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This book brings together academic scholars from across various religious traditions to reflect on the beauty they find in traditions other than their own. They examine these aspects and reflect on how they inform and constructively assist with rethinking their own religious worldviews and practices. Each scholar investigates the various implications, questions, insights, and challenges that are generated in the process of doing so. Traditions discussed include Ásatrú Heathenism, Buddhism, Catholicism, Evangelical Christianity, Hinduism, Islam, Judaism, LDS Mormon Christianity, Lutheranism, Presbyterianism, Sikhism, Sufism, Western Buddhism, and Zen Mahāyāna Buddhism. Instead of focusing only or primarily on the theory and practice of interreligious dialogue, this book presents living examples of learning from other religious traditions, identities, and persons.
This book brings together academic scholars from across various religious traditions to reflect on the beauty they find in traditions other than their own. They examine these aspects and reflect on how they inform and constructively assist with rethinking their own religious worldviews and practices. Each scholar investigates the various implications, questions, insights, and challenges that are generated in the process of doing so. Traditions discussed include Ásatrú Heathenism, Buddhism, Catholicism, Evangelical Christianity, Hinduism, Islam, Judaism, LDS Mormon Christianity, Lutheranism, Presbyterianism, Sikhism, Sufism, Western Buddhism, and Zen Mahāyāna Buddhism. Instead of focusing only or primarily on the theory and practice of interreligious dialogue, this book presents living examples of learning from other religious traditions, identities, and persons.
"This book articulates a learning process to help educators improve approaches to other religious traditions. Understanding Other Religious Worlds distinguishes between learning facts about other religions and understanding them and their followers in a wholistic manner. Berling argues that incorporating the religious "other" in one's own Christian identity is integral to living an authentic Christian life."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
This book's ten easy-to-read chapters show readers what Christians can learn from different religions, achieving insight into love, sin, ritual, the importance of myth to convey truth, the foundational roots of Christianity, the dark side of Christian history and many other important ways to see and interpret the world and to understand God. Original.
There is still resistance in Christian institutions to interreligious dialogue. Many feel that such a practice weakens Christian faith, and promotes the idea that Christianity is merely one among many different religious options. When it comes to higher education, there is the fear that both college and seminary students will “lose their faith” if they are invited to study other religious traditions from a positive perspective. Unfortunately, this attitude belies the current culture in which we live, which constantly exposes us to the beliefs and practices of others. Kristin Johnston Largen sees this setting as an opportunity and seeks to provide not only the theological grounding for such a position but also some practical advice on how both to teach and live out this conviction in a way that promotes greater understanding and respect for others and engenders a deeper appreciation of one’s own faith tradition. Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary regarding the successful implementation of Largen’s proposed approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways.
Living together in the midst of diversity is an issue of pivotal importance all over the world, in particular for people involved in the education of the younger generation. The search intended in this publication is to find the means to go beyond mere tolerance of differences. Education as envisioned in this book engages learners in active citizenship and enables pupils and students – young people – to transform their social environment. Learning about the other, and – to a certain extent – appreciating the other’s perspective, together with acquiring dialogical skills are key elements for learning to live together with people from different cultural backgrounds and with diverse religious and secular worldviews. Hence, faith development, dialogicality and citizenship are central themes in this publication. This book brings together the latest insights and ‘best practices’ available in the fields of religious education from around the world, which are reflected upon by distinguished scholars in the field. The input provided by the three parts of this book will give every educator further food for thought, be it in the classroom, at home or in leisure activities. The diversity approach of this book is mirrored in the composition of the team of editors. Duncan Wielzen is a theologian with research interest in religious education in plural societies; Ina Ter Avest is a psychologist with a focus on the intersectionality of psychology, culture and religion. The focus of both editors is on (inter)faith education, its implication and further development.
Because religion is so central to the lives and experience of the vast majority of people throughout the world, it figures very prominently in a variety of ways in interhuman relations. Unfortunately, ‘religion’ often appears to be one of the potent sources of mistrust, discord and strife between and among individuals, groups and cultures. What frequently lies at the root of such suspicion and dissension is general ignorance concerning the religious other, a lack of knowledge about his or her beliefs, aspirations and views of the good and morally honorable life. And even if people have some factual knowledge about other religions, they regularly display little understanding of them and their adherents. Learning both to know and understand people of other faiths and their religions is absolutely requisite to the realization of paradigms of coherent and intelligent ‘convivance,’ that is, living together in sensible, peaceable and cooperative harmony. An effective agency for fostering such knowledge and understanding is the discipline of theology of religions, which examines how religions have and ought to view other religions. And it is particularly the practice of comparative theology of religions which bears the most promise in this regard. The present symposium consists of precisely this kind of comparative exercise and may be viewed as an important contribution to the development of a new project which endeavors to enlarge the horizon and broaden the focus and reflection of theology of religions as that has been gradually developed during the last few decades, a new enterprise, in other words, which seeks to universalize and mutualize theology-of-religions discourse. One of the important things this volume shows is that the views religions have of other religions differ from one another in very substantial ways, which is explained by the fact that they derive from diverging paradigms of faith, belief and ritual and specific cultural and social contexts. This textbook demonstrates how strongly different Hindu, Buddhist, Shinto and Confucian views are from those of Islam, Judaism and Christianity, which latter in turn also exhibit considerable differences among themselves. These differences are greater than people immersed in their own cultures often realize or expect. It is becoming ever more clear that ignorance of or disinclination to acknowledge or refusal to accept these real differences constitute major root causes of serious conflicts in the world. The essays in this book, written by representatives of the major world religions, offer descriptive and/or prescriptive appraisals of other religions in general or one other religion in particular from the perspective of the religion of the author concerned. It is hoped that this unique exercise in intercultural theology of religions will generate insights and new forms of understanding which can be used by religious leaders and other educators to help correct the disposition toward religious haughtiness, insularity and communalism and the dangerous leanings toward interreligious suspicion, antipathy and animosity which are all too often evident in our contemporary societies.
Around 1800 roughly three per cent of the human population lived in urban areas; by 2030 this number is expected to have gone up to some seventy per cent. This poses problems for traditional religions that are all rooted in rural, small-scale societies. The authors in this volume question what the possible appeal of these old religions, such as Christianity, Judaism, or Islam could be in the new urban environment and, conversely, what impact global urbanization will have on learning and on the performance and nature of ritual. Anthropologists, historians and political scientists have come together in this volume to analyse attempts made by churches and informal groups to adapt to these changes and, at the same time, to explore new ways to study religions in a largely urbanized environment.
The essays collected here, prepared by a think tank of the Elijah Interfaith Academy, explore the challenges associated with sharing wisdom--learning, teachings, messages for good living. How should religions go about sharing their wisdom? These chapters, representing six faith tradition (Jewish, Christian, Muslim, Hindu, Sikh, and Buddhist), explore what wisdom means in each of these traditions; why and how it should be shared, internally and externally; and the role of love and forgiveness in sharing. This book offers a theory that can enrich ongoing encounters between members of faith traditions by suggesting a tradition-based practice of sharing wisdom, while preserving the integrity of the teaching and respecting the identity of anyone with whom wisdom is shared. Contributors: Pal Ahluwalia, Timothy Gianotti, Alon Goshen-Gottstein, Sallie B. King, Anantanand Rambachan, Meir Sendor, Miroslav Volf
As it is valuable for practitioners to understand the meaning systems of clients and to identify both potential resources and strains in the lives of clients, the goal of this book is to help social workers and other counselors become culturally competent in the area of religious traditions.