The slimness of Comparative Historical and Interpretative Study of Religions belies its contents and it is a truly historical and interpretative study of religions in human history. It is specially designed for students in tertiary institutions. Although the topics reflect the current National University Commission (NUC) undergraduate programme in Religious Studies in Nigeria, the work provides a thorough methodological discussion and more on specific themes, historical figures and movements in study of religions. --Book Jacket.

First published in 2000. This is Volume VI of six of the Oriental series looking at the ancient Near East. It was written in 1882, and forms the first part of the a comparative history of Egyptian and Mesopotamian (Hamitic and Semitic) religions focusing on Egypt, translated from Dutch.

This book provides a comprehensive selection of readings that relate to and explore the definition of religion. The texts come from a wide range of approaches, unified both by the questions they are addressing and their broadly social scientific perspective. The disciplines covered include anthropology, phenomenology, psychology and sociology. The editors have also included some key texts relating to the feminist approach to and critique of religion. The first section of the book includes some of the foundational texts, such as materials by Marx, Freud, and Durkheim. The remaining sections look at more recent discussions of the issues from the different disciplinary perspectives. Each reading is introduced by a biographical sketch of the author. The book also includes introductory discussions to each section that both raise the key issues developed in a particular discipline and address the disciplinary approaches from a more critical stance. Theories of Religion: A Reader is an invaluable critical resource, accessible to a broad audience as well as students of theology and religious studies.

This first volume of the series “Dynamics in the History of Religions” reviews the opening conference of the "Käte Hamburger Kolleg” at the Ruhr-University Bochum. The first section concentrates on the formation of what later come to be termed "world religions" through inter-religious contact, the second part focuses on the significance of interreligious contacts also during their expansive phase. Methodological problems of multi-perspective research and especially the lack of a general religious terminology are discussed in the third chapter, while the final papers outline various aspects of secularization and (re-)sacralisation in the age of globalisation as an effect of multicultural contacts in a world wide web of religious interferences. Contributors include: Marion Steinicke, Volkhard Krech, Peter Wick, Victor H. Mair, Heiner Roetz, Patrick Olivelle, Jens Schlieter, Guy Stroumsa, Sarah Stroumsa, Nikolas Jaspert, Michael Lecker, John Tolan, Eun-jeung Lee, Michael Lackner, Stephen C. Berkwitz, Sven Bretfeld, Lucian Hölscher, Jan Assmann, Robert Ford Campany, Russell McCutcheon, Tim H. Barrett, Francesca Tarocco, Ronald M. Davidson, Markus Zehnder, Aslam Syed, Marion Eggert, Peter Schalk, Peter Beyer, Ian Reader, José Casanova, Heinz Georg Held.

Uncovers what Christian seminaries taught about Islam in their formative years Throughout the nineteenth century, Islam appeared regularly in the curricula of American Protestant seminaries. Islam was not only the focus of Christian missions, but was studied as part of the history of the Church as well as in the new field of comparative religions. Moreover, Arabic was taught as a cognate biblical language to help students better understand biblical Hebrew. Passages from the Qur’an were sometimes read as part of language instruction. Christian seminaries were themselves new institutions in the nineteenth century. Though Islam had already been present in the Americas since the beginning of the slave trade, it was only in the nineteenth century that the American public became more aware of Islam and had increasing contact with Muslims. It was during this period that extensive trade with the Ottoman empire emerged and more feasible travel opportunities to the Middle East became available due to the development of the steamship. Providing an in-depth look at the information about Islam that was available in seminaries throughout the nineteenth century, Muhammad in the Seminary examines what Protestant seminaries were teaching about this tradition in the formative years of pastoral education. In charting how American Christian leaders’ ideas about Islam were shaped by their seminary experiences, this volume offers new insight into American religious history and the study of Christian-Muslim relations.

In intellectual and political culture today, the Enlightenment is routinely celebrated as the starting point of modernity and secular rationalism, or demonized as the source of a godless liberalism in conflict with religious faith. In The Religious Enlightenment, David Sorkin alters our understanding by showing that the Enlightenment, at its heart, was religious in nature. Sorkin examines the lives and ideas of influential Protestant, Jewish, and Catholic theologians of the Enlightenment, such as William Warburton in England, Moses Mendelssohn in Prussia, and Adrien Lamourette in France, among others. He demonstrates that, in the century before the French Revolution, the major religions of Europe gave rise to movements of renewal and reform that championed such hallmark Enlightenment ideas as reasonableness and natural religion, toleration and natural law. Calvinist enlightened orthodoxy, Jewish Haskalah, and reform Catholicism, to name but three such movements, were influential participants in the eighteenth century's burgeoning public sphere and promoted a new ideal of church-state relations. Sorkin shows how they pioneered a religious Enlightenment that embraced the new science of Copernicus and Newton and the philosophy of Descartes, Locke, and Christian Wolff, uniting reason and revelation to renew faith and piety. This book reveals how Enlightenment theologians refashioned belief as a solution to the dogmatism and intolerance of previous centuries. Read it and you will never view the Enlightenment the same way.

How and what to teach about religion is controversial in every country. The Routledge International Handbook of Religious Education is the first book to comprehensively address the range of ways that major countries around the world teach religion in public and private educational institutions. It discusses how three models in particular seem to dominate the landscape. Countries with strong cultural traditions focused on a majority religion tend to adopt an "identification model," where instruction is provided only in the tenets of the majority religion, often to the detriment of other religions and their adherents. Countries with traditions that differentiate church and state tend to adopt a "separation model," thus either offering instruction in a wide range of religions, or in some cases teaching very little about religion, intentionally leaving it to religious institutions and the home setting to provide religious instruction. Still other countries attempt "managed pluralism," in which neither one, nor many, but rather a limited handful of major religious traditions are taught. Inevitably, there are countries which do not fit any of these dominant models and the range of methods touched upon in this book will surprise even the most enlightened reader. Religious instruction by educational institutions in 53 countries and regions of the world are explored by experts native to each country. These chapters discuss: Legal parameters in terms of subjective versus objective instruction in religion Constitutional, statutory, social and political contexts to religious approaches Distinctions between the kinds of instruction permitted in elementary and secondary schools versus what is allowed in institutions of higher learning. Regional assessments which provide a welcome overview and comparison. This comprehensive and authoritative volume will appeal to educators, scholars, religious leaders, politicians, and others interested in how religion and education interface around the world.