In the world today, human beings are confronted with a number of problems due ultimately to the apparent conflicts among the different religions (religious faiths). Religious attitudes, ideas, and practices differ and even seem to be incompatible with one another. I argue, however, that these faiths do not contradict. To see this, we need to engage in the comparative study of religion. This will show that the ultimate aim of all the world's religions is to establish (...) unity among people, and will thereby provide a basis for tolerance and understanding on the part of the followers of every religion towards other religions. (shrink)

In the world today, human beings are confronted with a number of problems due ultimately to the apparent conflicts among the different religions (religious faiths). Religious attitudes, ideas, and practices differ and even seem to be incompatible with one another. I argue, however, that these faiths do not contradict. To see this, we need to engage in the comparative study of religion. This will show that the ultimate aim of all the world's religions is to establish (...) unity among people, and will thereby provide a basis for tolerance and understanding on the part of the followers of every religion towards other religions. (shrink)

In the Department of Religious Studies at the Institute of Philosophy of the National Academy of Sciences of Ukraine, which is currently the only academic institution in the country, the President of Ukraine Viktor Yanukovych, with his approval, adopted in his Annual Address to the Verkhovna Rada the provision on "ensuring the teaching of all forms of education in higher education institutions since September 2011" academic religious studies as a normative philosophical discipline, and in secondary school (...) - a comparative history of religions. " The clericalization of education, to which, contrary to the Constitution of Ukraine, the political-mindedness and polyconfessional nature of its citizens, the V. Yushchenko during his years of presidency, and the Ministry of Education, was at his discretion, was unclear to us, and thus unacceptable. Therefore, we did not participate in the work of the various commissions, which, according to Yushchenko's instructions, began to act at the ministerial level, and especially instilled in educational structures in the western region of the country. We go to secular modern Europe, and we strive to live in the time of its Middle Ages. (shrink)

Report to the Minister of Education and Science of Ukraine Dm. TABACHNIKU In the Department of Religious Studies of the Institute of Philosophy of the National Academy of Sciences of Ukraine, which is currently the only academic institution in the country, with great acceptance adopted the position of President Viktor Yanukovych initiated in his Annual Letter to the Verkhovna Rada of "providing teaching in all forms of higher education in September 2011" the property of academic religious (...) class='Hi'>studies as a normative philosophical discipline, and in secondary school - a comparative history of religions. ". (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)

One of the most important discourses in contemporary religious studies is the definition of the essence and role of religious education and the problem of its coexistence with the secular. On this occasion in the circle of researchers there are diverse, sometimes opposite, points of view. The following headings of the reception of expediency of the implementation of religious education are as follows: 1) the emphasis on the current legislation on the separation of church from the (...) state, in particular the laws of Ukraine "On Freedom of Conscience and Religious Organizations" and "On Education"; 2) comparison of foreign experience in implementation of the implementation of religious education in the practice of social life, comparative analysis of the positions of supporters and opponents of religious education; 3) outline the problems of religious and spiritual education in the context of the formation of state-church relations, the complexity of incorporation of the religious component into the system of secular education, their demarcation; 4) the relevance of the distinction and delineation of religious and religious studies, the specificity of their functional orientation. (shrink)

This volume argues that Wittgenstein’s philosophy of religion and his thought in general continue to be highly relevant for present and future research on interreligious relations.

Using the theoretical approach he introduced in his acclaimed Religious Reason (Oxford, 1978), and drawing on contemporary rationalist ethical theory as well as a variety of religious traditions and issues, Ronald M. Green here provides a simple, effective model for understanding the complexity of religious life. He shows clearly and convincingly that the basic processes of religious reasoning are the same everywhere and that they give rise, in perfectly understandable ways, to the rich diversity of (...) class='Hi'>religious expression worldwide. This is a major resource for courses in the philosophy of religion. (shrink)

These studies in religion, which include comparisons of Hindu, Buddhist and Christian themes, examine the spiritual insights and philosophical reflections of prominent thinkers from different religious traditions.

This article provides a brief introduction to articles reflecting on the current state of conversation regarding religion and violence. I begin by noting the occasion for which the articles were developed, then note some of the points made by each of the authors.

A comparative perspective in the study of religion has recently been taken up more and more often. It goes along with a growing awareness of cultural and religious plurality as well as of the importance of religion in terms of its role in the social, political, and economic processes of the contemporary world. This also gave an impulse to organize the two-day international seminar on “Comparative Methodology in Religious Studies” held in Kraków on (...) 23–24 May 2013, at the Pedagogical University of Cracow, Department of Philosophy and Sociology, in co-operation with the Editors of Argument: Biannual Philosophical Journal. During the seminar a variety of methods applied in the comparative study of religion were discussed. The participants considered which of them seemed to be most beneficial or useful for a better understanding of the subject matter, and for capturing the uniqueness and divergence between Abrahamic, Indian (Dharmic), and other religious traditions. Some criteria for a proper comparison in the field of religion were defined and justified during this discussion. The presenters took into account both the sociological context of the analysis and philosophical consideration of the most fundamental questions within comparative methodology. (shrink)

In decision-making the first step is to get knowledge about alternatives which can deliver "a" required objective. The second step is to choose one from the many options using a suitable "criterion". The third is to recognise the famous lesson from Bhagabad Gita that one can control his actions but not the result and be prepared with a "coping strategy" in case of a failure. The two central aspects in decision making are knowledge and choice. Choice is based on certain (...) cost-benefit; which entail an intangible part where religion assumes importance in resolving moral conflicts. The religious principles of decision making according to four religions will be briefly documented and analysed. A "universal" decision making process consistent with the religious principles as well as applicable to the present day socio-economic panorama will be identified. (shrink)

“Religion” is a conglomerate of ideas, cosmologies, beliefs, institutions, hierarchies, elites and rites that vary with time and place, even when one “single” religion is concerned. The methodologies available take one or two of these numerous aspects into consideration, reducing religion’s complexity to a rather simplistic unity. In order to avoid this situation, the ensuing conclusion is a recommendation for methodological eclecticism. The text attempts to characterize not specific scholars or schools but major concerns that define the (...) specificity of particular styles. I propose that they may be grouped in eight main categories of approaches: the theological approach, the historical approach, the psychological approach, the textual-literary approach, the comparative approach, the ritualistic-technical approach, the phenomenological approach and the cognitive approach. This proposal for methodological eclecticism is supplemented with another concept: perspectivism. The last part of the article deals mainly with topics found in a vast literature designated by the umbrella term “Kabbalah”, addressing especially the approach proposed by Gershom Scholem. (shrink)

Using the theoretical approach he introduced in his acclaimed Religious Reason, and drawing on contemporary rationalist ethical theory as well as a variety of religious traditions and issues, Ronald M. Green here provides a simple, effective model for understanding the complexity of religious life. He shows clearly and convincingly that the basic processes of religious reasoning are the same everywhere and that they give rise, in perfectly understandable ways, to the rich diversity of religious expression (...) worldwide. This is a major resource for courses in the philosophy of religion. (shrink)

This new, long awaited study, is the first and defining volume in which Roy Bhaskar, originator of the increasingly influential, interdisciplinary and international philosophy of critical realism, systematically presents and expounds the principles of his new philosophy of meta-Reality, a philosophy which is already the subject of worldwide attention and debate. Building on a radically new analysis of the self, human agency and society, Roy Bhaskar shows how the world of alienation and crisis we currently inhabit is sustained by the (...) ground-state qualities of intelligence, creativity, love, a capacity for right-action and a potential for human self-realisation or fulfilment. He then demonstrates how transcendence and non-duality are necessary and ubiquitous features of all social interaction and human agency; and how these and connected features of human being and activity sustain the totality of the structures of the world of duality and oppression in which we live. Moreover, meta-Reality argues that any objective an agent chooses in life will ultimately set him or her on a process or dialectic to self-realisation, entailing a commitment to universal self-realisation; and it shows how these goals or ideals are explicit or implicit in all emancipatory projects, of whatever political, social or religious declension. Furthermore they all imply the same principles of clarity and commitment to social transformation (on all the planes of social being), which Roy Bhaskar articulates here. In a very real sense he demonstrates how these principles, for the first time clearly elaborated here in meta-Reality, are indeed the culmination of all traditions of thought and practice oriented to human well-being, emancipation or flourishing. (shrink)

Interfaith dialogue is a vital tool for promoting understanding and cooperation between different religious communities. This article presents a comparative study of the Islamic and Buddhist perspectives on interfaith dialogue. Drawing on primary sources from both religions, this study explores the theological foundations of interfaith dialogue and the practical strategies employed by Muslims and Buddhists in promoting interfaith understanding. The similarities and differences between the two religions’ approaches to interfaith dialogue are analysed, examining how their respective beliefs, practices, (...) and histories shape their attitudes towards religious diversity. The research design is qualitative using library research by emphasizing content analysis on Islam and Buddhism scripture. The results show that Islamic paradigms of interreligious dialogue is da’wah (propagation, invitation or introducing Islam) that rooted from Tawḥīd, in contrast Buddhism, promotes on liberation from human suffering which rooted Bhavana and mindfulness. The study contributes to the principle of interfaith dialogue and provides insights into the potential of interfaith relation for sustaining harmony, peace, and mutual respect in diverse societies. Studies suggest the understanding of each fundamental to encourage Muslim and Buddhists scholars to produce comprehensive interreligious dialogue, theologically and philosophically. (shrink)

Comparative philosophy and religion can help us to understand the violence and terrror that often dominate our world. These new, creative studies - ranging in scope from ancient Biblical, Greek, Indian, and Chinese formulations to recent religious and philosophical positions - broaden and deepen our understanding of terror and present new possibilities for greater nonviolence, peace, and true security.

Philosophy of religion, approached from a comparative perspective, can be a valuable tool for advancing inter-religious dialogue. Unfortunately, “comparative religion” today is usually characterised by two extreme positions: 1) Comparing religions in order to come to the conclusion that one's own religion is superior 2) Arguing for a type of “religious pluralism” that relativises all religious truth claims. -/- The former approach reduces religion to a confrontational form of apologetics, theatrical “debates” (...) and polemics, while the latter reduces religion to a mere acceptance of pragmatically useful perspectivist narratives devoid of absolute reality or truth. -/- Inter-religious dialogue should follow a middle path between these two extremes by engaging with underlying philosophical themes that are common to all religious traditions instead of emphasising the comparison of theological and soteriological arguments that may depend on justifications that are exclusive to a particular religious practice. The philosophical theme explored here is that of dissatisfaction and existential suffering in an imperfect world, a theme found in all “world religions”. Indeed, the diagnosis of this existential predicament and the hope that religious practice may allow one to overcome it appears to be universal, while its causes and the prescribed remedies differ considerably among religious traditions. Nevertheless, inter-religious dialogue beginning from a conviction that all religious practitioners strive for truth and salvation in response to a common existential experience may lead to a more compassionate and productive dialogue between religious communities. This type of inter-religious dialogue avoids accusations of falling into religious syncretism or relativism while encouraging diverse religious communities to address contemporary issues from areas of philosophical common ground. This allows for a more fruitful type of inter-religious dialogue and comparative study of religion that can be pursued while maintaining one's own distinct religious identities and particular religious truths. (shrink)

This book takes a theoretical enterprise in Christian philosophy of religion and applies it to Buddhism, thus defending Buddhism and presenting it favorably in comparison. Chapters explore how the claims of both Christianity and Theravada Buddhism rest on people's experiences, so the question as to which claimants to religious knowledge are right rests on the evidential value of those experiences. The book examines mysticism and ways to understand what goes on in religious experiences, helping us to understand (...) whether it is good grounds for religious belief. The author argues that religious language in both Christian and Buddhist traditions is intelligible as factual discourse, and so reports of mystical experience are true or false. The book contends that those experiences can be fruitfully thought of as perceptual in kind and that they are therefore good prima facie grounds for religious belief, in the absence of defeating conditions. The work goes on to explore Christian and Buddhist testimony and how the likelihood of self-deception, self-delusion, imaginative elaboration and the like constitutes a defeating condition. It is shown that this defeater has less scope for operation in the Buddhist case than in the Christian case, and therefore Theravada Buddhism is better grounded. This work will appeal to students and scholars of philosophy and philosophy of religion, and those interested in the study of religious experience. (shrink)

Taking Religious Claims Seriously is a systematic, critical, and comprehensive study of the fundamental questions of the philosophy of religion: religious experience, the existence and nature of God, religious knowledge and truth, good and evil, immortality of the soul, religious diversity, religious claims about the person, faith, and the religious way of life. In this study the author seeks to capture the reality and meaning of the religious as such: What is the (...) foundation of religion? Under what conditions is an authentic religious way of life possible? His method of inquiry is phenomenological. The author begins his discussion with a general characterization of the basic features of all the literate and illiterate religions of the world. He then identifies the ideas, beliefs, and concerns which are common to these religions: What are the central claims of these religions? How did the various religions understand these claims? The author makes a serious attempt to clarify these claims and explore the possibility for a reconcilation between them. For him, the foundation of religion is the religious experience, and the essence of this experience consists in a serious, cognitive, and meaningful encounter with the Ultimate Being. This being is the ground of the world and human life. This book is a comparative, pluralistic study of the philosophy of religion. (shrink)

Research on the relationship between religious commitment and business ethics has produced widely varying results and made the impact of such commitment unclear. This study presents an empirical investigation based on a questionnaire survey of business managers and professionals in the United States yielding a database of 1234 respondents. Respondents evaluated the ethical acceptability of 16 business decisions. Findings varied with the way in which the religion variable was measured. Little relationship between religious commitment and ethical judgment (...) was found when responses were compared on the basis of broad faith categories – Catholic, Protestant, Jewish, other religions, and no religion. However, respondents who indicated that religious interests were of high or moderate importance to them demonstrated a higher level of ethical judgment (less accepting of unethical decisions) than others in their evaluations. Evangelical Christians also showed a higher level of ethical judgment. (shrink)

Religious disagreement is an emerging topic of interest in social epistemology. Little is known about how philosophers react to religious disagreements in a professional context, or how they think one should respond to disagreement. This paper presents results of an empirical study on religious disagreement among philosophers. Results indicate that personal religious beliefs, philosophical training, and recent changes in religious outlook have a significant impact on philosophers' assessments of religious disagreement. They regard peer disagreement (...) about religion as common, and most surveyed participants assume one should accord weight to the other's opinion. Theists and agnostics are less likely to assume they are in a better epistemic position than their interlocutors about religious questions compared with atheists, but this pattern only holds for participants who are not philosophers of religion. Continental philosophers think religious beliefs are more like preferences than analytic philosophers, who regard religious beliefs as fact-like. (shrink)

This selection of new approaches to the comparative study of religious ethics provides an accessible introduction to the most current research in the field. The essays in this book show that a variety of approaches to religious ethics are worth pursuing in our contemporary, profusely interconnected world. They also demonstrate that many sorts of analysis are shaped by comparison and comparative interests, even when they focus on a single topic or question, as long as they are (...) informed by analogous studies of other traditions, cultures, or religions. The volume exemplifies a thought-provoking, multidisciplinary engagement with global ethics today. (shrink)

Some scholars have raised the potential functional role of fictive kinship for religion, generally. This paper seeks to develop that idea. It is argued in this paper that fictive kinship language in religion (and some other non-religious contexts) recruits traits connected to Hamilton’s rule as it is expressed inHomo sapienspsychology. The effect is that cooperation is augmented within a population that generally shares the same religious worldview. The general position is that if religions are in the (...) business of cooperation and this partially accounts for their evolution and preservation, then it follows that we should take particular note of any significant feature of religions that might lend itself to the cooperation account of religion’s apparent evolutionary success. Fictive kinship is one such feature. (shrink)

Is Judaism essentially a religion of laws and commandments? Or do its sources reflect significant attempts at addressing the individual's inner life, existential crises and spiritual experiences? Inner Religion in Jewish Sources offers a comprehensive exploration of inner life in the Jewish sources from the Bible to rabbinic literature, from Medieval Jewish philosophy to Kabbalistic writings and the Hasidic world, where it gained particularly potent expressions. Addressing the issue from the perspective of comparative religion, it seeks (...) to emphasize the commonality of processes of interiorization in various religious traditions, suggesting an innovative angle both in the study of religion and of religious thought. In doing so, it sheds new light on the inner aspect of Jewish religious life, which is all too often hidden behind the external and institutional aspects of the Jewish religion. (shrink)

Comparative Religious Law provides for the first time a study of the regulatory instruments of Jewish, Christian and Muslim religious organisations in Britain in light of their historical religious laws. Norman Doe questions assumptions about the pervasiveness, character and scope of religious laws, from the view that they are not or should not be recognised by civil law, to the idea that there may be a fundamental incompatibility between religious and civil law. It proposes (...) that religious laws pervade society, are recognised by civil law, have both a religious and temporal character, and regulate wide areas of believers' lives. Subjects include sources of law, faith leaders, governance, worship and education, rites of passage, divorce and children, and religion-State relations. A Charter of 'the principles of religious law' common to all three Abrahamic faiths is proposed, to stimulate greater mutual understanding between religion and society and between the three faiths themselves. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Comparative Religious Ethics: Everyday Decisions for Our Everyday Lives by Christine GudorfFred GlennonReview of Comparative Religious Ethics: Everyday Decisions for Our Everyday Lives CHRISTINE GUDORF Minneapolis: Fortress Press, 2013. 256 pp. $49.00In Comparative Religious Ethics, Christine Gudorf identifies her primary audience as those “seeker-skeptical students” who see value in the study of religion but who eschew organized religion. She contends (...) that a comparative study of religious ethics—in which students explore the ethical decisions they face every day within the context of a range of religious traditions—will draw them into exploring not only their own moral sensibilities but also those religious traditions. I submit that her textbook accomplishes exactly that.No stranger to textbooks in religious ethics, Christine Gudorf has presented us with a well-organized book. The initial chapter is fairly traditional in its approach to the question of ethical method. She rehearses the same threefold pattern found in most textbooks centering on rules, ends, and virtues. Gudorf does much more with rule-based ethics than with teleological ethics, giving the impression that religious ethics is fundamentally rule-based. While this may be true to some degree, there has been far more attention given to teleology in religious ethics than she acknowledges. Her emphasis on connecting theological and religious frameworks to social analysis is helpful and reflects the orientation of many who teach undergraduates in this area. A weakness of the book is that some chapters connect the religious traditions with ethical issues more directly than others. While I tend to be in agreement with much of Gudorf’s own perspective, I sensed at times that she could have made more direct connections between ethical issues and particular religious tradition’s ethical teachings. I might also note that at points the social analysis was a bit long—especially in discussing the history of certain ideas—which might be boring for some undergraduates.Gudorf covers topics that have more experiential relevance for undergraduates than is usually found in social ethics textbooks. This is a good thing because it enables her to cover issues that have the most interest for undergraduates. By drawing on what they are interested in, this textbook is able to lead them into an analysis of the structural components of these issues (rather than zoning out, as undergraduates are prone to do). For the most part, the chapters treat each issue evenly, although the chapter on clothing is a bit short. While there [End Page 236] might be some topics I would like to see added, no text can adequately address everything.The author has a great deal of expertise with case studies, and for the most part the case studies she includes are helpful primarily because their narrative structure and length lend themselves to more sustained and nuanced discussion. The discussion questions, film suggestions, and web resources at the end of each chapter are helpful pedagogical aids. The addition of a glossary is important, but I am glad that she explains most of the terms in the chapters (most students do not take the time to review the glossary).Undergraduates will be able to understand the material Gudorf covers in this book because it connects well with the issues they face on a daily basis. In bringing in her own perspective and experiences as she deliberates about ethical issues—I especially like the discussion of what to do with the homeless on street corners—Gudorf makes this book a bit more distinctive and personal than some other textbooks that attempt to be more “objective.” In all likelihood, I will use this book in my comparative religious ethics class. There is a wealth of material and insight in it that my students and I would find engaging. [End Page 237]Fred GlennonLe Moyne CollegeCopyright © 2015 Society of Christian Ethics... (shrink)

In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious (...) learning of these students. For this purpose, in addition to the education given in the general education class for the 6 mildly mentally disabled integration students studying in the 4th grade of primary school, 2 hours of education were carried out in the support education room per week during the education and training year. Semi-experimental study was designed according to the single-tasked multiple-start model. Education process was evaluated by Achievement Test, the Teacher Observation Form, the pre-test based on the Self-Assessment Form, post-test and retention tests. As a result, it has been seen that BEP has a positive effect on the achievement of religious education of mentally disabled students (ZEKÖ). In this framework, it has been found that students are influenced by the society, especially by their peers, when they are given time they constitute religious knowledge, they understand normal individuals religious behaviours, they are more emotional, they forget religious information that is not used in everyday life and when they accomplish they increase self-confidence and self-esteem and internalize values.SummaryPeople differ in their creation. This difference is greater in people disabled. In terms of individual traits and educational qualifications, individuals with disabilities who are severely different from their peers and who have difficulty in playing the roles they should play are evaluated in several groups. One of these groups is mentally disabled. Mentally handicapped people have various rights as normal individuals. One of these rights is the right to education. National and international laws guarantee the educational rights of individuals with intellectual disabilities. Similarly, Islam and his best practitioner, the prophet Muhammad, did not consent to the transformation of the mentally disabled into begging masses or to their isolation, but rather to integrate them into society. According to Islam, individuals with intellectual disabilities have the “capacity to acquire rights“, even if they do not have "capacity to act". This right requires them to receive an education that takes into account their differences, just like normal individuals. Because of their learning characteristics, mentally retarded students differ from their peers, therefore they cannot benefit from the educational activities organized for normal students. So, these students need a special education to ensure that the mentally disabled are successful and live in society without being dependent.Inrecent years, in our country as well as in the world, the principle of "least restricted education environment" is taken into consideration for mentally handicapped people who need special education, which approaches to co-education with their peers. This approach is tried to-be applied at all educational levels. Due to the diagnosis and evaluation in the Guidance and Research Center, a large number of mentally retarded students are placed in normal schools. These students, like other courses, take the Religious Culture and Moral Knowledge Course together with the normal students. However, depending on their learning, they have the right to receive separate training as 1-3 people at-the support training room. The instructional adaptations necessary for the education of these students made by the Guidance and Research Centers are carried out by the teacher who plays the basic role in the education of the students. One of the important elements in the education of these mentally retarded students who need special education is the individualized education program. This program is prepared by the cooperation and joint decision of all stakeholders who may contribute to student’s education. The status of the student to participate in the learning and teaching activities, the amount and the quality of the education to be received in the support education room are made within the framework of this program.One of the most important courses in the education of mentally retarded students who are educated by inclusion is the Religion Culture and Moral Knowledge course. Because this course has the potential to make serious contributions to the socialization of students and to maintain their lives independently. However, there are a limited number of studies investigating the quality of religious education at-the scientific level. Furthermore, it has not been observed that these studies have been quasi-experimental. This study aims to reveal the quality of education for the mentally handicapped students. For this purpose, it aims to determine the contribution of religious education in the support education room to the success of the student depending on the individualized education program. It also makes it possible to make conclusions about how mentally handicapped people use their mental skills to learn religion. Depending on the aim of the study, during the 2015-2016 academic year, primary school 4th grade students and 6 mentally disabled inclusion students were educated. The quasi-experimental study was designed according to the single-subject multiple-start model. The process of the education, in other words, the development of mentally retarded students towards religious learning; were evaluated by Success Test, Teacher Observation Form and Self-Assessment Form based on pre-test, post-test and retention tests.Findings of the study; Faith, worship, the prophet Muhammad, Qur’an and its commentary, are classified according to the fields of morality, religion, and culture. The post-test achievement scores of the students in all learning areas were higher than the pre-test achievement scores. This shows that religious education in the support training room based on individualized education plan contributes positively to the success of the student. The results of the retention test are close to the results of the final test. In addition, it was determined that the students were affected by the society, especially by their peers, structured the religious knowledge when given time, they understood the religious behaviors of the normal individuals, became more emotional, forgot the religious information that is not used in daily life, increased their self-confidence and self-esteem as they succeeded and internalized the values. Based on these results, the following recommendations have been developed.Support Education Rooms should be functionalized and special attention should be given to individual or group-based religious education based on the nature and objectives of the subject in these rooms.In religious education, by taking into account the performances of mentally retarded inclusion students (MHIS), the relevant dimension of religion should be given importance according to their contribution to their normal lives and they should be consistent and patient in this process.Since MHIS has different levels of learning and perception and different developmental characteristics at every stage of life, it should prioritize their proper use of their existing capacities based on their religious education, interests and curiosities.Since MHIS is influenced by the emotion dimension rather than the information dimension of religion, religious education for them should be oriented towards life, which is not academic, literal or doctrinal, but rather their life and feelings.Similar studies with different study group students must be done and the results of the study should be interpreted comparatively. (shrink)

This volume for the first time brings the scholarly discipline of comparative religious ethics into constructive collaboration with the community of interreligious dialogue. Its design is premised on two important insights. First, interreligious dialogue offers to comparative religious ethics a new, more persuasive rationale, agenda of issues, and practical orientation. Second, comparative religious ethics offers to interreligious dialogue an arsenal of critical tools and methods which will enhance the sophistication of its practical work. In (...) this way, both theory (a dominant concern and strength of comparative religious ethics) and praxis (a dominant concern and strength of interreligious moral dialogue) are joined together in mutual effort, each contributing to the benefit of the other.The volume’s contributors share this vision of collaboration, drawing explicitly from both communities of discourse in a manner that crosses disciplinary and professional boundaries to deal creatively and constructively with important methodological and global moral issue. Although theory and practice cannot easily be separated in such a collaborative project, for the purpose of clarity, the volume is divided into two main parts. The first specifically engages questions of method, theory, and the social role of the public intellectual; the second, on substantive moral themes and issues, many of which were raised at the 1993 Parliament. Taken together, the volume’s essays articulate and illustrate new ways of approaching contemporary moral concerns cross-culturally yet with a rigor appropriate to our complex and pluralistic world. (shrink)

The principles of medical ethics, common as they are in the world at the present time, have been formed in the context of Western secular communities; consequently, secular principles and values are inevitably manifested in all corners of medical ethics. Medical ethics is at its infancy in Iran. In order to incorporate medical ethics into the country's health system, either the same thoughts, principles, rules, and codes of Western communities should be translated and taught across the country, or else, if (...) the principles and values and consequently the prominent moral rules and codes of Western medical ethics are not consistent with the culture, customs, and religion of our country, then new principles and values should be formulated that are more in harmony with our society. According to the available literature in Iran, the four principles proposed by Beauchamp and Childress do not contradict the Islamic-Iranian culture and can thus be generally applied in the mentioned context. However, the application of these four principles and their derivatives requires careful examination and adaptation to Islamic ethics. A comparison of the ontological, anthropological and epistemological foundations of secular and Islamic attitudes shows the differences between these two attitudes to be deep-rooted. “Rationalism,” “scientism,” and “humanism” are the main foundations of secularism, whereas “Godcentrism,” “pure human servitude to God,” the belief in “returning of humans to God,” “resurrection day,” and also human's accountability to God are all fundamental beliefs and principles of religion for Muslims of all cults and sects. It can thus be concluded that the principles of secularist thought are different from and to some extent inconsistent with the principles of Islam. Instructions derived from secular thought can therefore not be implemented in an Islamic community; rather, these communities should adopt Islamic foundations as the source for the norms and standards of their medical ethics. The capacities of religious thought make possible the formation of an ethical system consistent with Islamic Ummah. (shrink)

This book is an introduction to cross-cultural philosophy of religion. It presents an alternative to Western-oriented philosophy of religion by focusing on questions of truth in the context of religious pluralism, including the criteria, models, and hermeneutics of cross-cultural truth in religion. The essays included are by some of the leading philosophers of religion and scholars in comparative religious thought such as Ninian Smart, Raimundo Panikkar, Harold Coward, William Wainwright, William Christian Sr., and (...) Frederick Streng. (shrink)

By making Korea a central part of comparative history of East Asian religion and society, this book traces the evolution of Korean religion from the oldest representation to that of the current day by utilizing wide-ranging interdisciplinary and comparative resources. This book presents a holistic view of the enduring religious tradition of Korea and its cultural and social significance within the wider horizons of modern and globalizing changes. Reflecting nearly five decades of the author s (...) work on the subject, it presents an understanding of the main current in Korean religion and social thought throughout history. It then goes on to examine discourses on values and morality involving the relationship between religion and society, in particular the human meaning of economy and society, which is one of the most central and practical problems in the contemporary world with global relevance beyond Korea and Asia. Addressing the overview of the Korean religious tradition in the context of its impact on the making of modern society and economy, this book will appeal to students and scholars of Religious Studies, Korean Studies and Asian Studies. ". (shrink)

Measures of inductive risk and of safety-principle violation help us to operationalize concerns about theological assertions or a sort which, as we saw in Part I, aggravate or intensify problems of religious luck. Our overall focus in Part II will remain on a) responses to religious multiplicity, and b) sharply asymmetrical religious trait-ascriptions to religious insiders and outsiders. But in Part II formal markers of inductive norm violation will supply an empirically-based manner of distinguishing strong from (...) moderate fideism. As we develop these markers we will elaborate their more specific connections with comparative study of religious fundamentalisms (chapters 3 and 4), with exclusivist responses to religious multiplicity (chapter 5), and with working hypotheses in cognitive science of religion (chapter 6). In Chapters 3 the special focus is on the need for comparative fundamentalism (hereafter CF), and on how a better inductive risk ‘toolkit’ can empower its development. The “Enemy in the Mirror” is a metaphor which researchers of CF have sometimes used to describe a phenomena of special concern. This allows that religious fundamentalism per se need not be morally or socially problem, and that the terms such as “fundamentalism” and “fideism should not be over-used by scholars. But the enemy-in-the-mirror phenomena, which gives rise to what I term “bias-mirroring” attributions of good/bad traits to religious insiders and outsiders, carries enormous moral risks. I argue that this is something researchers would do well to study. On the view to be developed, the enemy in the mirror phenomenon is a direct consequent of counter-inductive thinking when applied to a multiplicity of narrative testimonial traditions. (shrink)

This book examines "Taylorean social theory," its sources, main characteristics and impact. Charles Taylor's meta-narrative of secularization in the West, prominently contained in his major work A Secular Age (2007), has brought new insight on the social and cultural factors that intervened in such process, the role of human agency, and particularly on the contemporary conditions of belief in North America and Europe. This study discusses what Taylor's approach has brought to the scholarly debate on Western secularization, which has been (...) carried on mostly in sociological terms. McKenzie interprets Taylor's views in a way that offers an original social theory. Such interpretation is possible with the help of sociologist Margaret Archer's "morphogenetic theory" and by making the most of Taylor's particular understanding of the method of the social sciences and of his philosophical views on human beings, knowledge and modernity. After exploring the philosophical and sociological sources informing Taylorean social theory and proposing its basic concepts and hermeneutic guidelines, the author compares it with two widespread theories of secularization: the now waning "orthodox" account and that proposed by Rational Choice Theory scholars, particularly prevalent in the United States. In doing so, the book shows in which ways Taylorean social theory supersedes them, what new issues it brings into the scholarly discussion, and what difficulties might limit its future development. (shrink)

Studies in Western contexts suggest that religiosity is in conflict with rationality since it relates to paranormal beliefs and distrust in science. East Asian cultures, known to be holistic and tolerant of contradictions, may, however, not experience this conflict. Using the International Social Survey Program, we analyzed data from Buddhists, Protestants, and Catholics in South Korea, as well as Catholics and Protestants in Austria and Denmark. Results confirmed a positive association between religiosity and paranormal beliefs among dominant religious (...) group but not among Korean Christians. Moreover, whereas religiosity in the West correlated positively with distrust in science, the opposite held for religious Korean groups. Religiosity mediated the relationship between paranormal beliefs and distrust in science among all dominant religious groups but in opposite directions in East and West. These findings bring a new cross-cultural perspective on the religion-science relationship. (shrink)

In the article "Сivil religion in the light of a comparative analysis" by T. Zinkevych civil religion is seen as a social and cultural phenomenon in which the light of a kind of religious language and the specific practices of the necessity of origin and the approval of the national state, which has its roots in the community needs to find a sacred transcendental eternity-linear action that is rooted in the history of the area. Substantiated the (...) thesis of the non-identity concept of civil religion concepts of folk religion, ethnic religion, popular Christianity, and others. (shrink)

This collection of essays is an exercise in comparative philosophy of religion that explores the different ways in which humans express the inexpressible. It brings together scholars of over a dozen religious, literary, and artistic traditions, as part of The Comparison Project's 2013-15 lecture and dialogue series on "religion beyond words." Specialist scholars first detailed the grammars of ineffability in nine different religious traditions as well as the adjacent fields of literature, poetry, music, and art. (...) The Comparison Project's directors then compared this diverse set of phenomena, offering explanations for their patterning, and raising philosophical questions of truth and value about religious ineffability in comparative perspective. This book is the inaugural publication of The Comparison Project, an innovative new approach to the philosophy of religion housed at Drake University (Des Moines, Iowa, USA). The Comparison Project organizes a biennial series of scholar lectures, practitioner dialogues, and comparative panels about core, cross-cultural topics in the philosophy of religion. Specialist scholars of religion first explore this topic in their religions of expertise; comparativist philosophers of religion then raise questions of meaning, truth, and value about this topic in comparative perspective. The Comparison Project stands apart from traditional approaches to the philosophy of religion in its commitment to religious inclusivity. It is the future of the philosophy of religion in a diverse, global world. (shrink)

This study aimes to examine the basic codes of Manichaeism thought and to discuss whether the thoughts of Manichaeism followers disappeared after they were erased from the earth. In our research, religious phenomenology and comparative method were used in traces of the uninterrupted tradition of wisdom. In the study, an effort has been made to capture the traces of Manichaeism in later religions and thoughts by revealing the framework of the thought mechanism of Manichaeism, and thus, to draw (...) attention to the timeless flow and theme of the wisdom tradition. Some examples from the pre-Islamic and post-Islamic periods are presented in order to prove the thesis that Manichaeism continues its existence with its messages. In this discussion, I addressed that deep gnostic thoughts were not understood by the masses focused on reward and punishment, nor were they appreciated by the exoteric clergy. The study pointed out that esoteric thoughts were eliminated with the support of governments that derive their power from the masses. Afterwards, gnostic thoughts such as Manichaeism and Illuminationism were evaluated as the internal dynamics of the literature of hostility to matter, which disregards worldly life and even leads to extinction, preparing for their own end. The following common theme is underlined in the relationship established between Manichaeism and later gnostic or gnostic thoughts: The human soul, which is a piece of light, has fallen from the world of lights located in a supreme place to the lower material world and material human body, which has a demonic origin, and has fallen into forgetfulness, fainting, amnesia or heedlessness there, and has been awakened by gnostic messages or revelations sent by savior messengers, after this awakening, he embarked on a spiritual journey with eschatic practices and asceticism, and eventually reunited with his homeland and united with the source of light. While the Manichaean system of thought also has important commonalities with the spiritual gnosis, which became more evident in the post-Islamic periods and stands out with its opposition to matter, it broke away from the Zoroastrian thought, which sees matter as the perfect form of creation, and it also was noticed that it was the opposite the existential gnosis system of Islam, which sees matter as a manifestation and mirror of the creator. As a result, the study suggested that Manichaeism was nourished by previous religious traditions such as Zoroastrianism, Buddhism, and Christianity, proudly expressed this unity and closeness as an heir of eternal wisdom, and continued its existence through later religious and intellectual traditions, including Islam. Again, although it has no followers today, I concluded that Manichaeism continues to exist within the later religious thoughts with its gnostic messages, continues its effects under the guise of various mystical groups until today, and in the final analysis, the spirit and theme of eternal wisdom beyond time and space can continue to exist even if its followers disappear. (shrink)

The aim of this study is to determine what kind of religious coping activities the refugee students forced to emigrate to Turkey due to the devastating reasons such as war and violation of rights apply in order to overcome their traumatic lives and the relationship between the use of these religious coping activities and their adaptation to the culture they live in. The fact that religion has important functions in dealing with all difficulties, especially forced migration, makes (...) it a matter of interest about what kind of religious coping process refugees have experienced for making their lives bearable. Therefore, this research is based on the assumption that the refugees mostly struggle with difficulties by using positive religious coping methods and try to achieve cultural adaptation through this struggle. The sample was selected from the refugee students from Syria, Iraq and Afghanistan continuing their education in different departments of Karabük University and in different high schools of Karabük National Education Directorate in 2017-2018 academic year. “Cultural Adaptation” and “Religious Coping Styles” scales were applied to the sample with an average age of 18. According to the research findings, cultural adaptation and positive religious coping levels of the sample group are above the average, and negative religious coping levels are below the average. There was found a positive meaningful correlation between cultural adaptation and positive religious coping of which relation was determined through some independent and demographic variables (r =.269). Therefore, it is thought that providing spiritual care for refugee students might increase the level of cultural adaptation.Summary: The aim of this study is to determine what kind of religious coping activities the refugee students forced to emigrate to Turkey due to the devastating reasons such as war and violation of rights apply in order to overcome their traumatic lives and the relationship between the use of these religious coping activities and their adaptation to the culture they live in. The fact that religion has important functions in dealing with all difficulties, especially forced migration, makes it a matter of interest about what kind of religious coping process refugees have experienced for making their lives bearable. Therefore, this research is based on the assumption that the refugees mostly struggle with difficulties by using positive religious coping methods and try to achieve cultural adaptation through this struggle. The study that was conducted according to correlational survey model, used the questionnaire technique by implementing the “Cultural Adaptation” and “Religious Coping Styles” scales together with a personal information form. The sample of the study was chosen by random sampling, and consisted of 112 volunteer refugee students from Syria, Iraq and Afghanistan, studying at different departments of Karabük University and different public high schools in Karabük. While analyzing the data, firstly, averages were calculated by obtaining total scores of the scales. In order to reveal whether students’ cultural adaptation levels differ by various variables or not, t-test (Independent Samples t-test), one-way analysis of variance (Oneway ANOVA) and Scheffe Test were applied. While analyzing relations related to religious coping, non-parametric ‘Man Whitney U’ and ‘Kruskall Wallis H’ tests were applied in accordance with the result of the normality test. In the study in which correlation test was applied to determine the relationship between cultural adaptation and religious coping, the lowest p-value was predicated as.05 to determine the level of statistical significance. According to the findings, sample group’s levels of cultural adaptation (=3,27) and positive religious coping (=3,42) were above the average, and the level of negative religious coping (=1,77) was below the average. Cultural adaptation levels of the sample group has shown significant statistical differences in terms of the nationality variable. Accordingly, Syrian students had higher cultural adaptation scores (=3,48) than Iraqi (=3,19) and Afghani students (=3,06), and the difference among them was statistically meaningful (p<.01). There wasn’t detected any significant relationship between ‘negative religious coping’ levels of the sample and demographic and other independent variables; however, there were seen statistically significant differences just in terms of nationality, gender and age range among other demographic variables. Accordingly, female students scored higher (= 64,46) in positive coping than male students (= 47,32). The difference between them is statistically meaningful (p<.01). Students at the ages of 21-24 scored higher in positive religious coping (= 70,54) and the difference between them and the students at the ages of 14-16 (= 47,47) reached meaningful level, next to this Syrian students had higher levels of positive religious coping (= 62,91) and this reached a meaningful difference (p<.01) when compared with the averages of Afghani students (= 42,63). Moreover, there was a positive significant relationship between cultural adaptation and positive religious coping (r=.269, n=112, p=.004).Forced migration caused by wars is a traumatic experience including material and moral loss. The greatest contribution of spirituality in this kind of negative experiences causing severe stress is through positive religious coping. Hence, religious and spiritual beliefs not only enable cognitive satisfaction by offering the most satisfying answers to traumatic victims’ search for meaning, yet also help them to accept the situation. This is caused due to a sense of devotion, and contribute to both their struggle with the trauma and their post-traumatic development. According to the research findings, there is a significant relationship between students’ cultural adaptation and ‘positive religious coping’ tendency. Therefore, providing these students with spiritual care and counseling might contribute to their integration process. Moreover, it has been seen that it is important to conduct value-centered projects and activities which would prevent both refugee students and locals to marginalize each other, and would improve the culture of living-together. It is also important to provide governmental and non-governmental support for these projects and activities. On the other hand, launching free language courses to resolve communication problems, which are obstacles for integration, and establishing socio-cultural networks in and around the campus for constituting more compatible relationships among the students would improve the students’ integration capability. (shrink)