Comparing Religions: Possibilities and Perils? (Numen Book by Idinopulos, Th. A. (ed.), Wilson, B.C. (ed.), Hanges, J.C.

By Idinopulos, Th. A. (ed.), Wilson, B.C. (ed.), Hanges, J.C. (ed.)

Evaluating Religions covers such very important subject matters as fresh theoretical techniques to comparability, case stories of evaluating religions within the school room, and the impression of postcolonialism and postmodernism at the modernist assumptions of comparitivism within the educational examine of faith.

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The tone, intention, and framework of teaching methods are as important in this context as fact, consistency, and scholarship. The big problem is how to present and discuss religious matters in ways that are appropriate to the personal, existential, and political context of students and faculty. e. how to compare judiciously rather than judgmentally. The Historical Factor The term “comparative” as an adjective to describe and name a kind of study of religions is widely used in common parlance, but it has been much criticized in scholarly circles.

The way in which a Muslim youngster in a madrasa (Islamic school) takes the Qur’an as iconic is different from the way a Shia takes it when he commemorates the murder of Husayn. To state the various speaker/audience relationships addressed here, the following can be identified: a) there is the authority of the Qur’an and the Lotus Sutra for their respective believers. The Qur’an and the Lotus Sutra are the speakers; those who honor and follow them are the believers, the audience. The believers trust in the texts as authoritative for them; b) then there are the believers who are the speakers and the scholar is the audience.

Perhaps the class-conscious asceticism is more foundational and more widespread than the asceticism based on the plan of creation. What is at issue in such an instance is the generalizability of the inclusive concept, in this instance asceticism based on a plan of creation. Specifying the Boundaries Between Structures As pointed out earlier, most aspects of comparison in the human sciences pertain to the theoretical approach to matters of inquiry rather than the categories for thought and action that occur in the minds of the social actors under study.

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