What does it mean to understand the world religiously? How is such understanding to be distinguished from scientific understanding? What does it have to do with religious practice, transfiguring love, and spiritual well-being? New Models of Religious Understanding investigates these questions to set a new and exciting agenda for philosophy of religion. Featuring contributions from leading scholars in the field, the volume cuts across the supposed divide between analytic and continental approaches to the subject and engages the interest of a broad range of philosophical and theological readers.

Digital Religion offers a critical and systematic survey of the study of religion and new media. It covers religious engagement with a wide range of new media forms and highlights examples of new media engagement in all five of the major world religions. From cell phones and video games to blogs and Second Life, the book: provides a detailed review of major topics includes a series of case studies to illustrate and elucidate the thematic explorations considers the theoretical, ethical and theological issues raised. Drawing together the work of experts from key disciplinary perspectives, Digital Religion is invaluable for students wanting to develop a deeper understanding of the field.

This collection of papers was presented and discussed at the 1992 Claremont Conference. Its contributing authors come from various disciplines that share a concern with models and criteria for inter-religious understanding, including religious studies, philosophy of religion, theology, comparative studies and feminist philosophy. John Kellenberger is the author of The Cognitivity of Religion and God-Relationships With and Without God.

"In this thoughtful and provocative book Philip Barnes challenges religious educators to re-think their field, and proposes a new, post-liberal model of religious education to help them do so. His model both confronts prejudice and intolerance and also allows the voices of different religions to be heard and critically explored. While Education, Religion and Diversity is directed to a British audience the issues it raises and the alternative it proposes are important for those educators in the United States who believe that the public schools have an important role in teaching students about religion." Walter Feinberg, Professor Emeritus of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. "Philip Barnes offers a penetrating and lucid analysis of the strengths and weaknesses of modern religious education in Britain. He considers a range of epistemological and methodological issues and identifies two contrasting models of religious education that have been influential, what he calls a liberal and a postmodern model. After a detailed review and criticism of both, he outlines his own new post-liberal model of religious education, one that is compatible with both confessional and non-confessional forms of religious education, yet takes religious diversity and religious truth claims seriously. Essential reading for all religious educators and those concerned with the role of religion in schools." Bernd Schröder, Professor of Practical Theology and Religious Education, University of Göttingen. "What place, if any, does religious education have in the schools of an increasingly diverse society? This lucid and authoritative book makes an incisive contribution to this crucial debate." Roger Trigg is Emeritus Professor of Philosophy, University of Warwick, and Senior Research Fellow, Ian Ramsey Centre, Oxford. The challenge of diversity is central to education in modern liberal, democratic states, and religious education is often the point where these differences become both most acute and where it is believed, of all curriculum subjects, resolutions are most likely to be found. Education, Religion and Diversity identifies and explores the commitments and convictions that have guided post-confessional religious education and concludes controversially that the subject as currently theorised and practised is incapable of challenging religious intolerance and of developing respectful relationships between people from different communities and groups within society. It is argued that despite the rhetoric of success, which religious education is obliged to rehearse in order to perpetuate its status in the curriculum and to ensure political support, a fundamentally new model of religious education is required to meet the challenge of diversity to education and to society. A new framework for religious education is developed which offers the potential for the subject to make a genuine contribution to the creation of a responsible, respectful society. Education, Religion and Diversity is a wide-ranging, provocative exploration of religious education in modern liberal democracies. It is essential reading for those concerned with the role of religion in education and for religious and theological educators who want to think critically about the aims and character of religious education.

This accessible introduction to religious ethics focuses on the major forms of moral reasoning encompassing the three ‘Abrahamic’ religions: Judaism, Christianity, and Islam. Draws on a range of moral issues, such as examples arising from friendship, marriage, homosexuality, lying, forgiveness and its limits, the death penalty, the environment, warfare, and the meaning of work, career, and vocation Looks at both ethical reasoning and importantly, how that reasoning reveals insights into a religious tradition Investigates the resources available to address common problems confronting Abrahamic faiths, and how each faith explains and defends its moral viewpoints Offering concrete topics for interfaith discussions, this is a timely and insightful introduction to a fast-growing field of interest

Currently there are at least four major, identifiable perspectives on how people best understand and recover from religious abuse. Both secular and faith-based (Christian) adherents can be variously identified in each of these approaches. This book examines these viewpoints and evaluates their various strengths and limitations. It concludes that each perspective is helpful to the extent possible, given the limitations of its respective philosophic or theological assumptions. This book summarizes each viewpoint and suggests a larger contextual perspective, helpful to better understand involvement in and recovery from religiously abusive environments. The conclusion is an integration of the various conceptual frameworks, and a different model (SECURE) is described that includes essential principles and practical strategies necessary for recovery from religious abuse. Suggestions are made for future research and study both for academics with interest in the cultic studies and counseling fields, and for various people negatively affected by religious abuse and in need of recovery.

Religion is universal human culture. No phenomenon is more widely shared or more intensely studied, yet there is no agreement on what religion is. Now, in Faces in the Clouds, anthropologist Stewart Guthrie provides a provocative definition of religion in a bold and persuasive new theory. Guthrie says religion can best be understood as systematic anthropomorphism--that is, the attribution of human characteristics to nonhuman things and events. Many writers see anthropomorphism as common or even universal in religion, but few think it is central. To Guthrie, however, it is fundamental. Religion, he writes, consists of seeing the world as humanlike. As Guthrie shows, people find a wide range of humanlike beings plausible: Gods, spirits, abominable snowmen, HAL the computer, Chiquita Banana. We find messages in random events such as earthquakes, weather, and traffic accidents. We say a fire "rages," a storm "wreaks vengeance," and waters "lie still." Guthrie says that our tendency to find human characteristics in the nonhuman world stems from a deep-seated perceptual strategy: in the face of pervasive (if mostly unconscious) uncertainty about what we see, we bet on the most meaningful interpretation we can. If we are in the woods and see a dark shape that might be a bear or a boulder, for example, it is good policy to think it is a bear. If we are mistaken, we lose little, and if we are right, we gain much. So, Guthrie writes, in scanning the world we always look for what most concerns us--livings things, and especially, human ones. Even animals watch for human attributes, as when birds avoid scarecrows. In short, we all follow the principle--better safe than sorry. Marshalling a wealth of evidence from anthropology, cognitive science, philosophy, theology, advertising, literature, art, and animal behavior, Guthrie offers a fascinating array of examples to show how this perceptual strategy pervades secular life and how it characterizes religious experience. Challenging the very foundations of religion, Faces in the Clouds forces us to take a new look at this fundamental element of human life.