism’s reception in contemporary China will be pursued on four different levels: popular literature, fake books, articles in the Christian Chinese media and academic productions. The four categories of texts represent four different degrees of comprehension of the object of study, primarily offering information about the worldviews of the authors of the texts. The process of reception of thought is regarded as a form of encounter where the active part is striving to get out of its own mindset and move towards the other. (shrink)

In an attempt to move towards a non-linear dynamic system the present study concerns itself with investigating the applicability of sacred text motivation for general second language learners rather than specific learners with religious preferences. A mixed methods research was conducted with the help of 400 participants to examine the relationship between being motivated by sacred text and improving reading comprehension. The research confirms significance of relationship between STM-based treatment and improving reading comprehension as a result of quantitative analyses (...) and that the majority of participants hold positive opinion concerning the use of sacred texts in L2 learning to improve reading comprehension based on qualitative analyses. The analyses of the interviews conducted following the administered treatment revealed that the quantitative effect of STM-based treatment can be better explained through qualitative findings. (shrink)

Today, which is described as the information age, it is expected from schools where knowledge is produced, education-training activities are carried out, and education is realized, to raise a self-confident student profile in accordance with the requirements of this age. The learning climate is important in this regard. Learning climate, which is one of the new components used instead of organizational climate and school climate in the climate literature, includes all kinds of factors related to learning ability; human factors are (...) dealt with in many dimensions, especially the virtual/real spaces where learning takes place, and measurements are made with the tools developed to measure the learning climate. The data obtained is a source for improvement studies. In our study, the school learning climate was discussed in terms of school engagement, learning environment, and communication dimensions. As a type of self-efficacy, one of the basic concepts of Social Cognitive Theory, academic self-efficacy, which expresses the students' self-confidence in subjects that require academic study, can be explained as the individual's ability to use effective cognitive strategies in order to learn, effectively manage their learning environment and learning times, and effectively organize their own performance. Academic self-efficacy is considered by researchers in different dimensions, measurements are made with different scales. In our study, academic self-efficacy was handled in cognitive, social and technical dimensions. The main factors that make people strong in the flow of life are self-confidence, critical perspective, success in social relations; basic skills such as interest in any sporting, artistic or cultural field are possible with the students' gain from the school climate. In this case, we can say that having a good wind at school, creating a livable and lovable atmosphere, and sitting on an original and critical ground is only possible with a positive and sustainable school climate. The school climate, which positively nurtures academic self-efficacy, will bring the success of the human elements affected by the climate. A positive school climate and strong academic self-efficacy will become the greatest means of academic success. Measuring the learning climate, interpersonal relationships, role models, expectations, etc. in schools. It can help to understand the quality of life as well as the success and satisfaction of students. The aim of this study is to examine the relationship between the learning climate perceptions of students of higher religion and their academic self-efficacy and academic achievement. In this framework, four basic research questions have been tried to be answered: (i) What is the level of the learning climate and academic self-efficacy perceptions of higher religious education students? (ii) Is there a significant relationship between higher religious education students' learning climate and academic self-efficacy? (iii) Are the age, learning climate and academic self-efficacy beliefs of higher religious education students significant predictors of their academic achievement? (iv) What are the views of higher religious education students regarding their negative perceptions of the learning climate? The triangulation strategy was used in the study, which was patterned with mixed method and convergent parallel research design. In the quantitative section of this study, Academic Self-Efficacy Scale developed by Owen and Froman and adapted into Turkish by Ekici and the School Climate Scale for University Students, developed by Terzi was applied to 1147 students from six faculties, who study in high religious education in public universities within Turkey. In the qualitative part, interview forms were filled in by 18 students from the same faculties. Test of normality was applied to the quantitative data set obtained after the research conducted in May 2019. Independent Samples t-Test, Mann Whitney U Test, Levene test, One-way Analysis of Variance (ANOVA), Scheffe Test, Kruskal Wallis H Test, Pearson Product-Moment Correlation, Polyserial Correlation and Path Analysis were used to analyze the data. Qualitative data were analyzed by descriptive analysis. According to the results of the research, the perception of the learning climate and also of academic self-efficacy in general was negative for of the students of higher religious education. The correlation between general average of School Climate Scale and Academic Self-Efficacy Perception Scale is at medium level. According to the results of the research, the findings were discussed in the light of the literature, and after the comments, various solution suggestions were presented that are thought to provide a positive learning climate in higher religious education, strengthen the academic self-efficacy of higher religious education students and increase their academic success. (shrink)

Are there basic religious certainties? That is, are there any beliefs which religious people legitimately hold without the need for rational justification? The question has been tackled, in different ways, by both Hinge Epistemologists and by Reformed Epistemologists. For the former, discussion has revolved around very general religious beliefs such as ‘God exists’ (e.g. Pritchard, 2000; Helm, 2001; Hoyt, 2007; Ariso, 2020). Reformed Epistemologists, like Alvin Plantinga, argue that Christian theism and particular Christian beliefs are ‘properly basic’ (...) in that ‘I don’t believe them on the basis of any other propositions’ (Plantinga, 1981, p. 42). In this paper I want to do two things. First, I give an account of what basic religious certainty is from a Wittgensteinian, Hinge Epistemology point of view. On this account I will argue that the clearest examples of basic religious certainties are found in local, historical and more narrow expressions of religious belief, as opposed to the very general acontextual religious beliefs usually discussed. Secondly, I challenge the Reformed Epistemological notion that Christian doctrine can be ‘properly basic’, mainly by showing that the New Testament writers did not treat very general religious beliefs, such as ‘God exists’ or God is good’, as properly basic in either the Hinge or Reformed Epistemological ways. I will conclude by drawing out some implications for contemporary Christian epistemology. (shrink)

The recent failures and scandals involving many large businesses have highlighted the importance of corporate social responsibility as a fundamental factor in the soundness of the free market system. The corporate social responsiveness orientation of business executives plays an important role in corporate decision making since managers make important decisions on behalf of their corporations. This paper explores whether there is a relationship between an individual's degree of religiousness and his or her corporate social responsiveness (CSR) orientation. The results of (...) a survey of 473 business students found a significant relationship between degree of religiousness and attitudes toward the economic and ethical components of CSR. Some explanations as well as limited generalizations and implications are developed. (shrink)

This book takes a theoretical enterprise in Christian philosophy of religion and applies it to Buddhism, thus defending Buddhism and presenting it favorably in comparison. Chapters explore how the claims of both Christianity and Theravada Buddhism rest on people's experiences, so the question as to which claimants to religious knowledge are right rests on the evidential value of those experiences. The book examines mysticism and ways to understand what goes on in religious experiences, helping us to understand whether (...) it is good grounds for religious belief. The author argues that religious language in both Christian and Buddhist traditions is intelligible as factual discourse, and so reports of mystical experience are true or false. The book contends that those experiences can be fruitfully thought of as perceptual in kind and that they are therefore good prima facie grounds for religious belief, in the absence of defeating conditions. The work goes on to explore Christian and Buddhist testimony and how the likelihood of self-deception, self-delusion, imaginative elaboration and the like constitutes a defeating condition. It is shown that this defeater has less scope for operation in the Buddhist case than in the Christian case, and therefore Theravada Buddhism is better grounded. This work will appeal to students and scholars of philosophy and philosophy of religion, and those interested in the study of religious experience. (shrink)

Using a panel data of 806 U.S. firms from 2006 to 2015, we find that in their ratings of corporate social responsibility performance, firms with top managers who attended religiously affiliated schools outperform their peers with no such managers. The positive relationship between religious school attendance and CSR performance is stronger among firms with lower level of community religiosity or less external monitoring. Our findings lend support to early theoretical work that suggests managerial CSR-oriented values can be key motivating (...) factors for CSR initiatives. (shrink)

Emmanuel Levinas’s doubts about the ethical value of artistic beauty have been widely acknowledged by the vast majority of Levinas’s commentators. However, though it is true that in “Reality and Its Shadow” Levinas persistently rebukes artistic beauty for its nonethicality, it is undeniable that he at least upholds the value of artistic criticism and modern literature. In this article I intend to relate Levinas’s exploration of the possibility of spiritual–ethical teaching in literature to Immanuel Kant’s reflections on the relation between (...) the feeling of beauty, that of sublimity, and sensible feeling in his third Critique. This up-close comparative examination fosters understanding of Levinas’s religious and philosophical approach to the sublime elements in some literary works, especially those of Fyodor Dostoevsky. (shrink)

In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious (...) learning of these students. For this purpose, in addition to the education given in the general education class for the 6 mildly mentally disabled integration students studying in the 4th grade of primary school, 2 hours of education were carried out in the support education room per week during the education and training year. Semi-experimental study was designed according to the single-tasked multiple-start model. Education process was evaluated by Achievement Test, the Teacher Observation Form, the pre-test based on the Self-Assessment Form, post-test and retention tests. As a result, it has been seen that BEP has a positive effect on the achievement of religious education of mentally disabled students (ZEKÖ). In this framework, it has been found that students are influenced by the society, especially by their peers, when they are given time they constitute religious knowledge, they understand normal individuals religious behaviours, they are more emotional, they forget religious information that is not used in everyday life and when they accomplish they increase self-confidence and self-esteem and internalize values.SummaryPeople differ in their creation. This difference is greater in people disabled. In terms of individual traits and educational qualifications, individuals with disabilities who are severely different from their peers and who have difficulty in playing the roles they should play are evaluated in several groups. One of these groups is mentally disabled. Mentally handicapped people have various rights as normal individuals. One of these rights is the right to education. National and international laws guarantee the educational rights of individuals with intellectual disabilities. Similarly, Islam and his best practitioner, the prophet Muhammad, did not consent to the transformation of the mentally disabled into begging masses or to their isolation, but rather to integrate them into society. According to Islam, individuals with intellectual disabilities have the “capacity to acquire rights“, even if they do not have "capacity to act". This right requires them to receive an education that takes into account their differences, just like normal individuals. Because of their learning characteristics, mentally retarded students differ from their peers, therefore they cannot benefit from the educational activities organized for normal students. So, these students need a special education to ensure that the mentally disabled are successful and live in society without being dependent.Inrecent years, in our country as well as in the world, the principle of "least restricted education environment" is taken into consideration for mentally handicapped people who need special education, which approaches to co-education with their peers. This approach is tried to-be applied at all educational levels. Due to the diagnosis and evaluation in the Guidance and Research Center, a large number of mentally retarded students are placed in normal schools. These students, like other courses, take the Religious Culture and Moral Knowledge Course together with the normal students. However, depending on their learning, they have the right to receive separate training as 1-3 people at-the support training room. The instructional adaptations necessary for the education of these students made by the Guidance and Research Centers are carried out by the teacher who plays the basic role in the education of the students. One of the important elements in the education of these mentally retarded students who need special education is the individualized education program. This program is prepared by the cooperation and joint decision of all stakeholders who may contribute to student’s education. The status of the student to participate in the learning and teaching activities, the amount and the quality of the education to be received in the support education room are made within the framework of this program.One of the most important courses in the education of mentally retarded students who are educated by inclusion is the Religion Culture and Moral Knowledge course. Because this course has the potential to make serious contributions to the socialization of students and to maintain their lives independently. However, there are a limited number of studies investigating the quality of religious education at-the scientific level. Furthermore, it has not been observed that these studies have been quasi-experimental. This study aims to reveal the quality of education for the mentally handicapped students. For this purpose, it aims to determine the contribution of religious education in the support education room to the success of the student depending on the individualized education program. It also makes it possible to make conclusions about how mentally handicapped people use their mental skills to learn religion. Depending on the aim of the study, during the 2015-2016 academic year, primary school 4th grade students and 6 mentally disabled inclusion students were educated. The quasi-experimental study was designed according to the single-subject multiple-start model. The process of the education, in other words, the development of mentally retarded students towards religious learning; were evaluated by Success Test, Teacher Observation Form and Self-Assessment Form based on pre-test, post-test and retention tests.Findings of the study; Faith, worship, the prophet Muhammad, Qur’an and its commentary, are classified according to the fields of morality, religion, and culture. The post-test achievement scores of the students in all learning areas were higher than the pre-test achievement scores. This shows that religious education in the support training room based on individualized education plan contributes positively to the success of the student. The results of the retention test are close to the results of the final test. In addition, it was determined that the students were affected by the society, especially by their peers, structured the religious knowledge when given time, they understood the religious behaviors of the normal individuals, became more emotional, forgot the religious information that is not used in daily life, increased their self-confidence and self-esteem as they succeeded and internalized the values. Based on these results, the following recommendations have been developed.Support Education Rooms should be functionalized and special attention should be given to individual or group-based religious education based on the nature and objectives of the subject in these rooms.In religious education, by taking into account the performances of mentally retarded inclusion students (MHIS), the relevant dimension of religion should be given importance according to their contribution to their normal lives and they should be consistent and patient in this process.Since MHIS has different levels of learning and perception and different developmental characteristics at every stage of life, it should prioritize their proper use of their existing capacities based on their religious education, interests and curiosities.Since MHIS is influenced by the emotion dimension rather than the information dimension of religion, religious education for them should be oriented towards life, which is not academic, literal or doctrinal, but rather their life and feelings.Similar studies with different study group students must be done and the results of the study should be interpreted comparatively. (shrink)

This article discusses the need for researching non-formal religious education as a neglected field of empirical research in religious education. By describing the growing awareness of the theological and educational meaning and importance of non-formal education and by reviewing the literature on research in religious education which appears to be focused somewhat one-sidedly on the formal context of the school and of the school subject of Religious Education, the author creates a background for the presentation of (...) current research on confirmation work in Europe. The author gives an overview on a more than 10-year-long project on confirmation work in nine European countries, with an emphasis on the research design, methods, and main results. The experiences from this project are then discussed from the perspective of research on non-formal religious education. Finally, the author considers implications of this research for religious education and practical theology in general. (shrink)

This study examines the influence of religiousness on different components of marketing professionals' ethical decision making: personal moral philosophies, perceived ethical problem, and ethical intentions. The data are from a national survey of the American Marketing Associations' professional members. The results generally indicate that the religiousness of a marketer can partially explain his or her perception of an ethical problem and behavioral intentions. Results also suggest that the religiousness significantly influences the personal moral philosophies of marketers.

This work provides an overview of attempts to assess the current condition of the concept of creation order within reformational philosophy compared to other perspectives. Focusing on the natural and life sciences, and theology, this first volume of two examines the arguments for and against the beauty, coherence and order shown in the natural world being related to the will or nature of a Creator. It examines the decay of a Deist universe, and the idea of the pre-givenness of norms, (...) laws and structures as challenged by evolutionary theory and social philosophy. It describes the different responses to the collapse of order: that given by Christian philosophy scholars who still argue for the idea of a pre-given world order, and that of other scholars who see this idea of stable creation order and/or natural law as redundant and in need of a thorough rethinking. It studies the particular role that reformational philosophy has played in the discussion. It shows how, ever since its inception, almost a century ago, the concepts of order and law (principle, structure) have been at the heart of this philosophy, and that one way to characterise this tradition is as a philosophy of creation order. Reformational philosophers have maintained the notion of law as 'holding' for reality. This book discusses the questions that have arisen about the nature of such law: is it a religious or philosophical concept; does law just mean 'orderliness'? How does it relate to laws of nature? Have they always existed or do they 'emerge' during the process of evolution? (shrink)

I argue that empirical studies into the phenomenon of religious conversion suffer from conceptual unclarity owing to an absence of philosophical contributions. I examine the relationship between definition and empirical result in the social sciences, and I show that a wide divergence in conceptual approach threatens to undermine the possibility of useful comparative study. I stake out a distinctive role for philosophical treatments of studies into religious conversion. I conclude with the suggestion that use of the terms ‘convert’ (...) and ‘conversion’ may not in fact be conducive to clarity in the present context, and that subsequent studies may improve their precision through replacing them. (shrink)

This book focuses on the problem of religious diversity, civil dialogue, and religion education in public schools, exploring the ways in which atheists, secularists, fundamentalists, and mainstream religionists come together in the public sphere, examining how civil discourse about religion fit swithin the ideals of the American political and pedagogical systems and how religious studies education can help to foster civility and toleration.

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and (...) Sport of Ukraine, in the 2011/2012 school year, about 40% of schools are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives. (shrink)

In this paper, I demonstrate how philosophical insights and empirical research on the use of religious language can be fruitfully combined to tackle issues regarding the ontology of religious collectivities and the agency of group actors. To do so, I introduce a philosophical framework that draws on speech act theory and recent advances in the fields of collective intentionality and social ontology, with particular attention paid to the work of Raimo Tuomela. Against this backdrop, I discuss a brief (...) case study based on my fieldwork among Jehovah’s Witnesses in Switzerland and Germany. In particular, I call attention to the structure of the Witnesses’ ritual interactions and to the types of speech acts that are performed in their congregational settings. I argue that the communicative framework provided by these rituals is particularly suited to the creation of genuine group intentions that cannot be reduced to the private intentions of the individual group members. In conclusion, I argue that most of the language used in religious contexts does not deviate much from everyday language; however, particular ritual settings can elicit performative effects and constitute new social realities that can have a concrete impact on both individuals and religious groups. (shrink)

Life education, also known as life and death education, is an important subject in Taiwan with institutions offering degree programs and courses that focus on quality learning and implementation of life education. What is interesting from the perspective of Taiwanese Education is that the teaching of life education also incorporates a number of Eastern-derived and conceptualized tenets, for example, Buddhist teaching and the importance of spiritual wisdom. This premise contends then that life education in Taiwan, in general, is concerned with (...) the promotion, fulfillment, and cherishing of quality life experiences (e.g., personal contentment, happiness). One example of life education, which resonates with other spiritual beliefs and religious faiths (e.g., Hinduism), is related to spiritual cultivation and the enlightenment of life wisdom. Our own teaching of the subject, likewise, places emphasis on the goal of teaching students to seek meaningful understanding of and appreciation for three major, interrelated components of life education: life wisdom, life practice, and life care. Life education is a beneficial subject as its theoretical understanding may help individuals cope with pathologies and negative life experiences. One negative life experience, in this case, is the ultimate fate of humankind: death. Approaching death and/or the onset of grief is something that we all have to experience. How does one approach death? It is not easy feat and, of course, grief for a loved one is personal and some of us struggle with this. We contend that spiritual cultivation and enlightenment, arising from life education, may assist us with the coping of death (e.g., the possibility of transcendence beyond the realm of life). Forming the premise of the present article, we propose that a person’s ‘spiritual and enlightened self’, reflecting the convergence of three major aspects of life education (i.e., Philosophical reflection, Enrichment of personal well-being, and Spiritual cultivation), would result in the initiation and creation of a number of virtues and positive characteristics – for example: having a positive outlook in life, showing compassion, forgiveness, etc. These virtues and quality characteristics, from our philosophical reasoning, are equivalent to those qualities that positive psychology advocates for. (shrink)

The dynamic of religious expression employs symbolic language, actions, and art. These symbols are symbols of transcendence because it is transcendence which is the unique referent that sets apart symbols which give rise to religious understanding from symbols which do not. The main objective of this book is to demonstrate that in Louis Dupre's work all religious expression, insofar as it has a transcendent reference, is intrinsically symbolic. Religious language is never purely objective nor purely subjective, (...) but a dialectical relation with a transcendent dimension. True to the teachings of Dupre, this book uncovers that without a transcendent referent, religious symbols lose their religious significance. This is the plight of the (late-post)modern condition which resulted from the fracturing of nature into its cosmic, human and transcendent components. To regain a sense of transcendence the believer is forced to make an inward turn akin to the mystical practice of past ages. This does not recover a sense of transcendence for culture but can do so for the believer's personal spiritual life. (shrink)

The aim of the research is to investigate the problems young people face in Turkey and to examine the religious coping mechanisms they use to cope with these problems. A total of 353 students from Turkey participated, including 190 high school and 163 university students. The research, conducted in April 2024, employed two different methods for data collection: Written data were gathered directly from high school students through interviews, while questionnaires were distributed to university students and collected by the (...) researcher. We used semi-structured interviews based on a specific framework, asking participants three comprehensive, open-ended questions. After conducting a content analysis on the data, the researcher categorized the data thematically according to the content. According to the findings of the research based on the available data, the problems faced by young people are classified under three main headings: individual, social and existential issues. Individual problems included gender roles, sexuality, religious doubts, stress, addiction, and loneliness. Social problems consist of local and popular culture, violence, concerns about the future, difficulties in finding a profession, the education process, marriage, and family communication. Existential problems include such issues as the meaning of life, death, and belief in God. The study revealed that young people often resort to religious coping strategies to handle these challenges. Among these strategies, such practices as trusting and believing in Allah, prayer (salat) and supplication (dua), expressing gratitude, repentance, ablution, going to the mosque, reading the Qur'an, participating in religious conversations and volunteering services become prominent. As a result, it was determined that religious coping strategies are an important part of the daily lives of young people in Turkey and that these strategies play an important role in coping with individual, social, and existential challenges. Unlike studies that generally address psychological or social elements, this research highlights the role of religious practices as a coping mechanism. (shrink)

This book is a systematic study of religious morality in the works of John Henry Newman (1801-1890). The work considers Newman's widely discussed views on conscience and assent, analyzing his understanding of moral law and its relation to the development of moral doctrine in Church tradition. By integrating Newman's religious epistemology and theological method, the author explores the hermeneutics of the imagination in moral decision-making: the imagination enables us to interpret complex reality in a practical manner, to relate (...) belief with action. The analysis bridges philosophical and religious discourse, discussing three related categories. The first deals with Newman's commitment to truth and holiness whereby he connects the realm of doctrine with the realm of salvation. The second category considers theoretical foundations of religious morality, and the third category explores Newman's hermeneutics of the imagination to clarify his view of moral law, moral conscience, and Church tradition as practical foundations of religious morality. The author explains how secular reason in moral discernment can elicit religious significance. As a result, Church tradition should develop doctrine and foster holiness by being receptive to emerging experiences and cultural change. John Henry Newman was a highly controversial figure and his insightful writings continue to challenge and influence scholarship today. This book is a significant contribution to that scholarship and the analysis and literature comprise a detailed research guide for graduates and scholars. (shrink)

This paper reconsiders explanations of ‘popular’ Buddhism in Thailand initiated in mid-twentieth century anthropological definitions of vernacular articulations of religiosity in village settings. Buddhist localism, in its various manifestations, is seen to contrast with a doctrinal or literate ‘great’ monastic tradition. In this persisting ethnographic argument, an actor may draw randomly on various syncretic elements of their religiosity according to circumstances (an historical complexity which is sourced in a mix of Sinhalese-sourced Buddhism, animism including magic, and folk Brahmanism). It is (...) therefore not wholly or consistentlyone, but substantively divided into several strands. This long-standing position is problematic as the paper shows. There are multiple coextensive Buddhism/s (plural) within the Greater Theravada tradition, which emerge from an identification of the actors themselves with the one, not the many, as one-unitary-Buddhists. I theorise using a general framework of Meillassoux’s discussion on contingency and, by way of contrast, taking Deleuzian ideas on multiplicity. It is grounded on an understanding of popular or organic lived religion sourced in the early counter-enlightenment or radical enlightenment thinking of Giambattista Vico. Here, it is argued that in Thailand villagers would identify cosmologically as the one, not as the many (in a sense as in the assemblages or varieties of religious practices detached from the totality of the cosmological unitary one). Understanding the creative processes behind cosmological multiplicities is a starting point, with the notion that within specific cultural forms we are faced with a multiplicity of definitions and things to observe, as in an understanding of the varieties of lived Buddhism. The essay is based on an ethnographic assessment from over three decades of field research among ethnic Thai Buddhists at various modalities and settings, and in framing these vernacular religious practices and their ontologies. My gratitude to two anonymous reviewers for their constructive comments. The essay does not deal directly with specific ethnographic case studies; instead, it is intended as retheorising representations of ‘Popular Buddhism’ in Thailand as based on early scholarship since the 1960s (where Buddhism is constituted as three or more distinctive but intertwined religious strands). (shrink)

According to the simulation hypothesis, our universe is almost certainly a simulation created by posthuman programmers. Although the hypothesis has become an object of fascination and debate, little attention has been paid to its implications for religion and naturalism. An often-overlooked aspect of the hypothesis is Nick Bostrom’s suggestion that ‘the posthumans running our simulation are themselves simulated beings,’ and so on. This feature of his hypothesis has striking parallels with the cosmogonies of Gnosticism, Mormonism, and Neoplatonism. These parallels demonstrate (...) that the hypothesis raises challenges for naturalists by moving the boundary line between religion and naturalism. (shrink)

What role should a citizen's religious convictions play in her political activities? Is she, for example, permitted to decide on the basis of her religious convictions to support laws that criminalize abortion or discourage homosexual relations? Christopher Eberle is deeply at odds with the dominant orthodoxy among political theorists about the relation of religion and politics. His argument is that a citizen may responsibly ground her political commitments on religious beliefs, even if her only reasons for her (...) political commitments are religious in nature. His ideal of citizenship allows citizens to engage in politics without privatizing their religious commitments, and yet does not license mindless and intransigent sectarianism. An inherently controversial book that offers a substantial challenge to political liberalism, it will be read by students and professionals in philosophy, political science, law and religious studies, and general readers seeking insight into the relationship between religious commitments and liberal politics. (shrink)

This book examines the multifarious nature of wisdom and explores the various types of wisdom and their interrelations. As an investigation of the nature of wisdom and its different expressions it addresses a concern of academic philosophy but also concerns of comparative studies, religious studies, and the humanities generally.

Stephen Law has recently offered an argument against the rationality of certain religious beliefs that he calls the X-claim argument against religious beliefs. The argument purports to show that it is irrational to believe in the existence of extraordinary beings associated with religions. However, the X-claim argument is beset by certain ambiguities that, once resolved, leave the argument undifferentiated from two other common objections to the rationality of religious belief: the objection from religious diversity and the (...) objection from unreliable sources. And though the latter pose serious obstacles to the rationality of religious belief, the X-claim argument adds no further difficulty. (shrink)