Religious Perspectives on Religious Diversity addresses fundamental and controversial questions raised by religious diversity. What are members of religious traditions to say about outsiders, their views, and their salvific status? And what are they to say about the religions of outsiders – about, say, whether those religions are inspired or salvifically effective or worthwhile or legitimate? Discussion of some Muslim, Christian, and Jewish perspectives is combined with more methodological work. The authors of these ground-breaking and original, yet readable and accessible, essays include established scholars and younger scholars whose reputation is growing. Contributors are: Imran Aijaz, David Basinger, Paul Rhodes Eddy, Jerome Gellman, Mohammad Hassan Khalil, Eugene Korn, Daniel A. Madigan, Robert McKim, John Sanders, and Diego R. Sarrió Cucarella. "Judaism, Christianity and Islam’s attitudes to other religions are thoughtfully examined in this collection, both with fine historical sensibility as well as original constructive contributions from leading scholars in the field. A series of helpful meta-reflections follow on: typologies in theology of religions; the act of comparison between traditions; and a plea for informed tolerance when difference is confronted. A rare treat: an edited collection that is of uniformly high quality, throwing immense light on the subject. It will help specialists and undergraduate students approaching the subject of religious pluralism." - Professor Gavin D’Costa, University of Bristol, September 2016.

Religion is on the European agenda again. The secularisation paradigm has lost its explanatory power and the newly coined term ‘post-secularism’ is used to describe the realisation that in the current social transformation, religion cannot be ignored any longer. The quantitative study presented in this book is part of the research effort by the REDCo project. REDCo is the abbreviation for “Religion in Education. A contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries”. The project brought together nine research teams from eight European countries: England, Estonia, France, Germany, The Netherlands, Norway, Russia and Spain. The research involved interdisciplinary cooperation between specialists in the different academic fields of education, religious education, sociology, political science, anthropology, psychology, theology and religious studies. The book offers valuable interpretations and inspirations on the question how the students in the 14 – 16 year age group in Europe see the (ir)relevance of religions for dialogue and conflict in their daily lives, in the school environment, and in society as a whole. The young respondents of the quantitative study are clearly aware that the diversity of religious and non-religious worldviews is the reality of the European contexts they have to manage within. Most of them are convinced that religion must be addressed in schools, as it is too important as factor in social life, and for the coexistence of people from different cultural and religious backgrounds throughout Europe, to be ignored.

Conveys the importance of diverse cultural knowledge for evaluation of patient outcomes, understanding persons in clinical settings, and appropriate responses during the nurse/client interaction.

This book covers theoretical aspects of Catholic Religious Education in schools and examines them from multiple theoretical and contextual perspectives. It captures the contemporary academic and educational developments in the field of Religious Education while discussing in detail the challenges that Religious Educators face in different European, Asian, African, Australian, American and Latin American countries. The edited collection investigates how to pass on a Catholic heritage as a “living tradition” in diversely populated schools and communities. In this way it explores and asserts the proper identity of Catholic Religious Education in dialogue with Catechetics and with the wider discipline of Religious Education. As the different articles of this publication demonstrate - through a series of interesting and critical points of view - Catholic Religious Education is confronted with many challenges from the risk of marginalization to the confusion produced by a religious indifferentism leading to a strictly comparative or neutral method in the study of religions. It is essential to take into account in our research perspectives that Catholic Religious Education is not only a subject but also a mission in the light of the diakonia of truth in the midst of humanity H.E. Cardinal Zenon Grocholewski, Prefect, Congregation for Catholic Education, Holy See, Vatican City Religious education teachers cannot by themselves overcome the ills of society, but religious education...can help to create better citizens of the world as some authors argue throughout this collection. could not ask more from such timely and provocative collection. It is a gift to the profession and to Catholic Religious Education. Prof. Gloria Durka, Fordham University, New York, NY, USA

This fully updated Sixth Edition of Religion in Sociological Perspective introduces students to the basic theories and methods in the field, and shows them how to apply these analytic tools to new groups they encounter. The authors explore three interdependent subsystems of religion—meaning, structure, and belonging—and their connections to the larger social structure. While they cover the major theoretical paradigms of the field and employ various middle-range theories to explore specific processes, they use the open systems model as a single unifying framework to integrate the theories and enhance student understanding. Contributor to the SAGE Teaching Innovations and Professional Development Award Find out more at www.sagepub.com/sociologyaward

Does modernization lead to the decline of religion? This question lies at the centre of a key debate in the sociology of religion. During the past decade American scholars, using primarily American data, have dominated this debate and have made a strong case that the answer to this question is no. Recently, however, a new crop of European scholars, working with new sources of European data, have uncovered evidence that points toward an affirmitive answer. This volume pays special attention to these trends and developments to provide the reader with a more well-rounded understanding of the many ways in which religion interacts with modernization. Respected scholars such as David Voas, Steve Bruce and Anthony Gill examine modern societies across the world in this splendid book which will interest sociologists, political scientists, historians, and theologians in equal measure.

From being on the margins of scholarly debate for much of the past century and a half, religion is being recognized once again as an area of concern for scholars, politicians, and public policy makers, and thus, the role of religious and spiritual education has taken on a new importance. Apart from its socio-political ramifications, the place of religiousness and spirituality in the make-up of individuals has been given renewed prominence through updated brain science, and neuroscientists regularly refer to elements of this brain science in terms such as spiritual intelligence and even mystical consciousness. This book explores many of the new directions being taken in the field of religious and spiritual education, as new developments challenge the priorities of formal education, and open up new avenues for incorporating religion and spirituality into the modern curriculum. It asks whether the educational aims of teachers should be focused on specifically personal development, or whether religious education should be used to develop understanding of more global and social issues such as citizenship, conflict, and ethics. The book also addresses neuroscientific insights, which suggest a need to engage with cognition and emotion in order to create a rich learning environment, something to which a particularly contested subject area like religion and spirituality is well-placed to contribute. This book was originally published as a special issue of the Journal of Beliefs & Values.

Exam Board: SQA Level: Higher Subject: Modern Studies First Teaching: September 2014 First Exam: June 2015 The only resource for Religious and Philosophical Questions at Higher level, written by a bestselling author and expert in the field. This book provides comprehensive coverage of the newly designed CFE Higher in Religious, Moral and Philosophical Studies. It is also ideal for students across Scotland studying key topic areas in Religious and Philosophical Questions as part of the broad general education and the senior phase of RME. - Offers a lively, accessible and engaging style with appropriate humour that reflects real-life situations and moral issues - Highlights the importance of dealing with varieties of belief within religious traditions - Deals with up-to-date contemporary and topical issues in a highly practical manner

This essential book provides a comprehensive introduction to current debates in religious education. Exploring the rich variety of opinions and ideas that constitute and impact upon religious education, both novice and experienced teachers will benefit from deepening their theoretical knowledge and understanding through reading Debates in Religious Education. This second edition has fully updated all chapters and included an additional thirteen new contributions, providing a provocative yet informative introduction to current debates and allowing teachers to reach informed decisions about how they approach this subject. Responding to recent controversy and challenging assumptions about the place of religion in education, expert contributors cover key topics such as: The aims of religious education Religious education in the United Kingdom and Ireland Agreed syllabuses and the role of Standing Advisory Councils Educational issues, such as the right of withdrawal, collective worship, and faith schools Teaching and learning in religious education Multi-faith religious education Relating science and religion. With its combination of expert opinion and fresh insight, this essential text is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.