Описание: In this book, Marianne Moyaert develops a new interreligious appropriation of Paul Ricoeur`s hermeneutical philosophy. Viewed in context of his philosophical, anthropological, and ethical work, Ricoeur`s fragmentary reflections on the encounters between religions provide insights on global cooperation practices and religious identity concerns.
Название: Inter-Christian Philosophical Dialogues ISBN: 1138900095 ISBN-13(EAN): 9781138900097 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Inter-Christian Philosophical Dialogues offers a unique approach to the philosophical exploration of Christianity. Five leading Christian philosophers of religion are brought together to engage in a spirited dialogue, debating and discussing the merits and demerits of the diverse ideas, doctrines and practices found in the Christian tradition.
Название: Interreligious perspectives on mind, genes and the self ISBN: 1138315753 ISBN-13(EAN): 9781138315754 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In this volume, the role of genetic manipulation and neurotechnology in shaping human identity is examined from multiple religious perspectives. This is in order to understand how religion might affect the impact of the initiatives such as the UNESCO Declaration in Bioethics and Human Rights.
Автор: Hustwit J. R. Название: Interreligious Hermeneutics and the Pursuit of Truth ISBN: 0739187384 ISBN-13(EAN): 9780739187388 Издательство: Bloomsbury Рейтинг: Цена: 13662.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Philosophical hermeneutics provides a model of interreligious dialogue that acknowledges the interpretive variability of truth claims while maintaining their relation to a preinterpretive reality. The dialectic and tensive structure of philosophical hermeneutics directly parallels the tension between the diversity of belief and the ultimacy of the sacred. By placing philosophers like Gadamer, Ricoeur, Peirce, and Whitehead in conversation, J. R. Hustwit describes religious truth claims as coconstituted by the planes of linguistic convention and uninterpreted otherness. Only when we recognize that religious claims emerge from a dalliance back and forth across the limits of the understanding can we appreciate the engagement between religions. In terms of dialogue, this approach treats religious truth claims as tentative hypotheses, but hypotheses that are frequently commensurable and rationally contestable. Interreligious dialogue goes beyond facilitating bonhomie or negotiating tolerance; dialogue can and should be a disciplined space for rationally adjudicating claims about what lies beyond the limits of human understanding.
How pupils can learn from different religions and the principles that guide pedagogy in this area are important issues that are common to religious education as practised in different places and locations. Such issues raise questions about the proper understanding of religion, of perspectivity and of how to identify and distinguish the aims and goals of religious education. The focus of this book is on inter-religious learning, i.e. learning beyond the boundaries of one religion, which is now an almost universally accepted practice in Western Europe.
"The book clarifies the foundations of inter-religious learning; it illuminates the relevant discussions and is oriented ... towards practice – and with meeting the complex requirements of interfaith learning. Karlo Meyer has written an important reference work in this field."
Prof. Dr. Thorsten Knauth, University of Duisburg-Essen
Описание: This collection of essays examines how diverse religions of the world represent, understand, theologize, theorize and respond to disability and chronic illness. Contributors employ a variety of methodological approaches including ethnography, historical, cultural, or textual analysis, personal narrative, and theological/philosophical investigation.
Описание: How can we define beauty and spirituality from a Buddhist woman's perspective to empower women's voices through art? In what ways can Buddhist and Eastern feminist aesthetics enhance and contribute to foster spirituality as a dimension of religious education in the West? Buddhist Wisdom for the Heart of Teaching gives affirmative answers to those questions. Although Buddhist teachings and meditation practices are prevalent among people in the U.S. today, Buddhist studies take little notice of women's perspectives on beauty and spirituality. Drawing on Buddhist Wisdom through contemporary artists and theories, this book responds to religious and cultural pluralism that is complex and fragmented. It invites readers to celebrate understanding in the context of religious education. The use of rich metaphors and symbols stimulates imaginative responses to social issues and environmental crises.
Religious and cultural diversity are increasingly visible today. At the same time, increased fear of the «other» has manifested, particularly of the Islamic religion. Islam today is considered a «problematic» religion. This attitude yields many challenges in universities and schools, particularly when it comes to religious education. The Institute for Islamic Theology and Religious Education and the Catholic Religious Education Department at the University of Innsbruck are addressing these challenges, having spearheaded a program of intensive cooperation in teacher education – including courses on pedagogy, religious didactics, internships, and evidence-based learning processes in schools and universities.
This research and teaching collaboration lacked an appropriate framework. This book provides a solid basis for interreligious pedagogy and didactics. Authentic interreligious cooperation begins by promoting intra- and inter-religious self-confidence and self-understanding. This required countless discussions among the authors, which yielded distinct viewpoints as well as commonalities. In this way the anthropological starting point for this book emerged and is expanded through a theological perspective on religious education and didactics. Various approaches and attitudes are developed and examined, including contingency sensibility, to support the competent planning, management, and evaluation of educational processes in pluralistic and heterogeneous fields.
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