Intuitive Knowing as Spiritual Experience reaffirms the call to examine religious experience but shifts the focus in an unexpected way. The book is Phillip H. Wiebe's defense of the claim that a significant form of spiritual experience is found in 'intuitive knowing' or 'knowing something we have no right to know'. To illustrate his argument, Wiebe delves into the first-hand accounts of dozens of people who have reported experiencing moments of intuitive knowing. Chapters dissect and analyze these experiences, focusing on intuitive knowing as it relates to the experience of God, transformed values, and Christian experiences. According to Wiebe, the future of the study of spiritual experience as a neurological process will require close attention to detail. In solidarity with those whose personal accounts he offers, Wiebe relays his own personal experiences as they relate to his spiritual development over the last forty years. He argues that experiences of many other kinds are relevant to the central claim of the book, so intuitive knowing does not face the bar of reason on its own.
"This monograph is based on archival research and close readings of James Joyce's and W. B. Yeats's poetics and political aesthetics. Georges Sorel's theory of social myth is used as a starting point for exploring the ways in which the experience of art, like that of social myth, can be seen as a form of religious experience. The theorisation of the experience of art as a form of religious experience illuminates the role of art in engendering social attitudes in opposition to economic materialism and capitalism. Based on these analyses, the arguments explore the ways in which a theory that defines the experience of art as a form of religious experience can help us to answer three questions of pressing interest for the contemporary moment: How can we read cultural texts to imagine forms of social belonging through which to challenge the isolation of economic materialism? How can we imagine cultural texts to create the collective relations necessary for social change in global capitalism? How can we define an ethics of satisfaction that does not relate to this capital modernity?"--
Digital Religion and Global Publics -- The Rise of the Religious Webmaster: A Comparative Perspective -- Digital Gates to the Holy Land: Mediatizing the Religious Experience -- Networking the Sacred for Global Publics: New Media Strategies for a Re-enchanted World -- Virtual Authenticity: Livestreaming Holy Sites -- The Pope on Instagram: Managing Religious Authority and Globalized Charisma in the Digital Age.
This article discusses John Dewey's (1859–1952): Theory of valuation (1939), Art as experience (1934), A common faith (1934), The public and its problems (1927) for the socio-anthropological analysis of the religious. This pragmatist approach, attentive to intersubjectivity and experience, allows to work on aspirations and ideals, through giving place to emotions besides rationality in the valuation process. Further, the idea of public and pre-political, permits to pay attention to processes which are different from differentiation and where people contribute to the common good from their specific (minority) situation. In a pragmatist approach, believing comes in three modalities as 'caring about,' in the sense of giving value to forms of experiences and self-construction, respectively, to forms of self-transcendence, and to ways of connecting with the world (others and nature).
Researches on Anti-Corruption have found that politics, economics, and culture have a relation to corrupt practices. However, what about the influence of religion on corruption? Recently, there is an increasing interest in understanding the relationship between religion and corruption; could religion prevent corruption? This paper discusses the effect of religiosity on bureaucratic corruption in Indonesia. The results show that corrupt practices are negatively associated with religious heritage, signifying that religious culture takes a positive role in delimiting corrupt practices of government officials since religion has an influence on the normative anti-corruption paradigm. This paper also finds the negative relationship between religion and corruption is weaker for people who had experience requested by an official to paid illicit payment, which identifies the substitution chance of religious ethic and law enforcement in curbing corruption. Given the very few studies and limited data resources in the context of Indonesia, this paper is only a tentative study to contributes to the discussion of religion and corruption relations. ; Sejumlah penelitian anti-korupsi telah menyatakan bahwa politik, ekonomi, dan kebudayaan berpengaruh terhadap praktik korupsi. Lantas bagaimana dengan pengaruh agama terhadap korupsi? Belakangan, hubungan antara agama terhadap korupsi memunculkan pertanyaan: dapatkah agama mencegah korupsi? Tulisan ini membahas dampak religiusitas dalam korupsi birokrasi di Indonesia. Pada bagian hasil, menunjukkan bahwa praktik korupsi secara negatif diasosiasikan dengan ajaran agama, menunjukkan agama memiliki peran positif dalam pencegahan korupsi berkenaan dengan ajaran normatif anti-korupsi dalam agama itu sendiri. Tulisan ini juga menyatakan hubungan negatif antara agama dan korupsi adalah lebih lemah pada kelompok yang memiliki pengalaman dimintakan pemberian sejumlah "uang pelicin" oleh petugas. Temuan tersebut mengidentifikasikan substisusi antara etika agama dan penegakan hukum dalam pemberantasan korupsi. Dengan terbatasnya studi dan data pada bidang penelitian yang sama, tulisan ini semata adalah studi tentatif untuk berkontribusi pada topik antara hubungan agama dan perilaku korupsi.
Die Arbeit bietet keine Monographie, sondern eine Sammlung verschiedener Aufsätze, die für diese Arbeit neu durchgesehen und ergänzt wurden. Zusammengebunden werden die einzelnen Kapitel in dem religionspädagogischen Interesse, das einen großen Teil der beruflichen Tätigkeit des Autors geprägt hat (vgl. Vorwort). Mit dem Titel "Religion zur Erfahrung bringen" ist auch die These benannt, die sich als roter Faden durch die Arbeit zieht: Religion, so wird behauptet, stellt eine originäre Form menschlicher Erfahrung dar und muss deshalb ein unverzichtbarer Bestandteil auch von Bildung sein, gerade von öffentlich verantworteter. Bildung in Religion gehört darum auch nicht allein in den kirchlich verantworteten konfessionellen Religionsunterricht, sondern ebenso in den staatlich verantworteten nichtkonfessionellen Ethikunterricht. Umgekehrt setzt Bildung in Religion mehr voraus als eine selbstverständliche Weitergabe des Glaubens an religiös gebundene junge Menschen, mehr auch als eine oft unterstellte schlichte Information über Religionen, nämlich die Auseinandersetzung damit, was überhaupt Religion ist. Damit wird die Tür aufgestoßen zu einem allgemeinen Unterricht in Religion, der über das traditionell für den Religionsunterricht einerseits, den Ethikunterricht andererseits oft Unterstellte hinausgreift. Die Arbeit gliedert sich in eine umfangreiche Einleitung und fünf Teile, die ihrerseits insgesamt sechzehn unterschiedlich lange Teilkapitel umfassen. Die Einleitung bietet neben einer Übersicht die Einbindung des Programms in die aktuelle Rede von der Wiederkehr des Religiösen und liefert als systematischen Bezugspunkt eine differenzierte Skizze des Erfahrungsbegriffs. Der Teil I entwirft dann Fundamente einer Didaktik des Religiösen. Ausgehend von einer Kritik soziologischer und bildungskonzeptioneller Perspektiven wird ein philosophisches Verständnis von Religion vorgestellt, aus dem die zentralen und notwendigen Ebenen einer Didaktik des Religiösen entwickelt werden. Die Teile II und III konzentrieren sich auf das Element der Sprache als Basis aller tragfähigen Auseinandersetzung mit Religion, Sprache zunächst (Kap.2-1) als Ausdruck der Vernunft, notwendig für alle Formen religiöser Bildung, dann in eher allgemein hermeneutisch orientierender Weise (Kap.2-2) und schließlich als Form des Gesprächs, das im Teil III als Basis behauptet wird für Möglichkeiten eines auch religiöse Themen einbeziehenden Philosophierens mit Kindern. Es liegt in der Konsequenz der Arbeit, dass der Versuch einer Grundlegung einer Didaktik von Religion sich zu bewähren hat an Modellen unterrichtlicher Umsetzung, auch an konkreten methodischen Hinweisen. Dem dient der Teil IV der Arbeit. Die Auswahl ist in Orientierung an die in Kap. 1-4 erläuterten Ebenen gewählt: Im Sinne einer für Religiosität sensibilisierenden Propädeutik werden zunächst einige religiöse Bilderbücher religionsphilosophisch erschlossen (4-1). Dass auch Religionskunde im Sinne des Kennenlernens religiöser Lebensanschauungen, Vollzüge und Symbole ertragreich nur geleistet werden kann, wenn sie erfahrungsdimensioniert arbeitet, dafür bietet dieses Kapitel ebenso ein Beispiel wie das folgende, das in die zentrale Frage glaubender Existenz über religionskundliche Stoffe einführt (4-2). 4-3 zeigt Möglichkeiten zur Erschließung religiöser Sprache. Die Kapitel 4-4 und 4-5 sind demgegenüber einzuordnen in die Ebene der Orientierung im Sinne einer Befähigung zu eigenverantwortlicher Lebensentscheidung, 4-4 leistet das auf der Ebene der Moral, 4-5 auf der Ebene des Politischen. Der Teil V schließlich liefert Impulse zur Konzeption und Organisation eines heute tragfähigen Religionsunterrichts. Nach kritischen Auseinandersetzungen zu Halbfas, Lehrplänen und dem LER-Modell wird mit dem Abschlusskapitel 5-4 ein systematisch wie organisatorisch begründeter Vorschlag eines Unterrichts in Religion für alle Schülerinnen und Schüler vorgelegt, der Innovation, Konsistenz wie auch die Möglichkeit konkreter Umsetzung für sich beansprucht. Die Sammlung richtet sich an einen unterschiedlichen Leserkreis: Angesprochen sind vor allem Lehrerinnen und Lehrer der Fächer Religion, Ethik und Philosophie. Einige Kapitel bieten Anregungen auch für Erzieherinnen und Eltern. Je nach Kapitel mehr oder weniger explizit wird zudem die wissenschaftliche Auseinandersetzung um religiöse Bildung in pluraler Welt (Nipkow) aufgenommen und weitergeführt. Dies dürfte schließlich für bildungspolitisch engagierte Menschen und Institutionen in Deutschland wie in Europa (Politiker, Kirchen, Verbände) von Interesse sein. ; This work is not a monograph but a collection of essays revised and supplemented for the present publication. The individual chapters are connected by the author's interest in religious education, which has determined a large part of his professional life (see Preface). Making Religion an Experience is not only the title but also the purpose uniting the book. Its central thesis is that religion is a fundamental human experience and is therefore has to be an indispensable component in public education. Accordingly, religious education is not only a matter of confessional religious instruction, it also embraces the teaching of secular ethics. Vice versa, religious education involves more than the communication of faith to religiously committed young people, and also more than mere information on the religions of the world (as is frequently stated). It calls rather for a discourse on what religion really is. This opens the door to a generally conceived education in religion with broader horizons than those frequently imputed to the teaching of religion or ethics alone. The book is divided up into a detailed introduction and five chapters, made up of 16 subchapters varying in length. The Introduction does not only offer an overview but also relates the program to the ongoing discussion about the return of the religious and provides a differentiated outline of the notion of experience as a systematic point of reference. Part I outlines the fundamental elements of a didactics of religion. On the basis of a criticism of sociological and educational concepts, a philosophical understanding of religion is introduced, from which the essential and central levels of a didactics of the religious are developed. Parts II and III concentrate on the language element as a basis for any kind of serious engagement with religion. It deals first (Ch. 2-1) with language as an expression of the rational, which is necessary for all forms of religious education, proceeding from there to language used in a general hermeneutic way (Ch. 2-2), and finally to a form of interpersonal discourse set out in Part III as the basis for the possible inclusion of religious themes in philosophizing with children. It is obvious that the attempt to lay the foundation for a didactics of religion has to prove itself useful in models for classroom realization, including concrete methodological indications. Part IV serves this purpose. The selection focuses on the levels set out in Ch. 1 4. In terms of a propaedeutic preparation creating sensitivity for religious issues, a number of picture books are first of all discussed from a religio-philosophical viewpoint. (4 1). To ensure that religious learning - getting to know religious outlooks on life, rituals, and symbols - can be carried out successfully, it needs to be experience-oriented. Both this chapter and the next offer an example of this approach, the latter leading into the central topic of existence in faith with the help of religious educational material (4-2). 4-3 indicates possibilities for the comprehension of religious language, while Chs. 4-4 and 4-5 concern themselves with the level of orientation, i.e. enabling the individual to take mature decisions in life. 4-4 deals with this issue on the moral plane, 4-5 on the political. Part V offers impulses regarding the conceptualization and organization of a form of religious instruction relevant to the present day. After critical discussions of Halbfas, curricula., and the LER model –, the final chapter presents a systematic and organizationally well established proposal for religious instruction for all pupils. The proposal claims to be innovative, consistent, and susceptible of actual realization. This collection addresses a wide-ranging circle of readers, notably teachers of religion, ethics, and philosophy. Some chapters offer suggestions for educators and parents. With a differing degree of explicitness depending on the chapter in question, scholarly discourse on religious education in a pluralistic world (Nipkow) is thematized and developed. This should be of interest for people and institutions committed to issues of education policy both in Germany and in Europe as a whole (politicians, churches, associations).
Gabriel Marcel and American philosophy -- Radical empiricism, intersubjectivity, and the importance of praxis in the philosophy of Gabriel Marcel -- Idealism through a past darkly: la métaphysic de Royce -- Gabriel Marcel and the issue of transitional importance in the philosophy of Josiah Royce -- Gabriel Marcel and William Ernest Hocking: companions of eternity, experience, intersubjectivity, and realization of the sacred -- Finding one's own voice: the philosophical development of Henry G. Bugbee, Jr -- Gabriel Marcel and the religious dimension of experience
'At a historic moment, when religion shows all its social and political strength in various post-modern societies around our globe, this fascinating collection of studies from the Middle Ages to twentieth-century Europe demonstrates all the richness and innovative force of investigating individual and shared experiences when questioning the cultural, political and social place of religion in society. It also makes known in English the work of a series of Finnish historians elaborating together a pioneering vision of the notion of experience in the discipline of history.' - Piroska Nagy, Université du Québec à Montréal, Canada This open access book offers a theoretical introduction to the history of experience on three conceptual levels: everyday experience, experience as process, and experience as structure. Chapters apply 'experience' to empirical case studies, exploring how people have made and shared their religion through experience in history. This book understands experience as a simultaneously socially constructed and intimately personal process that connects individuals to communities and past to future, thereby forming structures that create and direct societies. It represents the crossroads of a new field of the history of experience, and an established tradition of the history of lived religion. Chapters offer a longue durée view from the fourteenth-century heretics, via experiences of miracle, madness, sickness, suffering, prayer, conversion and death, to the religious artisanship of soldiers in the Second World War frontlines. It concentrates on Northern Europe, but includes materials from Italy, France and United Kingdom.
