Towards the concerned study of religion: Exploring the double power–play disparity

Increasing numbers of students of religion, from various disciplines, address issues of public interest, going beyond documentation and analysis, taking the quality of human life in religion and society as a criterion for their recommendations. Accordingly, systematic reflection on the concerned study of religion is gaining relevance. The approach chosen in this article is to focus on one particular aspect, in this case the double ‐ cognitive and moral ‐ disparity in religious contexts between forms of power and play.

Power is viewed as the human capacity to influence other people's behaviour, even against their will. Play is defined here as the human capacity to deal simultaneously with different realities. Power and play represent two human capacities that in themselves are neutral but in combination may change from means, a situation of parity, into goal, a situation of disparity. A first type of disparity is cognitive in nature. It stems from the reduction of the potential open dynamic meaning-making that the power‐play constellation could stimulate as well. A second disparity is of a moral nature. It stems from the fact that the power‐play set may come to interfere with the quality of human life. As a set, power and play thus move between the roles of being either subservient means or self-fulfilling goal, between a soft and a hard version.

Religion is one field in which the gift for play is applied, resulting in the relationship with a sacred or divine reality. Whereas religions cannot survive without some form of power, the form given to the power‐play set marks out a religion's identity. Within our time the critical study of the double disparity of hard power and play has gained urgency. Global society faces severe problems of poverty, violence, pollution and miscommunication. Religions may act as a cause, but also as problem solver. Students of religion are invited to form multidisciplinary teams to study the double disparity in its actual form, while simultaneously exploring prospects for the promotion of both open meaning-making and the quality of human life, with power and play in a relationship of parity. This turn would necessitate a reappraisal of the research agenda for Religious/World-view Studies. It demands an identity change for this study field, both in the selection of themes for research and funding, and in the explicitly applied nature of scholarly work.     

Locus of control as a mediator of the association between attachment and children’s mental health

Locus of control—the expectation that one is in control of one’s outcomes in life—is linked to well-being. The authors explored one of the possible antecedents of locus of control such as secure children’s attachment. The hypothesis was that locus of control acts as a mediator of the association between children’s attachment and their mental health, in terms of depression, anxiety (internalizing problems), and aggression (externalizing problems). Participants were 206 children with ages ranging from 8 to 14 years. The authors obtained data from teachers as well as by self-report. Structural equations modelling yielded significant results for both a direct path from insecure attachment to internalizing problems and an indirect pathway in which locus of control functions as a mediating variable between children’s attachment and internalizing problems. Although the data were consistent with the mediated pathway with regard to internalizing problems, different findings emerged for aggression. Insecure attachment was a significant predictor of aggressive behavior, while locus of control was not a mediator between attachment and aggressive behavior. The authors’ findings confirm the mediating role of the locus of control between attachment and internalizing problems, but not between attachment and externalizing ones.