Some contemporary protestant theological reflections on pluralism: Implications for Christian‐Muslim understanding

Theological writings about the relationship of Christianity to other religions are often cast into one of three general categories: exclusivist, inclusivist and pluralist. This essay reviews six twentieth‐century Protestant Christian theologians and academics who have reflected on ways in which Christians can understand their faith in the light of the religion of Islam. Some have spent their lives relating to Muslims and deal specifically with its implications for Christian understanding, while others treat Islam more generally as part of the larger issue of Christianity in the light of contemporary religious pluralism. As a whole they are representative of the range of theological responses suggested in the above categories.     

Teaching the Devout Student: Faith and Scholarship in the Classroom

Increasing numbers of college students enrolling in religion courses in recent years are looking to develop their religious faith or spirituality, while professors of religion want students to use and appreciate scholarly tools to study religion from an academic perspective. Some scholars argue that it is not possible to satisfy both goals in the classroom, while authors in this journal have given suggestions on how to bridge the gap between faith and scholarship. I argue that such authors are correct and that, in my experience, historical‐critical methods can help devout students understand the original texts in their own religion better, comprehend why changes in interpretation have occurred over time, and appreciate the values in religions other than their own. Not all devout students are comfortable with an academic study of religion, but many can attain a more mature faith by such an approach.     

Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions

ABSTRACT

How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers’ perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers’ and university students’ (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as ‘Religiously responsive approach’, ‘Secularist approach’ and ‘Equal visibility approach’. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices.     

Religious Traditions in Local Communities of China

All religions in China are closely linked to the traditional religion based on the patriarchal clan system. This bedrock faith of the Chinese, as it interacts with native religions and foreign religions, has fundamentally influenced the religious psychology of all Chinese people. Following a brief introduction to China’s religions, this article discusses folk religions as the main expression of traditional patriarchal religion, as well as their function and impact in contemporary society. The article then outlines relations between the multiple religions and cultures of ethnic groups in pluralist China to help the reader better understand the interaction between religious and cultural traditions of the Chinese people.     

The Agency Paradigm: A Pedagogical Tool to Facilitate Nuanced Thinking on Sensitive Issues

Sensitive issues, rife in religious studies and in theology, present a pedagogical challenge when teaching students to nuance their thinking around positions that are often sharply defined and elicit strong feelings. I developed a learning tool that I call the “Agency Paradigm.” The purpose of this tool is to help students comprehend diversity within religious traditions, particularly regarding the agencies of women who are committed to them. Drawing on the open and critical dialogue of emancipatory pedagogy, the Agency Paradigm encourages students to explore a range of ways women in world religions choose to act in varying contexts. This approach to teaching world religions increases students’ cognitive knowledge base and expands their understanding of each of the religions studied in the course, as examined through the perspective of differing women; it also assists them in developing their own agency through thoughtful reflection.     

A critique of foundationalist conceptions of comprehensive doctrines in the religion in politics-debate

This paper comprises a critical examination of foundationalist conceptions of comprehensive doctrines in the religion in politics-debate. I argue that John Rawls, the towering figure of this debate, operates with a foundationalist conception of comprehensive doctrines that has shaped the debate’s view of relevant alternatives (often referred to as exclusivism and inclusivism). However, there are several problems with foundationalist conceptions, and the most serious is that they are empirically inadequate in relation to modern Western societies. I conclude that participants of the exclusivist/inclusivist debate ought to look closer at alternative, non-foundationalist conceptions, and I supply a brief sketch of one such approach, inspired by American pragmatism.     

Religion as practices of attachment and materiality: the making of Buddhism in contemporary London

This article aims to explore Buddhism’s often-overlooked presence on London’s urban landscape, showing how its quietness and subtlety of approach has allowed the faith to grow largely beneath the radar. It argues that Buddhism makes claims to urban space in much the same way as it produces its faith, being as much about the practices performed and the spaces where they are enacted as it is about faith or beliefs. The research across a number of Buddhist sites in London reveals that number of people declaring themselves as Buddhists has indeed risen in recent years, following the rise of other non-traditional religions in the UK; however, this research suggests that Buddhism differs from these in several ways. Drawing on Baumann’s (2002) distinction between traditionalist and modernist approaches to Buddhism, our research reveals a growth in each of these. Nevertheless, Buddhism remains largely invisible in the urban and suburban landscape of London, adapting buildings that are already in place, with little material impact on the built environment, and has thus been less subject to contestation than other religious movements and traditions. This research contributes to a growing literature which foregrounds the importance of religion in making contemporary urban and social worlds.     

Confronting Ghosts of the Christ‐Haunted South: Teaching Theology through Teaching Story

Abstract. Southern fiction writer Flannery O’Connor once characterized the South as Christ‐haunted, and having taught in the South for eight years now, I have come to appreciate O’Connor's evaluation. Most of the students I encounter understand one predominant way to practice Christian faith: assent to propositional theology. Most of them either accept this view uncritically or reject Christian thought completely, seeing it as stifling. My goal is to introduce the diversity of Christian thought in a non‐threatening way. Knowing story's potential to draw people into community as well as to transform consciousness, I believe story offers a less threatening way to invite students to explore diversity. This paper describes a course titled “Christian Thought and Contemporary Short Fiction,” a course I developed to try to introduce students to a variety of ways to understand Christian thought and practice Christian faith. The paper describes development and facilitation of the course, including student responses to the course content and evaluation of the course.     

Relations between church and state in Russia today ∗

Abstract

According to its constitution the Russian Federation is a secular state in which all religious associations are equal before the law. The constitution also guarantees freedom of religious choice and practice. Federal legislation, as well as the legislation of the republics, should be in accordance with these clearly formulated principles. Many provisions in the federal law on religion of 1997, however, are in conflict with them. Moreover, in practice the statement in the preamble to that law regarding the historical role of Orthodoxy and that of other ‘traditional religions’ is arbitrarily interpreted to justify a privileged position for Orthodoxy and to some extent for Islam, Judaism and Buddhism. The ‘secularity’ of a state does not entail the marginalisation of religion. A secular state should take account of the historical role and importance of each religion. The Russian state may legitimately award Orthodoxy a position of primus inter pares and privileges of honour in comparison with other religions on the basis of proportionality. These should not, however, take the form of legal advantages. Orthodoxy can perfectly well play the role of ‘official’ religion, but it should not be a ‘state’ religion. It would be advisable to establish a system of bilateral agreements between each religious association and the state and to create a fiscal system that allowed citizens who declare that they belong to a given religious faith to devote part of their taxes to the financial support of that faith.     

Missional Discipleship

Most communities of the world, and particularly in the continent of Africa, are multi‐faith and multicultural. Christianity is a major religion in the continent that has succeeded in persuading adherents of African traditional religions to switch off from their indigenous belief and switch on to Christian belief. 1 Christianity is not the only religious faith in Africa. It has other sibling monotheistic religions and other religious expressions. Christianity, being a mission‐oriented religious faith, has a mandate to bring about transformation as reflected in its sacred text, the Bible. This article will explore how the transformation is stimulated and sustained. Meanwhile, it is necessary to state that African people were religious people even before the advent of Christianity and Islam. As a result, religion plays a critical role in their public engagements. Nevertheless, what may be investigated further would be whether religion, and Christian faith in particular, influences the people to be good citizens/disciples as they engage in the socio‐political and economic life of the society. The article seeks to use the notion of missional discipleship as a compelling stimulus for inclusive transformation in African societies.     

Refocusing on the Learning in “Integration of Faith and Learning"

The purpose of this study was to assess student perceptions of the faith-learning integration process in instructional methods courses taught by a single professor. Thirty-one students were asked by the professor to complete an open-ended questionnaire at the end of their course experience. Results indicated that students in this study described or defined the integration of faith and learning in ways reflective of the content of the courses, which was teaching methods. While not all students said integration of faith and learning occurred in the classes, all students did provide examples of integrative moments. Most students described faith-learning integration in terms of teacher actions rather than student actions. Thus, it appears that these students were describing integration of faith and teaching more so than integration of faith and learning.     

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.     

THE ENCOUNTER BETWEEN FAITHS AND AN ‘AESTHETIC ATTITUDE’

This paper contains a discussion of the idea of using what could loosely be called an ‘aesthetic attitude’ (stemming largely from Kantian notions of disinterest and explicitly articulated by such writers in the 20^th century as Edward Bullough and Jerome Stolnitz) in the context of the encounter between religions. The ‘problem’ that is addressed is formulated as an attempt to find a space in which the participation of those with committed faith positions (e.g. conservative evangelicals) in sympathetic and empathetic meeting with other faiths can be facilitated. To this end, the paper is critical of the use of spirituality (or inter‐spirituality) as an oft‐suggested mode by which religions meet and ‘converse’ in depth‐encounters. That is, it is argued that the language of inter‐spirituality that is employed by some interfaith writers often betrays liberal assumptions that are unsettling for more committed religious persons. Thus, it is suggested that by changing the language of encounter from ‘inter‐spirituality’ to a more aesthetic (or playful) mode of discourse, one is creating a different, but nonetheless experientially recognisable, space of empathetic meeting and encounter that might be deemed ‘safer’.     

“I’m Not Your Stereotypical Mormon Girl”: Mormon Women’s Gendered Resistance

Research on women in gender-traditional religions has shown that women often exercise agency within the gendered confines of their religious institutions. This paper builds on the growing literature on women’s agency in gender-traditional religions by exploring whether and why some active Mormon women resist the gendered expectations of their faith more strongly than others. Drawing on interviews with women members of the Church of Jesus Christ of Latter Day Saints (LDS Church, Mormon), we find that eight of the 30 women interviewed strongly resisted traditional Mormon gender expectations. We then explore their patterns of resistance and provide possible explanations for why they resist gender traditionalism more than the other participants. We discuss the wider implications of our findings, including a call for further examinations of the ways in which women’s religious experiences include both accommodation and resistance to traditional ideas about gender.     

Planetary Secularisms: Delayed Messianism,Climate Change,and the Space for Pluralism

As many scholars have pointed out, Western secularism (or neoliberalism) is itself a faith‐filled and religiously located concept. It forces other understandings of secularism (and along with it other religions) to adhere to the public reason/private faith distinction, for instance, or else face the charge of being unenlightened or somehow in the dark (ages). This article agrees with and builds upon these ongoing critiques of secularism by suggesting that the two important bio‐historical factors that are beginning to shed light on the religiously filled foundations of Western‐style secularity are those of globalization and climate change. The contemporary situation of globalization and climate change is forcing the hidden faith of secularism out of its foxhole.     

Islam and diversity of religions∗

In our day when religions live in a shared context, the Muslim cannot but relate positively to the diversity of religions. It is urgent to recognize that Islam, as the other great religions, has a historical and a metahistorical aspect, a surface and a depth dimension, and furthermore, that what a religion is in its beginning, legitimately develops in response to different historical contexts. Diversity, allowed by Providence, has to be recognized not only in relation to other religions but also within the household of one's own tradition of faith and practice. The threat of one tradition against the other has been eclipsed by the threat emanating from an anti‐religious consciousness and from ideologies which purport to disown religious values.     

Rumi and the Universality of his Message

This article evaluates the universal message of Rumi to offer it as a hopeful alternative to the ignorance and lack of spirituality in modern times. Drawing upon Rumi's writings of the thirteenth century, it advocates an understanding that there is something beyond religion and scholarly learning that can open our eyes to the reality beyond this existence; for Rumi we must climb a spiritual ladder of love. Furthermore, Rumi envisioned a universal faith, embodying all religions, because he understood that the cause of every religious conflict is ignorance. The article implies that religiosity consists in something other than outward religions. Real belief is apparent only on the inside of a person, which is not visible. Therefore, through Rumi, the article makes it clear that the religion of love involves loving the eternal and invisible source of existence.     

EVOLUTIONARY PSYCHOLOGY AND THE RATIONALITY OF FAITH

This paper evaluates the role that evolutionary psychology can play in examining the rationality of faith in the Christian sense. It is argued that because evolutionary psychology enables us to understand human nature, it can help us understand what faith is. I argue that faith is not a universal human instinct that all religions tap into. Rather, we must understand how the early Christian community used the basic building blocks provided by human nature in a particular way. It is argued that it is a misunderstanding of the nature of faith to assert that faith is intrinsically irrational. However, evolutionary psychology cannot tell us whether or not faith is rational.     

Yoga and the battlefield of ethics: Highlighting an infusion model for ethics education

This paper articulates an infusion model of ethics education for engineering students by illuminating the value of a religious studies course on yoga. This model is distinguished from four other possible approaches that have traditionally been used to prepare engineering students to face the challenges of the work place. The article is not claiming that this approach should be used to the exclusion of the other approaches, but rather that it adds strength to the other approaches. Specifically, the article claims that the infusion model provides an opportunity for students to reflect upon the foundational ethical positions emanating from the world's religions and thereby provides them with a vista from which they can not only ask what professional ethical code applies in a given situation, but also ponder the nature of character needed to follow that ethical code.