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  1.  9
    Teaching Civic Engagement.Forrest Clingerman & Reid B. Locklin (eds.) - 2016 - Oxford University Press USA.
    Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order.In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement (...)
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  2.  23
    Ankur Barua, The Divine Body in History: A Comparative Study of the Symbolism of Time and Embodiment in St. Augustine and Ramanuja.Reid B. Locklin - 2013 - Augustinian Studies 44 (2):301-303.
  3.  30
    The Spirit of Contradiction in Christianity and Buddhism by Hugh Nicholson.Reid B. Locklin - 2017 - Philosophy East and West 68 (1):314-316.
    Hugh Nicholson, Associate Professor of Theology at Loyola University of Chicago, has a mildly grim, highly fruitful fascination with polemics and interreligious competition. In his first book, Comparative Theology and the Problem of Religious Rivalry, Nicholson deployed Carl Schmitt to interrogate the contemporary discipline of comparative theology and its purportedly de-politicized engagement with religious diversity. In The Spirit of Contradiction in Christianity and Buddhism his theoretical dialogue partners have shifted from political theory to social identity theory and the cognitive science (...)
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  4. Discourse, Democracy, and the Many Faces of Civic Engagement.Ellen Posman & Reid B. Locklin - 2016 - In Forrest Clingerman & Reid B. Locklin (eds.), Teaching Civic Engagement. Oxford University Press USA.
    In contemporary discussions of the university’s public role, intellectual complexity often takes center stage. This account, however, rests on a particular understanding of civic engagement, one that views such engagement primarily in terms of constitutional rights, democratic processes, and deliberative discourse. Other understandings of public life apply a different calculus. Drawing on both traditional and liberatory models of intellectual development, the chapter suggests that teaching for civic engagement requires reflection on at least four basic capacities: intellectual complexity; recognition of social (...)
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  5. Sacred Sites and Staging Grounds.Ellen Posman & Reid B. Locklin - 2016 - In Forrest Clingerman & Reid B. Locklin (eds.), Teaching Civic Engagement. Oxford University Press USA.
    Arguably, there is no better place to acquire the civic capacities described in the previous chapter than in the theology or religious studies classroom. As individual religion courses emphasize different aspects of civic engagement, they serve a liberal arts education historically committed to producing good citizens; as these different approaches are themselves brought into shared conversation, religion provides a distinctive site for cultivating capacities of intellectual complexity, social framing, empathetic accountability, and motivated action, and thus for the broader civic project. (...)
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  6.  13
    Review of Purushottama Bilimoria, Joseph Prabhu and Renuka Sharma, eds., Indian Ethics: Classical Traditions and Contemporary Challenges, Volume I: Hampshire, UK and Burlington, VT: Ashgate Publishing Company, 2007, 431 + x pp., ISBN 978-0-7546-3301-3. [REVIEW]Reid B. Locklin - 2008 - Sophia 47 (2):251-252.
  7. Book reviews and notices. [REVIEW]Robert Menzies, Julius Lipner, Pradip Bhattacharya, Christian K. Wedemeyer, Carl Olson, Kate Brittlebarik, Karen Pechilis Prentiss, David Carpenter, Anne E. Monius, Robin Rinehart, Patricia M. Greer, John Grimes, Srimati Basu, Lorilai Biernacki, Reid B. Locklin, Srimati Basu, Michael H. Eisher, Doris R. Jakobsh, Steve Derné, Gail M. Harley, Gavin Flood, Frederick M. Smith & Ariel Glucklich - 2002 - International Journal of Hindu Studies 6 (1):75-110.
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