“亲爱的世界宗教101教授:关于非本质化的一些要点”

IF 0.4 0 RELIGION Religion & Education Pub Date : 2020-12-14 DOI:10.1080/15507394.2020.1816524
P. Kuhlken
{"title":"“亲爱的世界宗教101教授:关于非本质化的一些要点”","authors":"P. Kuhlken","doi":"10.1080/15507394.2020.1816524","DOIUrl":null,"url":null,"abstract":"Abstract Thirty professors gathered for a 2017 National Endowment in the Humanities summer institute, “The Challenges of Teaching World Religions,” to confront complexities and nuances, hegemonies and political intrigue, hypocrisies and paradoxes–as these and other challenges play out in the present state of Religious Studies. This is the story of one participant’s attempt to practically apply often abstract or esoteric expertise in the 101 classroom. Modern comparative religious study is modeled on biology, which presumes an unchanging essence. However, World Religions professors must accept that religions change and vary, so beyond the inception of founding texts and principles, in an existential sense, there is no stable essence in lived traditions. Therefore “religion” can never be essentialized into an undisputed whole, so “religions” should best be kept as a plural. As an example for World Religions pedagogy, NEH participants scrutinized blindspots that became visible with greater exposure to the diversity (political, historical, experiential, ritualistic, creedal) within each religious tradition, especially as they are actually practiced by various adherents, so hearing from a range of guest speakers, visiting sites, and using a range of World Religions textbooks modeled a twenty-first century pedagogy for teaching World Religions without the monocular “having the right answer” syndrome. Seeing religion not only as a path of wisdom, but also as an exercise of power, seminar participants examined the invisible assumptions of hegemonies, and made imaginative leaps to the experiential reality of selected world religions–all the while, having epistemological humility.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1816524","citationCount":"2","resultStr":"{\"title\":\"“Dear World Religions 101 Professor: Some Essentials About Non-Essentializing”\",\"authors\":\"P. Kuhlken\",\"doi\":\"10.1080/15507394.2020.1816524\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Thirty professors gathered for a 2017 National Endowment in the Humanities summer institute, “The Challenges of Teaching World Religions,” to confront complexities and nuances, hegemonies and political intrigue, hypocrisies and paradoxes–as these and other challenges play out in the present state of Religious Studies. This is the story of one participant’s attempt to practically apply often abstract or esoteric expertise in the 101 classroom. Modern comparative religious study is modeled on biology, which presumes an unchanging essence. However, World Religions professors must accept that religions change and vary, so beyond the inception of founding texts and principles, in an existential sense, there is no stable essence in lived traditions. Therefore “religion” can never be essentialized into an undisputed whole, so “religions” should best be kept as a plural. As an example for World Religions pedagogy, NEH participants scrutinized blindspots that became visible with greater exposure to the diversity (political, historical, experiential, ritualistic, creedal) within each religious tradition, especially as they are actually practiced by various adherents, so hearing from a range of guest speakers, visiting sites, and using a range of World Religions textbooks modeled a twenty-first century pedagogy for teaching World Religions without the monocular “having the right answer” syndrome. Seeing religion not only as a path of wisdom, but also as an exercise of power, seminar participants examined the invisible assumptions of hegemonies, and made imaginative leaps to the experiential reality of selected world religions–all the while, having epistemological humility.\",\"PeriodicalId\":43359,\"journal\":{\"name\":\"Religion & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2020-12-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/15507394.2020.1816524\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Religion & Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15507394.2020.1816524\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"RELIGION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Religion & Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15507394.2020.1816524","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"RELIGION","Score":null,"Total":0}
引用次数: 2

摘要

摘要30位教授聚集在2017年国家基金会人文暑期研究所“世界宗教教学的挑战”,面对复杂和细微差别、霸权和政治阴谋、虚伪和悖论——正如这些和其他挑战在当前宗教研究中所表现的那样。这是一个参与者试图在101课堂上实际应用抽象或深奥专业知识的故事。现代宗教比较研究是以生物学为模型的,生物学假定了一个不变的本质。然而,世界宗教教授必须接受宗教的变化和变化,因此,在存在的意义上,除了创始文本和原则之外,生活的传统中没有稳定的本质。因此,“宗教”永远不可能被本质化为一个无可争议的整体,所以“宗教”最好保持为复数。作为世界宗教教育学的一个例子,NEH参与者仔细观察了随着更多地接触到每个宗教传统中的多样性(政治、历史、经验、仪式、信条)而变得明显的盲点,尤其是当不同的信徒实际实践这些盲点时,以及使用一系列《世界宗教》教科书,模仿21世纪的世界宗教教学法,而不存在单一的“答案正确”综合症。研讨会参与者不仅将宗教视为一条智慧之路,而且将其视为一种权力的行使,他们审视了霸权的无形假设,并对选定的世界宗教的经验现实进行了富有想象力的跳跃——与此同时,他们在认识论上保持着谦逊。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
“Dear World Religions 101 Professor: Some Essentials About Non-Essentializing”
Abstract Thirty professors gathered for a 2017 National Endowment in the Humanities summer institute, “The Challenges of Teaching World Religions,” to confront complexities and nuances, hegemonies and political intrigue, hypocrisies and paradoxes–as these and other challenges play out in the present state of Religious Studies. This is the story of one participant’s attempt to practically apply often abstract or esoteric expertise in the 101 classroom. Modern comparative religious study is modeled on biology, which presumes an unchanging essence. However, World Religions professors must accept that religions change and vary, so beyond the inception of founding texts and principles, in an existential sense, there is no stable essence in lived traditions. Therefore “religion” can never be essentialized into an undisputed whole, so “religions” should best be kept as a plural. As an example for World Religions pedagogy, NEH participants scrutinized blindspots that became visible with greater exposure to the diversity (political, historical, experiential, ritualistic, creedal) within each religious tradition, especially as they are actually practiced by various adherents, so hearing from a range of guest speakers, visiting sites, and using a range of World Religions textbooks modeled a twenty-first century pedagogy for teaching World Religions without the monocular “having the right answer” syndrome. Seeing religion not only as a path of wisdom, but also as an exercise of power, seminar participants examined the invisible assumptions of hegemonies, and made imaginative leaps to the experiential reality of selected world religions–all the while, having epistemological humility.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.30
自引率
0.00%
发文量
16
期刊最新文献
50 Years of Religion & Education: The Origins of the Journal and the Interdisciplinary Study of Religion and Education Religion, Education, and the Future of Democratic Pluralism Review: Spirituality That Makes a Difference, by Charles R. Kniker, Eugene, OR: Wipf & Stock, 2022; ISBN: 978-1-6667-1789-1 “One More Thing”: Clarifying the Evidence Around Christian Privilege in Higher Education Catholic and Public Schools Compared: Examining Achievement Growth in an Urban Center
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1