Engaging the Borders: Empathy,Religious Studies,and Pre‐Professional Fields

This article proposes that religious studies instructors can gain pedagogical insights regarding the value and teaching of empathy from pre‐professional health care and counseling fields. I present research findings from these fields to support claims that empathic skills are teachable. I then show that empathy has been established within the field of religious studies as important in order to understand the beliefs of the religious other. I conclude that religious studies educators should be concerned about how to teach empathy, and suggest that pre‐professional research findings point us in the direction of how to do this. Experiential exercises such as role‐playing and other simulation exercises seem to be most effective in teaching empathic skills. I present examples that demonstrate how listening exercises and the role‐playing of cases can be used in the religious studies classroom and can assist in the development of empathy for the religious other.     

On the use of the uncanny in ritual

In ‘The Future of an Illusion’, Freud suggested that religion allows a person to ‘feel at home in the uncanny’ – that unsettling interplay of suppression and memory that arises from living subject to fears and anxieties in an unpredictable world. Here, the author examines a ritual called the ‘Wild Hunt’ that occurred during her ethnographic research among contemporary Pagans to explore how uncanny encounters within religious rituals can help participants come to terms with fears and anxieties, transforming inchoate emotions stemming from trauma or dislocation. Following Otto, the author suggests that such a sense of the uncanny can be central to the power of religious ritual. These uncanny elements within religious ritual provide an illustration of how religious experiences can help participants to feel ‘at home in the uncanny’, thereby bringing together the seemingly disparate accounts of Otto and Freud on the relationship between religion and uncanny experience.     

Teaching Religion in Its Contemporary Contexts: A Case Study

Abstract. After the disheartening results of an informal investigation of content knowledge and reading comprehension among her students, the author ponders the implications for her teaching objectives. What are we, as educators in religious studies, really teaching and how are we doing it? How are we accommodating students with less traditionally honed academic skills without diminishing content? She describes her experiments with several new teaching strategies for enhancing student learning by helping them improve basic skills, develop cultural literacy, and relate course content to their personal experience.     

THE BIRTH OF PSYCHOANALYSIS FROM THE SPIRIT OF TECHNIQUE1

The author aims to demonstrate, through a textual analysis of Freud's work, how the creation of psychoanalysis as a plausible set of understandings of the human mind has a methodological origin that has sometimes been overlooked: in the Greek concept of techne. Freud, an acknowledged pupil of Brentano, was well versed in Aristotelian rhetoric, and selected this instrument of investigation, dependent on language, from the outset of his efforts to describe, understand and treat the world of the unconscious mind. Working in the tradition of techne Freud actually rehabilitated ‘guessing’ (zu erraten) ‐ although it became a largely overlooked concept in Freud's work ‐ and so sought to place conjectural reason as the definitive form of knowledge for the investigation and treatment of the mind. This explains why the 1895 ‘Project’ could not succeed and why technique became irreplaceable as the via regia in ‘The Interpretation of Dreams’. Its model is founded in Aristotelian rhetoric, whose conception of language was first rediscovered by Nietzsche and was used therapeutically by Freud. Freud's view is apparent in his 1923 definition of psychoanalysis which is compared to the current IPA definition, a definition which, the author suggests, gives a misleading prominence to ‘theory’ and which shows how far a questionable rationality has removed conjectural reason from the field, to its detriment. From this point of view it is argued that the ‘precious conjunction’ (Freud) between investigation and treatment has been abandoned, and the concept of historical truth and its significance for psychoanalysis obscured.     

“But Aren't Cults Bad?”: Active Learning,Productive Chaos,and Teaching New Religious Movements

This article considers the challenges inherent when teaching about new religious movements (“cults”), how successful instructors have surmounted them, and how teacher‐scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I note that student‐centered pedagogies are crucial to teaching new religions, particularly if students disrupt and defamiliarize the assumed and reified categories of “cult” and “religion.” I argue that what works in a classroom focusing on new religious movements will work more broadly in religious studies classrooms, since the challenges of the former are reproduced in the latter.     

Virtue Ethics, The Analects, and the Problem of Commensurability

In support of the thesis that virtue ethics allows for a more comprehensive and consistent interpretation of the Analects than other possible models, the author uses a structural outline of a virtue ethic (derived from Alasdair MacIntyre's account of the Aristotlelian tradition) to organize a discussion of the text. The resulting interpretation focuses attention on the religious aspects of Confucianism and accounts for aspects of the text that are otherwise difficult to explain. In addition, the author argues that the structural similarities between the Aristotelian and Confucian conceptions of self-cultivation indicate a dimension of commensurability between the two traditions, despite very real variations in specific content. Finally, the author suggests how crosscultural commensurability, in general, can be understood on a theoretical level.     

Meeting a New Me: An Autoethnographic Journey into Kenya and Back

In this article the first author (MG) examines her experiences, reflections, and questions after traveling to Kenya and then attempting to integrate those experiences into her Western life. Using an autoethnographic format, different implications for the author are explored as she becomes more culturally aware both of other ways of being as well as of her own identity. MG publically shared her experiences on three different occasions, and then used a reflective stance to consider the implications of the questions posed for her personally, for the therapy field, and for the meaning of maintaining multicultural competencies.     

Citizen at the Edge: Czeslaw Milosz and the Poetry of Redemption

The author is haunted by the painful collective images of her troubled times, and by the ghost of her father who was passionate about politics and would be horrified, were he still alive, at how the basic principles of our democracy have been undermined in recent history. In active imagination the author has a dialogue with her dead father and introduces him to the poetry of Czeslaw Milosz, a man of his generation and, like her father, a “Child of Europe,” which is a title of a Milosz poem. Born in Lithuania, Milosz had to contend with the threats to his country from both the right and from the left, from the Nazis and from Stalinist Russia. His poetry helps the author, in dialogue with the ghost of her father, find a way to confront the horrors of her own time, while cultivating a religious attitude.     

Business ethics and computer ethics: The view from Poland

An Aristotelian approach to understanding and teaching business ethics is presented and defended. The newly emerging field of computer ethics is also defined in an Aristotelian fashion, and an argument is made that this new field should be called “information ethics”. It is argued that values have their roots in the life and practices of a community; therefore, morality cannot be taught by training for a special way of reasoning. Transmission of values and norms occurs through socialization — the process by which an individual absorbs not only values but also the whole way of life of his or her community. It follows that business ethics and information ethics can be considered kinds of socialization into a profession: role learning and acquiring a new self-identification. This way of understanding fields of applied ethics is especially important for their proper development in Central-Eastern Europe because of endemic factors which are the result of recent political developments there.     

Integral Psychology: My Spiritually Based Guiding Metatheory of Counseling

This article explains the author's guiding theory of counseling based on her understanding and adaptation of K. Wilber's (2000b) integral psychology (IT). She discusses, from an IT perspective, how the psyche develops and changes and the role of counseling in change. She explains her particular resonance to IT, which she considers an inherently developmental, multicultural, systemic, and spiritual metatheory that brings order to the multiplicity of other counseling theories. The author hopes that readers will find in this article both a useful contribution to their own counseling perspectives and practices and a stimulus for further discourse regarding the infusion of spirituality into counseling.     

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.     

“And Also Much Cattle”—A New Reading of an Old Fish Story

The author presents a careful analysis of the Book of Jonah to demonstrate that from beginning to end, in form and content, in diction, phraseology and style Jonah [is] a masterpiece of rhetoric. The author shows that the aim of the rhetoric is first to warn religious leaders against Jonah-like behavior and, second, to caution the general reader against a smug certitude that leads inevitably to the condemnation of those who do not agree. Moreover, the author's painstaking exegesis of the Book of Jonah indicates not only how carefully and subtly crafted the book is but also how much care the reader must take if he or she wishes to understand it.     

As If Religion Matters: Teaching the Introductory Course as if it Does

This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters, but is uncertain how to do this. After an autobiographical foray into her academic upbringing in active learning, the author articulates four values to model in her teaching: personal relevance, academic responsibility, ethics, and community. The author then engages current scholarship in active learning, and narrates the process of translating those four values into concrete course goals and particular assignments. The essay concludes with an assessment of teaching the revised course.     

Racial/Ethnic Identity,Gender‐Role Attitudes,and Multicultural Counseling Competence: The Role of Multicultural Counseling Training

Researchers and practitioners have been pursuing how to enhance counselors' multicultural counseling competencies (MCC). With a sample of 460 counselors, the author examined whether multicultural training changed the relationship between (a) racial/ethnic identity and MCC and (b) gender‐role attitudes and MCC. The author found significant interaction effects of (a) racial/ethnic identity and multicultural training and (b) gender‐role attitudes and multicultural training on multicultural knowledge but not on multicultural awareness.     

Teaching Effectively in Racially and Culturally Diverse Classrooms

Abstract. Issues of racial and cultural diversity and racism pose particular challenges for effective teaching and learning in diverse theological classrooms. In this essay the author outlines specific strategies to confront racism and engage racially and culturally diverse students. Through the use of a model for understanding multicultural dynamics of teaching and learning, the author helps readers consider four epistemological categories: knowing our students, knowing ourselves as instructors, knowing how we teach, and knowing what we teach.     

Principles for Effective Asynchronous Online Instruction in Religious Studies

Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners.     

The uses of Aristotle's Rhetoric in contemporary American scholarship

In contemporary American scholarship, interpretation of Aristotle'sRhetoric has become the locus of sustained and sharp controversy. Differing views of theRhetoric and its significance have become tokens in a more general dispute about what rhetoric is or ought to be. This essay examines three central issues that have emerged in this larger arena of controversy: the relationship between Aristotelian and Platonic conceptions of rhetoric, the relationships among rhetoric, ethics, and epistemology in Aristotle, and the placement of rhetoric within Aristotle's system of arts and sciences.     

Rhetorics of truth,justice and secrecy in Pascal's text

Beginning from a definition of philosophical discourse which states the necessity of rhetoric meant as the whole of the linguistic devices aiming to persuade the interlocutor of truth and justice, the author points out that Pascal's text would be an outstanding example of such a discourse, while showing, nevertheless, the specificity of the rhetoric he employs. Such a specificity would aim to carry out a complex logic of the secret, concerning chiefly the ackowledgement and identification procedures of the subject of the discourse-enunciation, and its pronominal and nominal markers.The author studies this logic on one hand by starting from the pragmatic patterns developed by the linguistics of enunciation, and on the other taking into account the philosophical, ethical and religious themes of the Jansenist thought in the XVIIth century. The distinction between concealment and secret leads the author to set up the forms of political rhetoric against the actual Pascalian aspects of philosophical rhetoric. Such a logic of the secret, which is the projection of the hidden God teologema into the field of philosophical discourse, would enable us to position as absent the subject producing this discourse and thus to transform what he states into a discourse of truth and justice. The very careful examination of the anonymity strategies and mostly of the writing tactics concerning the author's real name (anagram) would seem to confirm this conception of the rhetoric of Pascal's philosophical discourse.     

Stories Matter: Narrative Themes of Counselor Educators' Religious and Spiritual Competency

Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described.     

From Sodomy to Sympathy: LDS Elites’ Discursive Construction of Homosexuality Over Time

In this article, we examine how leaders of The Church of Jesus Christ of Latter‐Day Saints (LDS) discursively constructed homosexuality over the last 50 years. Based on textual analysis of LDS talks, magazines, and other publications, we analyze how LDS elites, responding to shifting historical, cultural, and religious interpretations of sexualities, discursively constructed homosexuality as problematic for (1) society from the 1950s to the 1990s, (2) the family from the 1970s to present, and (3) divinely inspired gender roles from the 1980s to present. Further, we show how LDS elites softened their rhetoric in the 1990s, and in so doing, established a new discursive construction of homosexuality as an ailment requiring sympathetic treatment. Throughout our analysis, we also examine how LDS elites accomplished such discursive work in response to shifting societal and religious attitudes concerning sexual minorities. In conclusion, we draw out implications for understanding how religious elites discursively construct sexual norms, the reciprocal relationship between sexual and religious discourse and advocacy, and the importance of examining how dominant religious discourses change over time.