Toward Theological Inclusivism: The Effects of a World Religions Course in a Mormon University

Inclusivist, exclusivist, and pluralist attitudes toward other religions interact in complex ways within the Mormon faith. Hence, a course on the world’s religions at LDS-sponsored Brigham Young University presents an interesting case study in this context. Through survey data and statistical analysis this article attempts to examine the effect of this course over students’ convictions in their own faith, particularly in relation to the inclusivist vs. exclusivist spectrum. Findings suggest that the sympathetic exposure to other religions in this course did not decrease students’ confessional commitment to Mormonism although it reshaped it in a more inclusivist direction. The religious make-up of students’ families and communities of upbringing is also shown to play a role in this conclusion.     

Teaching the Dance of World Religions

Abstract. In the past decade, critical scholars such as Ronald Grimes and Talal Asad stated that there is a need to recognize the cultural and spiritual dimensions of religion, especially in an age of pluralism. While they call for an increased knowledge and application of techniques from anthropology, ethnology, and performance studies, what actually happens when one teaches from this perspective? As a religious scholar with training in dance anthropology, I created a class on World Religions that was based on these principles. Taught at interfaith and ecumenical seminaries, as well as a California university, the results were interesting, varied, and insightful. This paper discusses the problems, questions, and positive results of these classes, offering a base model for teaching religion in a multicultural, pluralistic age.     

Critiquing Borders: Teaching About Religions in a Postcolonial World

Abstract. In a postcolonial environment, our students will encounter multiple representations and diverse followers of various religions outside the classroom. Students need to think critically about the representations of all religions and recognize the humanity of all people. Too often, students leave courses discussing one or more world religions with an idealized view of other religions that draws strict boundaries around the components of each religion. Bringing postcolonial thought into introductory and survey courses highlights the diversity within each lived religion and encourages students to critique those strict borders and all representation of religions. Based on continuing experiments with critical theory in undergraduate classes, the six strategies presented here use the diversity of lived religions to promote critical analysis of representations of religions. These strategies move beyond the rejection of common representations by introducing set theory as an alternative framework that students can use to theorize about the complexity within religions.     

Teaching the Introduction to Religions: Religious Pluralism in a Post-Colonial World

Taking seriously the implications of post-colonial theory, the authors revisit the introductory course (normally “World Religions”) as a course on the plurality of religions in contemporary U.S. culture. They explain the structure of the course, and discuss practical and ethical issues around student field visits to learn about other religions.     

A Common Earth Religion: World Religions from an Ecological Perspective

On the basis of a critical analysis of the place of world religions in an era of globalization, and drawing on the Gaia hypothesis of James Lovelock, this paper argues for the need for a shift in perspective from a world economy to an earth economy, and for world religions to become earth religions. Here the anthropocentrism of the modern world is overcome and humanity is viewed as an integrated element in planet earth as a whole. This view implies that the world religions need to give back to the earth the virtues they have projected onto the world beyond, and abandon their denial of life and their capacity for violence. In secular terms, this means that world religions need to engage with the ecological perspective and start by applying it to themselves. For if the earth can no longer support life, that means the end of the human world, and the end of world religions.     

"Demographic Futures for Christianity and the World Religions"

Abstract :  Since before 1970 Christian researchers have been tracking the massive demographic shift of Christianity to the Southern Hemisphere and noting the increasingly religious nature of populations around the world. At the same time, writers on the future of religion have been drawn to extreme portrayals of decline or revival of religion. However, the world's religious situation is replete with detailed information, drawn from enormous data collections on religious affiliation and questions about religion in government censuses. Quantitative tools, utilizing this information in the context of demography provide a more nuanced view of humankind's religious future. Demographic trends coupled with conservative estimates of conversions and defections envision over 80% of the world's population will continue to be affiliated with religions 200 years into the future. This religious future will have a profound influence on Christian theology, relations between religions, and the interaction between religion and politics.     

Education for Peace in a Multi‐Religious World

On 21 May 2019, an international conference on Promoting Peace Together was organized at the Ecumenical Centre, Geneva. The conference culminated with the official launching of the document on “Education for Peace in a Multi‐Religious World: A Christian Perspective” – jointly prepared by the Pontifical Council for Interreligious Dialogue (PCID) and the World Council of Churches (WCC) by the general secretary of the WCC, the Rev. Dr Olav Fykse Tveit, and the then Secretary of the PCID, H. E. Bishop Miguel Ayuso Guixot. Bishop Guixot, secretary of the PCID from 2012 to 2019, was appointed president of the PCID in May 2019, and was elevated to cardinal in October 2019. The papers reproduced below are a compilation of the reflections on the theme “Education for Peace” presented on the occasion of the launch.