The present study starts from the question if there can be any logic of religion. The answer is affirmative for logic in a wide sense. The attempts from the logic of beliefs account for this. However, the study focuses on the specific of the logic of religious terms, a less approached domain by logicians and philosophers. In this line issues like those of the logic of analogy, of the distinctions between the specific, general and total content of (...) class='Hi'>terms, between logical distributive and collective conjunctions, etc are brought into discussion. In the end, dogmatic concepts are analyzed, as the core of religious concepts. (shrink)

This is a multidisciplinary and multicultural study of traditional and contemporary terms and issues in religious studies. It “is intended as a guide for people who are seeking a more adequate understanding of the history as well as the contemporary significance of religion”. This work is neither a dictionary nor an encyclopedia. It is a collection of essays discussing terms meaningful to religion in its postmodern context. The essays are not intended to provide a basic outline for (...) the undergraduate. They are for the serious student or scholar who seeks an ongoing dialogue with what has been written in the past as it is transformed into future meaning. (shrink)

In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of “Religious culture and moral education is among the compulsory courses (...) taught in primary and secondary education institutions” is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: “Individual and Social Focused Issues”, “Belief in Allah-Creation Issues”, “Faith-Worship Issues”, “Prophets-Qur’ān Issues” and “Religions-Holidays”. The main question of the research was: “What are the content features of a religious textbook for Muslim students written at primary school levels?” With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country. Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other’s common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently. In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development. (shrink)

Various studies on the impact of religiousness on consumer ethics have produced mixed results and suggested further clarification on the issue. Therefore, this article examines the effect of religiousness, materialism, and long-term orientation on consumer ethics in Indonesia. The results from 356 respondents in Indonesia, the largest Muslim population in the world, showed that intrinsic religiousness positively affected consumer ethics, while extrinsic social religiousness negatively affected consumer ethics. However, extrinsic personal religiousness did not affect consumer ethical beliefs dimensions. Unlike other (...) studies in developed countries, materialism and long-term orientation influenced only a few of the consumer ethical beliefs dimensions in this study. To date, the study is one of the first empirical studies to explore the impact of religiousness on consumer ethics in Indonesia. The study contributes to the debate on the impact of religiousness on consumer ethics and can assist managers and public policymakers in their effort to mitigate unethical consumer activities in Indonesia. (shrink)

The essence of religion was once widely thought to be a unique form of experience that could not be explained in neurological, psychological, or sociological terms. In recent decades scholars have questioned the privileging of the idea of religious experience in the study of religion, an approach that effectively isolated the study of religion from the social and natural sciences. Religious Experience Reconsidered lays out a framework for research into religious phenomena that reclaims experience as a (...) central concept while bridging the divide between religious studies and the sciences. Ann Taves shifts the focus from "religious experience," conceived as a fixed and stable thing, to an examination of the processes by which people attribute meaning to their experiences. She proposes a new approach that unites the study of religion with fields as diverse as neuroscience, anthropology, sociology, and psychology to better understand how these processes are incorporated into the broader cultural formations we think of as religious or spiritual. Taves addresses a series of key questions: how can we set up studies without obscuring contestations over meaning and value? What is the relationship between experience and consciousness? How can research into consciousness help us access and interpret the experiences of others? Why do people individually or collectively explain their experiences in religious terms? How can we set up studies that allow us to compare experiences across times and cultures? Religious Experience Reconsidered demonstrates how methods from the sciences can be combined with those from the humanities to advance a naturalistic understanding of the experiences that people deem religious. (shrink)

In den historiographischen Debatten über die verschiedenen Ideologien der ersten Hälfte des 20. Jahrhunderts wird der Begriff „katholischer Faschismus“ gelegentlich verwendet, um eine spezifische Version des Faschismus in den 1920ern, 1930ern und 1940ern Jahren zu bezeichnen. Im vorliegenden Aufsatz wird dieses Konzept in historischer und historiographischer Perspektive analysiert. Dabei geht es v. a. um den religiösen Hintergrund, die verschiedenen begrifflichen Unterscheidungen, die wichtigsten Ereignisse und die ideologischen Zusammenhänge. Der protestantische Faschismus sowie das Konfliktfeld zwischen Katholizismus und faschistischer Ideologie werden auch (...) thematisiert.In the historiographical debates about the different streams of ideology in the first half of the 20th century, the term “Catholic fascism” has been used on occasion to refer to a specific version of fascism and Catholicism in the 1920s, 1930s and 1940s. The following article analyzes this concept in historical and historiographical perspective, drawing attention to the religious background, the various conceptual distinctions, key events and ideological interrelationships. Protestant fascism is also addressed along with the ideological conflict between Catholicism and fascist ideology. Before turning to these themes, however, the critical role of papal theological and cultural analysis will be addressed. (shrink)

Acceptance or rejection of the existence of Allah is a phenomenon that completely affects a person's view of life. Societies want their faith to be maintained by the next generation in order to maintain their peace and order. It is difficult for a parent who believes in Allah to communicate and have a healthy dialogue with his children who have become atheists. At this point, the deviations of belief in the existence of god, such as atheism and deism, which have (...) recently increased, worry the members of a religious society. In the study, prepared using the documentation method and aimed at considering the approach of educators to these problems in a theoretical framework by identifying the problems of belief in the existence of Allah that have become a current issue in today's Turkey, it was tried to take a picture of the current situation by scanning the studies in the literature and propose solutions to the identified questions and problems. Although there are many reasons for the recent belief problems, the role of family, educators and learning environments is more prominent among them. This study aims to draw attention to the aspects of the problem arising from the family, educational environments and the methods and styles of the educators. It has been tried to develop suggestions for the solution of these problems by making determinations for each problem area. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the (...) ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

The founding will of the Republic of Turkey, after challenges that they had to go though in a new country, have entered into a new state and feverish efforts to build a new society. The victories which were won in the battlefield must be crowned with a strong state and community structure that will not have to face the same problems again. The first and most important thing to be done for this is to provide the construction of the national (...) identity which is the fundamental basis of the indivisible integrity of the state with the country and nation by implementing some changes that have been discussed within the intellectual point of view since the Tanzimat reform era. Just as history, language, mythology, culture, science and education became the means of this purpose, the religious institution was tried to be organized to serve this basic purpose. It is certain that religious arrangements will meet greater challenges than other revolutions. The aim of the study is to provide a better understanding of the basic intention behind the arrangements that the founding staff of the republic are trying to implement in the religious field in terms of language. The main purpose of the revolutions in the Turkishization of the language of religion is the concerns about the construction of a solid national identity. The aim of the study is to provide a better understanding of the basic intention behind the regulations that the founding staff of the republic were trying to implement in the field of language-specific religion. (shrink)

In den historiographischen Debatten über die verschiedenen Ideologien der ersten Hälfte des 20. Jahrhunderts wird der Begriff „katholischer Faschismus“ gelegentlich verwendet, um eine spezifische Version des Faschismus in den 1920ern, 1930ern und 1940ern Jahren zu bezeichnen. Im vorliegenden Aufsatz wird dieses Konzept in historischer und historiographischer Perspektive analysiert. Dabei geht es v. a. um den religiösen Hintergrund, die verschiedenen begrifflichen Unterscheidungen, die wichtigsten Ereignisse und die ideologischen Zusammenhänge. Der protestantische Faschismus sowie das Konfliktfeld zwischen Katholizismus und faschistischer Ideologie werden auch (...) thematisiert.In the historiographical debates about the different streams of ideology in the first half of the 20th century, the term “Catholic fascism” has been used on occasion to refer to a specific version of fascism and Catholicism in the 1920s, 1930s and 1940s. The following article analyzes this concept in historical and historiographical perspective, drawing attention to the religious background, the various conceptual distinctions, key events and ideological interrelationships. Protestant fascism is also addressed along with the ideological conflict between Catholicism and fascist ideology. Before turning to these themes, however, the critical role of papal theological and cultural analysis will be addressed. (shrink)

To speak of being religious lucky certainly sounds odd. But then, so does “My faith holds value in God’s plan, while yours does not.” This book argues that these two concerns — with the concept of religious luck and with asymmetric or sharply differential ascriptions of religious value — are inextricably connected. It argues that religious luck attributions can profitably be studied from a number of directions, not just theological, but also social scientific and philosophical. There (...) is a strong tendency among adherents of different faith traditions to invoke asymmetric explanations of the religious value or salvific status of the home religion vis-à-vis all others. Attributions of good/bad religious luck and exclusivist dismissal of the significance of religious disagreement are the central phenomena that the book studies. Part I lays out a taxonomy of kinds of religious luck, a taxonomy that draws upon but extends work on moral and epistemic luck. It asks: What is going on when persons, theologies, or purported revelations ascribe various kinds of religiously-relevant traits to insiders and outsiders of a faith tradition in sharply asymmetric fashion? “I am saved but you are lost”; “My religion is holy but yours is idolatrous”; “My faith tradition is true, and valued by God, but yours is false and valueless.” Part II further develops the theory introduced in Part I, pushing forward both the descriptive/explanatory and normative sides of what the author terms his inductive risk account. Firstly, the concept of inductive risk is shown to contribute to the needed field of comparative fundamentalism by suggesting new psychological markers of fundamentalist orientation. The second side of what is termed an inductive risk account is concerned with the epistemology of religious belief, but more especially with an account of the limits of reasonable religious disagreement. Problems of inductively risky modes of belief-formation problematize claims to religion-specific knowledge. But the inductive risk account does not aim to set religion apart, or to challenge the reasonableness of religious belief tout court. Rather the burden of the argument is to challenge the reasonableness of attitudes of religious exclusivism, and to demotivate the “polemical apologetics” that exclusivists practice and hope to normalize. Lexington Books Pages: 290 978-1-4985-5017-8 • Hardback • December 2018 • $95.00 • (£65.00) 978-1-4985-5018-5 • eBook • December 2018 • $90.00 • (£60.00) ISBN 978-1-4985-5018-5 (pbk: alk. paper) (coming 2020) [Download the 30% personal use Discount Order Form I uploaded for hardcover or e-book, and please ask your library to purchase a copy for their collection.]. (shrink)

Recently, many philosophers of religion have sought to defend the rationality of religious belief by shifting the burden of proof onto the critic of religious belief. Some have appealed to extraordinary religious experience in making their case. Religious Experience, Justification, and History restores neglected explanatory and historical considerations to the debate. Through a study of William James, it contests the accounts of religious experience offered in recent works. Through reflection on the history of philosophy, it (...) also unravels the philosophical use of the term justification. Matthew Bagger argues that the commitment to supernatural explanations implicit in the religious experiences employed to justify religious belief contradicts the modern ideal of human flourishing. (shrink)

There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose (...) a solution to it. (shrink)

Curricula which ensure that the education-teaching process continues in a systematic way, determine a roadmap for the realization of pre-determined teaching objectives. Taking into account the teaching objectives, curricula are the whole of the coordinated efforts covering the course content, the teaching methods and techniques to be employed to effect learning, and various other educational practices. The use of teaching programs, i.e., the curricula, in religious education activities carried out under the supervision of the Presidency of Religious Affairs (...) (PRA) at the formal level contributes to the more systematic and effective implementation of these teaching activities. Improved curricula both ensure the standardization of non-formal religious education activities and lay the groundwork for the studies carried out to be subject to scientific research. In this study, in addition to 13 non-formal religious education curricula developed by the PRA and announced on its website, 3 other education programs that are not currently implemented were examined. In the examinations carried out in this study, a criterion table prepared by the author and containing the program development processes was taken as basis. The findings obtained as the result of these examinations were stated on the table and evaluations were made. When the programs prepared by the PRA are examined, it was detected that many of the elements of aim, content, process, evaluation and context were not included in different programs. It was also detected that while in some programs all the program development stages have been implemented, in others only the subject list and reference sources are included. It was also noted that the Presidency works very carefully and sensitively in the programs it prepares for the Qur'an courses for the ages of 4-6, which is highly appreciated by the public. It was furthermore ascertained that the most ignored element in the programs is the context, and the element that is absolutely included is the content. While the aim element, which has a very important position for curriculum, finds its place in most of the programs, it has been observed that this element does not exist in a non-negligible number of programs. (shrink)

I first offer some reflections on the term religious naturalism. I then outline how moral thought might be configured in the context of religious naturalism. It is proposed that the goal of morality is to generate a flourishing community and that humans negotiate their social interactions using moral capacities that are cultivated in the context of culture. Six such capacities are considered: strategic reciprocity, humaneness, fair–mindedness, courage, reverence, and mindfulness. Moral capacities are contrasted with moral susceptibilities, fueled by (...) self–interest, and brought to the fore in times of stress and humiliation. The essay is in two parts. I first respond to Jerome Stone's query as to the nature of religious naturalism. This is followed by the text of my presentation at the 2001 AAR meeting. (shrink)

In this paper, I will argue that the main contrast between religious fictionalism and other recently developed fictionalist positions in other non-religious fields of enquiry is the sort of personal and affective relationship said to be felt by the religious person between them and God, the feeling of being in a loving and personal communion with God. I will argue that a realist, non-Meingonian artifactual fictionalist understanding of God, along the lines that philosophers such as Schiffer and (...) Thomasson have already defended on non-religious grounds regarding fictional characters, seems to be the most direct way of preserving the possibility of the religious person standing in an actual relation to God while also maintaining a fictionalist understanding of religious faith. Last, I will argue that conceiving of God in these realist artifactual terms, and despite allowing the possibility of the religious person standing in an actual relation to God, fails to preserve a genuine personal relationship between the concrete religious person and God. (shrink)

Religious Pluralism Religious pluralism, broadly construed, is a response to the diversity of religious beliefs, practices, and traditions that exist both in the contemporary world and throughout history. The terms “pluralism” and “pluralist” can, depending on context or intended use, signify anything from the mere fact of religious diversity to a particular kind of philosophical … Continue reading Pluralism, Religious →.

In his book Terror in the Mind of God Mark Juergensmeyer writes: ‘Perhaps the first question that came to mind when televisions around the world displayed the extraordinary aerial assaults on the World Trade Center and the Pentagon on September 11th 2001, was why anyone would do such a thing. When it became clear that the perpetrators’ motivations were couched in religious terms, the shock turned to anger. How could religion be related to such violent acts?’. That question (...) – ‘how can religion be related to violent acts?’ – is the question Susan Mendus addresses in this article. She discusses the concept of toleration; the specific problems associated, historically, with religious toleration and the differences between modern and historical understandings of religious belief. Her overall aim is to see whether the history of religious tolerance and intolerance can offer some lessons to us, now, in our attempts to secure political peace in the face of religious conflict and religious violence. (shrink)

In The Ethico-Religious Concepts in the Qur'án Toshihiko Izutsu analyses the guiding spirit of the Islamic moral code, the basic ethical relationship of man to God. Izutsu asserts that, according to the Qur'anic conception, God is of an ethical nature and acts upon man in an ethical way. The resulting implications for man are enormous, requiring devotion not merely to God but to living one's life ethically.Izutsu shows that for the Qur'an our ethical response to God's actions is religion (...) itself; it is at the same time both ethics and religion. Izutsu explores these themes by employing ethnolinguistics, a theory of the interrelations between linguistic cultural patterns, to analyse the semantic structure of major concepts in the Quar'an. Islam, which arose in the seventh century, represents one of the most sweeping religious reforms ever to appear in the East.The Quar'an shows in vividly concrete terms how time-honoured tribal norms came into bloody conflict with new ideals of life, and finally yielded to the rising power. This transitional epoch is of particular importance in the whole of Islamic thought, a time during which the key terms of a traditionally fixed system of values were transformed in their connotative structure, modified in their combinations, and finally integrated into an entirely different system.Originally published in 1959 as The Structure of the Ethical Terms in the Koran and revised under the current title in 1966 this 2002 reprint makes this classic work of Islamic studies once again available. (shrink)

In the contemporary study of religion there seems to be an exaggeration of the distinction between religion and spirituality, not only to the point of separation, but worse still, in terms of a superiority-inferiority hierarchy that gives rise to a value judgement between spirituality and religion. Could this be a sign of the persisting Western hegemony in the study of religion? This article suggests that the consideration of religion and spirituality as disparate entities may be necessary in some societies (...) but not sufficient for a global perspective. Could there be an integrative model that would lend itself for an inclusive exchange in the study of religion and spirituality? Basing itself particularly within the literature of the psychological study of religion, this essay develops a multidimensional matrix of religion and/or spirituality that attempts to be, at the same time, parsimonious and comprehensive, which includes constructs like ‘religious-spirituality’. Religious-spirituality is suggested to be similar to Allport’s concept of ‘intrinsic religiosity’, having a three dimensional movement marked by an upwardly-directed vertical spirituality, inwardly-directed interior spirituality, and outwardly-directed horizontal spirituality. (shrink)

The Gifford Lectures were established in 1885 at the universities of St Andrews, Glasgow, Aberdeen and Edinburgh to promote the discussion of 'Natural Theology in the widest sense of the term - in other words, the knowledge of God', and some of the world's most influential thinkers have delivered them. The 1901–2 lectures given in Edinburgh by American philosopher William James are considered by many to be the greatest in the series. The lectures were published in book form in 1902 (...) and have been reprinted many times. James, who was educated in the United States and Europe, and spent much of his career teaching philosophy at Harvard, was very influential in the development of modern psychology, and in these twenty lectures he explores the personal experience of religion. Some of the topics include religion and neurology, 'the sick soul', saintliness, and mysticism. (shrink)

The process of deciding which higher education institution to attend is a very important turning point for an individual who graduates from a secondary education institution and has sufficient central placement score. Making the right decisions at the mentioned turning point is important both for the individual him/herself and for the quality of the future service. In this context, the main purpose of this study, which consists of findings obtained from the descriptive analysis of the answers given to 9 open-ended (...) questions, is to determine the opinions of the individuals who continue higher religious education within the scope of the choice of faculty, the determined goal and the quality of the education. In order to achieve this aim, the research was completed with the participation of 117 students, 54 male and 63 female, studying in the Faculty of Islamic Sciences of Giresun University in the 2019-2020 academic year. According to the data obtained in the study, the participants' interest in the field in the process of choosing the faculty, their interest in the field, especially to receive religious education, affected by factors such as placement score, professional justification, the school they graduated from, the desire to acquire knowledge, family and influence of social environment, desire to serve religion. In addition, concerns about employment have been pointed out as the main reason for turning to higher religious education throughout the country. Considering the targets determined regarding the process before and after higher religious education, continuing higher religious education with graduate education and being a teacher of the RCaM, Qur'an course teacher, Imam hatip, muezzin within the Ministry of National Education and Presidency of Religious Affairs were mentioned. In terms of the quality of teaching, learning techniques based on rote are criticized, while teacher-student interaction in the institution where the education is made is mentioned as a reference increasing the quality of education. (shrink)

Ultimate reality is often characterized in terms of a variety of what are thought to be incompatible concepts, like God, Dao, Brahman, etc. This book examines the plausibility of a genuine religious pluralism, arguing against relativism but in favor of the authenticity of a plurality of the world's major religious traditions.

This chapter takes inspiration from Wittgenstein’s thinking to formulate a non-reductive toolbox for the study of religion associated with generative modelling, specifically as applied in complex adaptive systems theory. It converges on a communal perspective on religion as multiscale active inference that contrasts starkly with common ‘straw person’ perspectives on religion that reduce it to ‘erroneous’ theorising generated by the brain. In contrast, we argue, religious practices at the enculturated level of description involve implicit and explicit meanings, experienced both (...) individually and collectively. Firstly, we characterise these in terms of Wittgenstein’s notions of rule-following and language games. Secondly, we discuss how the collective and perspectival aspects of religion in enculturation with morals, doctrines, rituals, and expressions can be formalised in terms of deep active inference in multi-agent systems. This approach describes how religions are incommensurable with scientific methods due to the epistemic separation between the different kinds of language games of religious and scientific practices. Their touchpoints tend to give rise to perpetual confusion and unproductive discussions, requiring perspicuous presentations that can be formulated with our toolbox. In this sense, our account has implications for tackling complex societal challenges such as ethical policy-making. (shrink)

I argue that empirical studies into the phenomenon of religious conversion suffer from conceptual unclarity owing to an absence of philosophical contributions. I examine the relationship between definition and empirical result in the social sciences, and I show that a wide divergence in conceptual approach threatens to undermine the possibility of useful comparative study. I stake out a distinctive role for philosophical treatments of studies into religious conversion. I conclude with the suggestion that use of the terms (...) ‘convert’ and ‘conversion’ may not in fact be conducive to clarity in the present context, and that subsequent studies may improve their precision through replacing them. (shrink)

The purpose of this article is to test hypotheses that meaning in life can be a mediator in the relations between religiousness expressed in terms of a meaning system and subjective well-being. Previous research on religion and well-being has left some questions unanswered. Associations of the religious meaning system and subjective well-being turn out to be complex and suggest the possibility of meaning-oriented mediators in their relations. The results obtained in the current study demonstrated that personal meaning and (...) presence of meaning were partial mediators between the religious meaning system and the cognitive dimension of subjective well-being. In contrast, search for meaning did not have a significant mediational role in those relations and there were no direct or indirect relationships between the religious meaning system and the affective dimension of subjective well-being. The findings suggest indirect relations between religiousness and well-being which are partially mediated by structures of meaning and purpose. (shrink)

Pre-Implantation Genetic Diagnosis represents the first fusion of genomics and assisted reproduction and the first reproductive technology that allows prospective parents to screen and select the genetic characteristics of their potential offspring. However, for some, the idea that we can intervene in the mechanisms of human existence at such a fundamental level can be, at a minimum, worrying and, at most, repugnant. Religious doctrines particularly are likely to collide with the rapidly advancing capability for science to make such interventions. (...) This paper focuses on opinions and arguments of selected religious scholars regarding ethical issues pertaining to PGD. In-depth interviews were conducted with religious scholars from three different religious organizations in the Klang Valley, Malaysia. Findings showed that Christian scholars are very sceptical of the long-term use of PGD because of its possible effect on the value of humanity and the parent-children relationship. This differs from Islamic scholars, who view PGD as God-given knowledge in medical science to further help humans understand medical genetics. For Buddhist scholars, PGD is considered to be new medical technology that can be used to save lives, avoid suffering, and bring happiness to those who need it. Our results suggest that it is important to include the opinions and views of religious scholars when it comes to new medical technologies such as PGD, as their opinions will have a significant impact on people from various faiths, particularly in a multi-religious country like Malaysia where society places high value on marital relationships and on the traditional concepts of family. (shrink)

With the publication of Ethical and World-View Philosophy [EWP], the complete six-volume edition of Dilthey’s Selected Writings has now appeared. Four decades in the making, the collection testifie...

In the article "Everyday religious practices as part of social interaction" by Yuri Boreyko the religious practices were analyzed in terms of everyday life. Alleged that understanding religious practices in social categories involves clarifying their characteristics as a type of social action. The basis of the daily religious practices defined religious action that is subjective.

Religious therapeutics is the term I use to designate relations between health and spirituality, and medicine and religion. Dimensions of religious therapeutics include religious meanings that inform medical theory, religious means of healing, health as part of religious life, and religion as a remedy for human suffering. Classical Yoga is analyzed to establish an initial matrix of religious therapeutics with 5 branches: philosophical foundations, soteriology, value theory, physical practice, and cultivation of consciousness. Through comparative (...) criticism of classical Yoga, the study presents a heuristic of religious therapeutics: a model for interpreting relations among healing and liberative functions in world religions. ;Body and health are of instrumental but not ultimate value in classical Yoga: the body is used to transcend itself for attainment of Yoga's soteriological goal, realization of self as pure consciousness. Yoga's Samkhya-based metaphysics contains an unreconciled dualism, and while practice of Yoga is paradigmatic of mind/body holism, Yoga prescribes realization of a spiritual self, independent of material and psychological nature. The study rehabilitates the body in respect of the compatibility of embodiedness with religiousness. ;Other Indian and world traditions suggest dimensions of religious therapeutics both resonant with classical Yoga and lacking from it. India's Ayurvedic medicine represents the sixth branch of religious therapeutics: medical therapeutics. I distill from Ayurvedic and Western sources a set of determinants of health: biological, medical/psychological, cultural, and metaphysical. Significant determinants of health are wholeness, self-identity, and freedom; these are incorporated in discussion of the complementary functions of medicine and religion, grounding the claim that in classical Yoga, liberation is healing in an ultimate sense. ;Tantric yogas utilize material nature for human spiritual progress, and unlike classical Yoga, esteem nature, body/mind, the feminine, and relationality. Tantra provides another branch of religious therapeutics: aesthetic therapeutics. The study anticipates elements of health/medicine in western religions, Buddhism, and Lakota religious philosophy. Sacred speech and song are explored to demonstrate comparative inquiry into religious therapeutics; some Native American Indian and Hindu applications of sacred language are considered. Finally, the model of religious therapeutics is supplemented with community, embracing ecological, social, and religious relationality and communication. (shrink)

Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem.

This is a response to the recent essay by Elizabeth M. Bucar and Aaron Stalnaker on “Comparative Religious Ethics as a Field of Study.” I clarify my earlier positions on method and virtue in comparative religious ethics and try to respond to some of the issues that Bucar and Stalnaker raise in regard to my arguments specifically and the field more generally. I argue that while we need not measure the practical impact of scholarly work in comparative (...) class='Hi'>religious ethics purely in terms of political or social action, I nevertheless worry that defining the goals of comparative inquiry in terms of the production of bewilderment, intellectual vertigo, or skeptical questions can lead to impressionistic or therapeutic methodological norms. In a similar vein, I refine my earlier position on externalism that acknowledges the impossibility of a purely externalist approach but also notes the desirability of coming to understand others “in their own terms” prior to engaging in the process of transmutation. I also question Bucar and Stalnaker's pessimism about the potential of producing “rigorously convincing ethical theory from the lived experience of regular folk,” suggesting that perhaps we are working with different conceptions of the sociology of knowledge. Finally, I consider whether we are currently in the midst of an epistemological crisis and conclude with some reflections on the rationality of the craft of comparative religious ethics. (shrink)

William Alston proposed an understanding of religious experience modeled after the triadic structure of sense perception. However, a perceptual model falters because of the unobservability of God as the object of religious experience. To reshape Alston’s model of religious experience as an observational practice we utilize Dudley Shapere’s distinction between the philosophical use of ‘observe’ in terms of sensory perception and scientists’ epistemic use of ‘observe’ as being evidential by providing information or justification leading to knowledge. (...) This distinction helps us to understand how religious experience of an unobservable God can be an epistemic practice that satisfies our epistemic obligations and justifies religious belief. (shrink)

Religious communities that speak of faith typically affirm the ideal of a highly confident faith. If we understand confidence in terms of the quality of assent to faith-claims, however, it is difficult to reconcile a high degree of confidence with intellectual virtue. As an alternative, I propose to construe confident faith as a kind of trusting perception. The sort of confidence that I envision here makes sense as a religious ideal. In addition it leaves room for the (...) recognition of epistemic risk needed for intellectual humility as well as for the kind of openness to revising the content of faith in the light of relevant evidential considerations that intellectual integrity demands. Furthermore, someone with this type of confidence can find a particular faith compelling, while also acknowledging some faiths that make conflicting claims to be reasonable options. (shrink)

Much has been said on the religious pluralism of John Hick but little attention has been given to a key step in his argument for religious pluralism. This key step is the observation that the universe is religiously ambiguous. Hick himself is ambiguous about what he means by ‘religious ambiguity’. In this essay I will attempt to rectify this ambiguity by analysing the notion of ‘religious ambiguity’ and arguing what interpretation of this term Hick must commit (...) himself to. (shrink)

Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and (...) established a new country, all kinds of restrictions in terms of religion were abrogated and people began to establish their religious schools and mosques. While during the first years of independency of the country in 1991, there were only 39 mosques, as of 2018 there are nearly 3,000 mosques in the country. In addition to the increase of mosques, the number of people going to mosques also increases day by day. This article examines mainly the development of religious freedom in terms of legal aspect from the beginning of the establishment of the country to our time; the legal statues, functions, and duties of State Commission for Religious Affairs and Religious Office of Kyrgyzstan Muslims, and as common religious educational places mosques, religious activities done at mosques, the factors effecting these activities negatively.Summary: Kyrgyz Turks are one of the most ancient tribes in Central Asia. Although there are various views and knowledge about the religious life and the process of Islamization of them in various sources, there is no doubt that one of the most important elements which shapes Kyrgyz culture and social life is Islam. Even though they continued the activities of Islamic education and training under the rule of many nations thorough the history, all activities of religious education were tried to be forgotten and religion was removed from daily life under the Soviet communist regime. However, with the establishment of the Republic of Kyrgyz based on the secular and democratic bases on 31 August 1991, Muslim people showed a great effort and endeavor to open some institutions where they could live their religion, perform their religious duties, and teach religious and moral values for people. After the declaration of independence, with the enacting of “Freedom of Faith and Religious Institutions” on 16 December 1991 which was one of the first enacting laws, very important developments happened in terms of both formal and informal education. Some knowledge concerning Islam is given in some culture courses and “Religious Office of Kyrgyzstan Muslims” was created for meeting all kinds of religious needs of Muslims in the country in 1993. With the establishment of the “State Commission for Religious Affairs” in 1996, some new legal regulations were made. Thus the state’s policy about religious education and teaching gained a new dimension. During this process, the state faced some problems concerning developments in religious education. Although some of these problems have been solved legally, there are still many problems about religious education today. Since the independency until now, there have been many researches as articles, books, master theses and doctorate dissertations about various fields of religious education, religion-state relations, religious institutions, course books and their curriculums. However, a great majority of these studies belong to religion-state relations and the field of formal religious education. There aren’t any academic studies or research about mosques and imams that concern the great majority of the country population. In fact, from the point of religious education, common or informal religious education is as extremely important as formal religious education. For the mosques that are one of the most important institutions of common religious education are spread to the most remote corner of the country and serve for all people of different ages for the whole year. The effects of common religious education increase day by day. While there were just 33 mosques in 1933, there were 39 mosques in the independency year of 1991, as of 2018 this number has risen to 2830. Relating the imams who work at mosques, it is not possible to speak about a systematic structure. Since imams are generally graduated from madrasas, their educational levels are very low. As they have not enough financial support and highly educated teachers, they cannot give good education to their students and cannot adopt themselves to the modern educational levels in teaching religious issues. In order to solve this problem, Muftiyat either sends students to abroad or gives in service trainings for imams. Another important problem in relation to imams is the way of assignment. There is no criterion for assignment of imams. They are not designated by the Muftiyat, but it just legitimizes those imams who are chosen by congregation. Imams receive neither any salary from the Muftiyat, nor they have any social assurance. They work either voluntary or their incomes are paid by people. Although all of these negative conditions, mosques and imams have a great importance on Kyrgyz people’s education, culture, worship, and moral teaching. It can be said that there are two kinds of education at mosques and masjids. One of these is “moldos”, some men of religion who gather students and give some religious knowledge without following any curriculum. Although some of them take education from some Arabic countries or Pakistan, their educational level is very low and cannot recite even the Qur’an correctly. In addition, they have very little knowledge about pedagogy and religious themes, and they have not enough educational experience. The second type of education at mosques and masjids is carried out through Friday sermons and preaching. However, this is not an effective way in giving religious education. Because the way in which the Friday sermon is given is not appropriate as a good teaching method. As the sermons are done in Arabic, there is no effective communication between the imam and the congregation. However, Friday sermons and preaching are very important for people’s religious education and socialization. This article firstly deals with the developments in religion in the times of freedom of the country, secondly, it examines the institution of Muftiyat to which all mosques are adhered and “State Commission for Religious Affairs” that register the mosques which the Muftiyat approves, and lastly gives information about mosques and their congregations in the country. (shrink)

This chapter surveys recent work on philosophical issues raised by religious diversity or pluralism. It focuses on four topics. The first is the epistemological challenge of religious diversity. The rationality of commitment to any particular religious tradition seems to be threatened by the existence of rival traditions. The second is the political problem of religious toleration. Religious conflict throughout the world suggests a need for better arguments against religious intolerance than those currently available. The (...) third is the task of understanding the concept of religion. Religious pluralism fuels debate about whether the concept of religion can be defined in terms of necessary and sufficient conditions or, if it cannot, whether it must be analyzed in terms of family resemblances. And the fourth is the enterprise of making constructive comparisons in religious ethics. Similarities and differences between the virtue theories of diverse religious traditions illuminate strengths and weaknesses in the ethical thought of the religions subjected to comparison. The chapter argues from these examples to the conclusion that religious diversity gives rise to several exciting and important problems that ought to be high on the agenda of philosophy of religion. (shrink)

_Exploring Religious Diversity_ analyzes the philosophical questions raised by the fact that many religions in the world often appear to contradict each other in doctrine and practice. Analyzes the philosophical questions raised by the fact that many religions in the world often appear to contradict each other in doctrine and practice. Evaluates the fundamental philosophical underpinnings of the debates between religious and non-religious approaches to religious diversity. Contains a glossary that defines the book's key technical (...) class='Hi'>terms and how they are related to one another. (shrink)

Terminal kidney patients are faced with lower quality of life, restricted diets and higher morbidity and mortality rates while waiting for deceased donor kidney transplantation. Fortunately, living kidney donation has proven to be a better treatment alternative (e.g. in terms of waiting time and graft survival rates). We observed an inequality in the number of living kidney transplantations performed between the non-European and the European patients in our center. Such inequality has been also observed elsewhere in this field and (...) it has been suggested that this inequality relates to, among other things, attitude differences towards donation based on religious beliefs. In this qualitative research we investigated whether religion might indeed (partly) be the explanation of the inequalities in living donor kidney transplants (LDKT) among non-European patients. Fifty patients participated in focus group discussions and in-depth interviews. The interviews were conducted following the focus group method and analyzed in line with Grounded Theory. The qualitative data analyses were performed in Atlas.ti. We found that religion is not perceived as an obstacle to living donation and that religion actually promotes helping and saving the life of a person. Issues such as integrity of the body were not seen as barriers to LDKT. We observed also that there are still uncertainties and a lack of awareness about the position of religion regarding living organ donation within communities, confusion due to varying interpretations of Holy Scriptures and misconceptions regarding the process of donation. Faith leaders play an important educational role and their opinion is influential. This study has identified modifiable factors which may contribute to the ethnic disparity in our living donation program. We argue that we need to strive for more clarity and awareness regarding the stance of religion on the issue of living donation in the local community. Faith leaders could be key figures in increasing awareness and alleviating uncertainty regarding living donation and transplantation. (shrink)

Swami Vivekananda formulated religious universalism for solving various issues of society. Religion, for him was realization. He gave a wide definition of religion in the form of humanism. Religion does not just teach man to refrain from evils but it is doing well for others. If religion is understood in correct sense, much of our social evils in the society would be solved. It did not consist of doctrines or dogmas. For him being religious did not mean being (...) Hindu, Christian, Muslim, Buddhist etc. and following a set of rituals of that particulars religion. On the other hand, being religious meant that a man is on his quest towards realizing God. If such a notion of religion is accepted then there is undoubtedly no difference between any two religions. Vivekanand stressed that each religion lays down the path to be followed in order to attain the ultimate. For him various religions are but different paths leading to the same goal. Swamiji’s teachings underlined unity, accepting all possible diversity. Talking of the multiplicity of religions he says, that society is richer which has greater number of occupations in it, so the world of thought also gets enriched as the number of religions increases.He proclaimed that in Vedanta lies the basis of all religions. The Vedanta applied to the various ethnic customs and creeds of India is Hinduism. He gave equal significance to physical as well as spiritual planes. Vivekananda’s Advaitic philosophy was aimed at making people religious in real sense of the term. In his manner he spread the Vedantic gospel all his life. This timely speaks of the two greatest influences on Vivekananda, that of Upanishads and his Guru Ramakrishna Paramhansa, who not only taught but ‘lived’ religion.As Vedanta could harmonise the divergent trends of various religions, Vivekananda found it to be the most suitable philosophy on which he could found the concept of universal religion. By universal religion, he did not mean any one set of myths, rituals and philosophical tenets. It only means acceptance of variety and harmony of all variations. Different religions should be looked upon as the different stages of growth. (shrink)

The consolidation of managerial regimes has hinged on an often ignored religious precondition. Without liberal Protestantism, modern administration would not have established its political culture as decisively as it has. Obviously, some countries with enormous welfare states, like Belgium, Austria, and France are overwhelmingly Catholic (at least in terms of their confessional affiliation). Furthermore, non-Protestants in the US, Canada, and England vote disproportionately for political candidates who promise more, not less public administration. Finally, in preponderantly Protestant countries, Protestants (...) are usually found in the right-center of what passes for the political spectrum. Yet, as Thomas C. Reeves suggests, the Protestant…. (shrink)

Many religious believers do not appear to take the existence of epistemic peer disagreement as a serious challenge to the rationality of their religious beliefs. They seem to think they have different evidence for their religious beliefs and hence aren’t really epistemic peers with their opponents. One underexplored potential evidential asymmetry in religious disagreements is based on investigations of religious experience attempting to offer relevant evidence for religious claims in objective and public terms. (...) I conclude that private religious experience can provide a relevant evidential asymmetry between opponents in cases of religious disagreement. I further conclude that if a religious believer reports a private experience to a religious sceptic, the latter is pressured to conciliate in the direction of the believer, at least if they were epistemic peers prior to the experience. (shrink)

Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem.

There is a curious asymmetry in cases where the use of religious language involves a breakdown in communication and leads to a seemingly intractable dispute. Why does the use of religious language in such cases almost always arise on the side of patients and their families, rather than on the side of clinicians or others who work in healthcare settings? I suggest that the intractable disputes arise when patients and their families use religious language to frame their (...) problem and the possibilities of solution. Unlike clinicians, they are not bilingual and thus lack the capacity to understand and negotiate differences in terms that are responsive to those who work in healthcare settings. After considering a representative case, I explore whether an ethics consultant or chaplain can function as a translator and suggest that, at best, such efforts at mediation depend on contingent aspects of a case and will only be partially successful. To appreciate limits on the role for bilingual translators, I consider a futility dispute where a parent using religious language demands that everything be done for a permanently unconscious child. I challenge the traditional interpretation that says the parent values “mere duration of biological life irrespective of quality.” From a religious perspective, human life is never “merely biological.” This effort to slot the dispute into standard philosophical schemas misses what is crucial in the dispute. I suggest that a better interpretation views the dispute at a meta-level as one about whether withholding and withdrawing care is morally distinguishable from killing. Curiously, this interpretation makes the advocate of futile care into an ally of those “quality of life” advocates who also challenge this distinction. The crux of their dispute now rests on the normative ethics of killing. While I think my interpretation comes much closer to the views of many who demand ‘futile care,’ I suggest that it still falls short because of the way it reconstructs the religious concerns in nonreligious terms. I close by considering an analogy between the language of suffering and the language of faith, suggesting that both require a much richer understanding of the narratives that orient the lives of patients and their families. (shrink)

Ineffability—that which cannot be explained in words—lies at the heart of the Christian mystical tradition. It has also been part of every discussion of religious experience since the early twentieth century. Despite this centrality, ineffability is a concept that has largely been ignored by philosophers of religion. In this book, Bennett-Hunter builds on the recent work of David E. Cooper, who argues that the meaning of life can only be understood in terms of an ineffable source on which (...) life depends, and engages with the work of continental philosophers, such as Heidegger, Merleau-Ponty and Karl Jaspers. This is the first book to explore the concept of ineffability within contemporary philosophy of religion and provides a starting point for further scholarly debate. It will be of interest to scholars of philosophy of religion, theology, existentialism and phenomenology. -/- 'Bennett Hunter’s book is a timely contribution to the growing theological and philosophical literature on mystery and ineffability. Written in a lucid and elegant style, the book makes a convincing case for the ineffability of religious experience and explores its relationship to a sense that our lives are answerable to such experience.' — David E. Cooper. -/- 'Philosophers have long concentrated on linguistic forms in a way that has isolated language from the rest of life, and this isolation has increasingly obscured for them the vast range of things that cannot be spoken. Bennett-Hunter is not the first philosopher to try and map this distracted field, but he is remarkable in the width and sympathy of his approach to the highly various thinkers whom he invokes to illuminate it.' — Mary Midgley. (shrink)

Exclusivism is a highly appealing option in religious terms. It reflects the believers’ commitment to their religion as well as their conviction that their religion is true, and that other religions are therefore false. My central argument is that the justification of inter-religious pluralism, while not less well established than that of exclusivism, successfully preserves the social intuitions of religious devotion and commitment. The effect of this justification, which remains valid despite objections raised against various forms (...) of inter-religious pluralism, is to undermine exclusivism. (shrink)

There is a general recognition that there are various self-identifying religions. Many people find the idea that these religions differ in significant ways altogether too distressing to accept. Thus Religious Pluralism is often taken to define the only unbiased, rational, and acceptable approach to the diversity of religions. In fact, the Pluralist route is anything but unbiased or rational. Rather than being the only acceptable approach, it should be flatly rejected. While proclaiming its respect to all nice religious (...) traditions (ones that are not nice are simply cast out), it proposes a radical reshaping of religious traditions along the lines that it favors. Coming to clear terms with this imperialistic fact concerning Religious Pluralist procedures is no part of their agenda. (shrink)