Religious Problem Solving and the Complexity of Religious Rationality Within an Iranian Muslim Ideological Surround

Comparative rationality analysis formally examines the incommensurable social rationalities that theoretically exist within religions and the social sciences according to the ideological surround model (ISM) of the psychology of religion. This study extended these procedures to a new cultural context: 220 Iranian university students responded to the Religious Problem‐Solving Scales developed by Pargament et al. (1988). As hypothesized, the Collaborative Problem‐Solving Style was consistent, and the Self‐Directing Style inconsistent, with Iranian Muslim religious and psychological adjustment. The Deferring Style had ambiguous implications. Comparative rationality analysis demonstrated that sample interpretations of these styles explained greater variance in adjustment than did the original scales. These procedures also yielded the unexpected discovery that the Deferring Style included a secular as well as a religious form of Iranian rationality. These data most importantly support the ISM claim that “future objectivity” requires empirical analyses of the incommensurable rationalities operating within the psychology of religion.     

Towards international comparative research on the professionalisation of Religious Education

This article calls for international comparative research on the professionalisation of Religious Education (RE). To this end, it provides a rationale for focusing upon the concept of professionalisation and a theoretical justification for international comparative research, particularly identifying its significance in terms of the development of RE in England and Germany. The article outlines a methodology for exploring the concepts of professional knowledge, professional self-organisation and politics and professional development. The proposed methodology involves a systematic analysis of primary documentary sources including: (1) academic and professional journal articles and textbooks; (2) the archives of relevant institutions and organisations; and (3) external evidence, such as inspection and research reports. An analytical case study of two leading journals in each national context, Religion in Education in England and Der Evangelische Erzieher in Germany, in the immediate post-war era is appended to illustrate the benefits of implementing such a methodology across national boundaries.     

Interview With Dr. Judith Miranti: A Servant Leader and Advocate for the Association for Spiritual,Ethical, and Religious Values in Counseling

Dr. Judith Miranti has contributed over 40 years of service to the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC). The purpose of this article is to highlight and recognize a pioneer and influential leader of ASERVIC. The interview discusses Dr. Miranti's (a) historical knowledge and memories of the development of ASERVIC, (b) involvement in ASERVIC in various leadership roles and with others who influenced her, and (c) hope for the future of ASERVIC.     

Political Islam and Non-Muslim Religions: A Lesson from Lessing for the Arab Transition

Hardly any region has recently captured the global geopolitical imagination as much as the Arab world after the so-called Arab Spring and very likely no state more so than Egypt. Finally it seemed that democracy was coming to the region, that this would spell the end of radical Islam, and of any local aspirations of creating Islamic states, and mark the beginning of a rapprochement between East and West. This article analyses and links those dynamics, with particular reference to the transition process in the wake of the so-called Arab Revolution, and gauges what may be at stake for members of non-Muslim faiths. It particularly traces the rift between theoretical Muslim discourse about Islamic tolerance towards other faiths and its implementation or the absence thereof in practice. It concludes that so far no real progress has been made and that, for the relationship to evolve, Islam needs to proceed to a state in which it sees itself as no more than an equal to other religions. The recognition of its tradition-based nature and of the consequences that flow from such a realization for the treatment of its fundamental sources, the Qur'an and the Sunna, will be addressed. To evaluate the current situation and the outlook, we shall use the example of the famous eighteenth-century German play by Gotthold Ephraim Lessing, Nathan the Wise, about the occupation of Jerusalem by Saladin.     

Religion at the European Parliament: the Italian case

Italy is a predominantly Catholic country that developed historically on the basis of a strong, dominant religion and weak state institutions. Yet, openly clerical parties, direct advocates of the interests of the Catholic Church, have nowadays virtually disappeared and the relevance of the religious cleavage is decreasing, in favour of a more indirect support for these interests, mainly among moderate and conservative forces. Although the overall level of secularisation in Italy has increased, the degree of religiosity of Italian society remains one of the highest of the 27 member-states of the European Union (EU) and polarisation over religious issues in domestic politics remains high, particularly regarding moral values and family matters. In our study we explore the role of religion within the Italian political sphere with regard to the functioning of political representation, by taking into account the sub-national, national and European levels of government. We focus on the attitudes and behaviours of Italian political elites at the EU level. We hypothesise a strong influence of religion on the articulation between national and European politics. Our findings consistently show that the degree of religiosity of the Italian delegation to the European Parliament (EP) is high. However, the impact of such a high degree of religiosity among the members of the EP (MEPs) on their political activities appears less direct than one might predict, while the degree of political secularism is higher among Italian MEPs than among their national or regional counterparts. When we discuss a case study, namely the accession of Turkey to the EU, our data show that the religious attitudes of Italian MEPs play a crucial role in their stance on Turkish accession. The picture that emerges is thus nuanced. Religion significantly impacts on Italian MEPs’ ideological, political and moral attitudes, but plays a smaller role in their activities; while their left-right collocation emerges as the most relevant predictor, despite a number of exceptions.     

Problematic,absent and stigmatizing diagnoses in current mental disorders classifications: Results from the WHO-WPA and WHO-IUPsyS Global Surveys

This study examined English- and Spanish-speaking psychologists’ and psychiatrists’ opinions regarding problematic, absent and stigmatizing diagnoses in current mental disorders classifications (ICD-10 and DSM-IV), and their perceived need for a national classification of mental disorders. Answers to open-ended questions included in WHO-WPA and WHO-IUPsyS surveys were examined using an inductive content-analysis method. A total of 3,222 participants from 35 countries were included. The most problematic diagnostic group was personality disorders, especially among psychiatrists, because of poor validity and lack of specificity. Complex posttraumatic stress disorder was the most frequent diagnosis suggested for inclusion, mainly by psychologists, to better account for the distinct processes and consequences of complex trauma. Schizophrenia was the diagnosis most frequently identified as stigmatizing, particularly by psychiatrists, due to lack of public understanding or knowledge about the diagnosis. Of the 14.4% of participants who perceived a need for a national classification system, two-thirds were from Africa or Latin America. The rationales provided were that mental disorders classifications should consider cultural and socio-historical diversity in the expression of psychopathology, differences in the perception of what is and is not pathological in different nations, and the existence of culture-bound syndromes. Implications for ICD-11 development and dissemination are discussed.     

Taking religion to heart: the relationship between the Five Factor Model and the New Indices of Religious Orientation among religious students

The relationship between religious orientation and personality has been investigated using several different measures and diverse samples. As part of a larger study, 114 undergraduate students were given the Duke University Religion Index (DUREL) to include only those participants who were considered religious. The final sample of 80 participants were given the NEO Personality Inventory-Revised (NEO PI-R) and the New Indices of Religious Orientation (NIRO). Based on the results of the bivariate correlations, higher levels of intrinsic religious orientation were associated with greater Agreeableness and Conscientiousness. Multivariate analyses further revealed that Agreeableness was the most important personality variable when predicting intrinsic and quest religious orientations, with higher levels of Agreeableness predicting greater intrinsic and lower quest orientations. While lower levels of Neuroticism predicted greater intrinsic orientation, higher levels of Neuroticism predicted greater quest orientations. Higher Conscientiousness predicted greater intrinsic and lower quest orientations. Implications of these findings are discussed.     

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

Abstract

In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers’ ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives.     

Minority religions,litigation, and the prevention of harm

Religious anti-discrimination legislation institutionalises non-violent ways of living with radical difference associated with religious diversity. The need to govern the growing number of conflicts generated by increasingly pluralistic societies is a major reason governments have introduced a range of new laws relating to religion. These laws are important not only because they protect human rights, which they do, but also because they shape social processes that generate extreme harms such as mass murder and the sexual abuse of minors. A detailed examination of three case studies of minority religions illustrates this argument. The histories of the Fundamentalist Latter Day Saints and The Family demonstrate that the socio-cultural processes that result in sexual abuse in minority religions are similar to the processes that result in extreme violence and that litigation plays a key role in preventing the escalation of these processes, although it is of a post hoc nature. The case of the Ordo Templi Orientis demonstrates that religious anti-discrimination legislation proactively disrupts the socio-cultural processes that lead to the escalation of tension that results in serious forms of harm.     

Do students feel authentic in integrated RE? A quantitative analysis

Abstract

The purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education.