Critical Perspectives on Interreligious Education最新文献

{"title":"Teaching African American Religious Pluralism","authors":"Monica A. Coleman","doi":"10.1163/9789004420045_003","DOIUrl":"https://doi.org/10.1163/9789004420045_003","url":null,"abstract":"Coleman Abstract This chapter reflects on my pedagogical interrogation of classical theories of religious pluralism in light of African American cultural experiences. How does the African American cultural context change the questions posed in theories of religious pluralism? How do people navigate the contemporary manifestations of the diverse religious inputs that make up African American Christianity? What common themes, if any, persist across religious difference because of the historical, cultural and political particularity of African American experiences? I explored these questions while teaching graduate level courses in theological education at Claremont School of Theology. Across two different courses, I focused on lived experience and non-academic religious texts. This involved assigning memoirs and inspirational texts intended for practitioners, arranging site visits and hosting religious leaders as speakers. I sought theoretical propositions across various academic disciplines, and, at times, from mass-market anthologies. I ensured that the course material was relevant for all students. In these courses, students and I learned three things about African American religions relevant for the enterprise of religious pluralism: African American religiosity itself is religiously plural; African American life offers both tools and gifts for living across religious boundaries; and African American religiosity signals the markers of African American culture and politics. Investigating African American religious pluralism also serves to broaden the intellectual enterprise of religious pluralism by reconstructing its primary questions into investigations of how individuals and communities straddle and merge religious Fall 2015: Black Mega-church, African American New Thought and Indigenous Black Theology: Toward an African Centered Theology of the African-American Religious Experience do this in explicit ways. Several other black religious scholars draw on conjuring and folk religion too—Yvonne Chireau’s Black Magic: Religion and the African American Conjuring Tradition , Katie Cannon’s Black Womanist Ethics , etc. One could even count James Cone’s use of spirituals in The Spirituals and the Blues: an Interpretation and Dwight Hopkins’s use of slave narratives in Shoes that Fit Our Feet: Sources for a Constructive Black Theology under this rubric. This list doesn’t even include the ways African theologians engage with religious pluralism in their liberation theologies.","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115577772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interreligious Education: Transnational and Trans-Spiritual Identity Formation in the Classroom","authors":"C. Hong","doi":"10.1163/9789004420045_005","DOIUrl":"https://doi.org/10.1163/9789004420045_005","url":null,"abstract":"This chapter engages with ways interreligious and intercultural pedagogies might honor and make visible the religious and cultural diversity present in classrooms by co-cultivating new forms of trans-spiritualities and nurturing a commitment to mutual transformation. It examines how minoritized people and communities carry porous boundaries across space, time, and lands, creating new practices, customs, and lexicons, while simultaneously struggling with the impact of internalized cultural and religious hybridity. The chapter discusses the dangers of white and Christian suprema-cist understandings of non-white and non-Christian communities, and the resistance of such supremacism to any naturally hybrid and dynamic representations of culture and religion in the intercultural and interreligious classroom","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114773750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interreligious Education at the Reconstructionist Rabbinical College: A View from the Jewish Edge","authors":"Nancy Fuchs Kreimer","doi":"10.1163/9789004420045_007","DOIUrl":"https://doi.org/10.1163/9789004420045_007","url":null,"abstract":"This chapter reports on the Reconstructionist Rabbinical College (rrc)’s bold experimentation in the field of inter religious education as integral to its mission. It chronicles how, with the support of the Henry Luce Foundation, over the last decade and a half, rrc has responded to developments in the American and Jewish environment with an-ever evolving approach to the training of clergy. The chapter details two signature programs, one to build solidarity between Jews and Muslims, the other to create a novel entry point for education in interreligious literacy and co-spiritual formation across multiple traditions.","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Vision: Comparative Theology as the Quest for Interreligious Wisdom","authors":"John J. Thatamanil","doi":"10.1163/9789004420045_008","DOIUrl":"https://doi.org/10.1163/9789004420045_008","url":null,"abstract":"This chapter argues that the two words in the term “comparative theology” generate between them a field of creative tension that require the nature of theology itself to be reimagined. The adjective “comparative” does not sit placidly alongside “theology,” leaving the latter materially unchanged for business as usual. The adjective pressures the noun to undergo transformation when encounters with other traditions compel comparative theology to remember that its primary genre once was, as Edward Farley has shown, sapientia or contemplative wisdom, and not academic text production. Because theological reflection in other traditions still remains a quest for such wisdom, an encounter between Christian theology as academic text production and theology as practiced by other traditions, will likely be of limited value. Theological writing that engages other traditions will have to harken back to its earliest genre—the quest for wisdom. Comparative theology, in at least one of its modes, will then become a quest for “interreligious wisdom.” In this chapter, I will attempt to offer a preliminary working definition of interreligious wisdom. The prime pedagogical question to follow is then, “How can interreligious wisdom be taught?”","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128184677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"God’s Mercy is Broader than This: Theological Sensibilities and Interreligious Theological Education","authors":"Timur R. Yuskaev","doi":"10.1163/9789004420045_010","DOIUrl":"https://doi.org/10.1163/9789004420045_010","url":null,"abstract":"Why and how does interreligious theological education matter? In this chapter I reflect on such questions through in-the-field experiences of Muslim chaplains trained at Hartford Seminary. In moments of crisis—situations that viscerally encapsulate multitudes of embodied histories and hierarchies of power—chaplains rely on semi-nary courses that interweave theological, comparative and pastoral threads. The inter-sectional quality of such coursework is impactful because it is formational: it enables seminary students to hone a more nuanced, deeper sense of the pluralistic spaces they inhabit. Employing William E. Connolly’s theory of pluralism, I argue that interreli-gious theological education matters when it adds depth to the experience and politics of pluralism.","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114060519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Pedagogies of Interreligious Understanding","authors":"Judith Berling","doi":"10.1163/9789004420045_002","DOIUrl":"https://doi.org/10.1163/9789004420045_002","url":null,"abstract":"The essays in this volume were developed in conversations over a period of years by participants in a project on “Interreligious Education and Pedagogy.” Project participants shared their own experiences of developing and evaluating interreligious programs, their successes and their frustrations. They learned from and with one another, and several of them participated in panels at professional associations or contributed essays to volumes on interreligious peda-gogies. They sought out conversations with educators and essays by faculty from institutions and backgrounds beyond their own. The project also sponsored a research report mapping the current state of interreligious learning in theological schools and seminaries. The report expanded upon the contributions of project participants with a thorough review of published literature and in-person or online interviews with faculty from a wider group of institutions. Each institution has had its own distinctive journey of challenges and opportunities, which has shaped its approach/es to interreligious education. That report is soon to be posted on the website of the gtu. This brief chapter will reflect on the pedagogical issues and implications of the essays in this volume, informed by the broader research of the project.","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130958213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conclusion","authors":"Heidi Hadsell","doi":"10.1163/9789004420045_014","DOIUrl":"https://doi.org/10.1163/9789004420045_014","url":null,"abstract":"","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126945696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Ministry/Khilāfa of Radical Kinship: The Theological Educator and Student as Interreligious Ally","authors":"Scott C. Alexander","doi":"10.1163/9789004420045_013","DOIUrl":"https://doi.org/10.1163/9789004420045_013","url":null,"abstract":"Alexander Abstract Inspired by the lyrics of Florence + the Machine’s riff on the story of the biblical (anti-) heroine Delilah (Judges 13–16), this paper seeks to contribute to the conversation on the nature of the emerging field of interreligious studies through the lens of the strug-gle to be an interreligious ally. It argues that conversations about the telos/teloi of interreligious studies lie at the heart of broader discussions concerning the shifting orientations of theological education in general in the first few decades of the twenty-first century. After exploring some of the challenges involved in aspiring to be an interreligious ally (specifically the intersectional dynamics around race, gender, and sexual orientation), the paper pursues an original exegesis of Qur’an 2:30–33 as the basis for an exercise in comparative Christian-Muslim theology. It proposes “ministry/ khilāfa of radical kinship”—especially in the form of becoming an interreligious ally—as one possible paradigm for thinking about the telos of interreligious studies and as a possible organizing principle for emerging interreligious","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134243577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on Islamic Studies in an Interreligious Context","authors":"M. Jiwa","doi":"10.1163/9789004420045_006","DOIUrl":"https://doi.org/10.1163/9789004420045_006","url":null,"abstract":"In these reflections, I want to highlight some of the challenges and opportunities in Islamic studies in theological schools, focusing on the Center for Islamic Studies (cis) at the Graduate Theological Union (gtu). I will begin with a brief historical overview of the gtu and cis, followed by an outline of some of the institutional challenges as well as some of the personal challenges I have had to navigate both as the Founding Director of the Center for Islamic Studies and as Associate Professor of Islamic Studies and Anthropology. Finally, I want to share some of the opportunities I think deserve to be encouraged, especially in the area of Muslim contributions to interreligious studies, dialogue and leadership, both in the academy across disciplines, and in the larger public sphere. These reflections are prior to April 2018","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114210433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Evangelical/Pentecostal Approach to Interfaith Education for Seminarians and University Students","authors":"T. Richie","doi":"10.1163/9789004420045_011","DOIUrl":"https://doi.org/10.1163/9789004420045_011","url":null,"abstract":"The focus of this chapter is on innovative efforts to educate Evangelical/Pentecostal seminarians and university students regarding interfaith (i.e. multifaith) understanding, dialogue, and cooperation. Most of these efforts have been conducted at the Pen-tecostal Theological Seminary (pts) with related activities at Lee University. Both institutions are located in Cleveland, Tennessee, as educational ministries of the Church of God, which has international offices in Cleveland as well.1 Additionally, annual academic conferences and publications of the Society for Pentecostal Studies have provided a broader forum for promoting multifaith understanding, dialogue, and cooperation among member institutions with their respective scholars.2 The structure of this chapter is threefold. First, I outline the philosophy behind an explicitly Pentecostal pedagogy for teaching on interfaith topics in higher education contexts. Second, I survey the current state of the Christian theology of religions among Pentecostal thinkers and practitioners. The third section recounts specific educational praxis through classroom instruction and guided encounters. I discuss symbiotic concerns and questions as they arise in each section.","PeriodicalId":164837,"journal":{"name":"Critical Perspectives on Interreligious Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122125791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}