Defining Religion in a Multi-Cultural World
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David Suchoff Family Resemblances: Ludwig Wittgenstein As a Jewish Philosopher the Admonition to Silence with Which Wittgenstein
David Suchoff Family Resemblances: Ludwig Wittgenstein as a Jewish Philosopher The admonition to silence with which Wittgenstein ended the Tractatus Logico-Philosophicus (1922) also marks the starting point for the emer- gence of his Jewish philosophical voice. Karl Kraus provides an instructive contrast: as a writer well known to Wittgenstein, Kraus’s outspoken and aggressive ridicule of “jüdeln” or “mauscheln” –the actual or alleged pronunciation of German with a Jewish or Yiddish accent – defined a “self-fashioning” of Jewish identity – from German and Hebrew in this case – that modeled false alternatives in philosophic terms.1 Kraus pre- sented Wittgenstein with an either-or choice between German and Jewish identity, while engaging in a witty but also unwitting illumination of the interplay between apparently exclusive alternatives that were linguistically influenced by the other’s voice. As Kraus became a touchstone for Ger- man Jewish writers from Franz Kafka to Walter Benjamin and Gershom Scholem, he also shed light on the situation that allowed Wittgenstein to develop his own non-essentialist notion of identity, as the term “family resemblance” emerged from his revaluation of the discourse around Judaism. This transition from The False Prison, as David Pears calls Wittgenstein’s move from the Tractatus to the Philosophical Investiga- tions, was also a transformation of the opposition between German and Jewish “identities,” and a recovery of the multiple differences from which such apparently stable entities continually draw in their interconnected forms of life.2 “I’ll teach you differences,” the line from King Lear that Wittgenstein mentioned to M. O’C. Drury as “not bad” as a “motto” for the Philo- sophical Investigations, in this way represents Wittgenstein’s assertion of a German Jewish philosophic position. -
Can Family Resemblance Determine a Concept?
Sonia Micu Can Family Resemblance Determine a Concept? What is known as the history of concepts is really a history either of our knowledge of concepts or of the meanings of words. Often it is only after immense intellectual effort, which may have continued over centuries, that humanity at last succeeds in achieving knowledge of a concept in its pure form, in stripping off the irrelevant accretions which veil it from the eyes of the mind1. – Gottlob Frege Abstract This short essay analyses the notion of ‘family resemblance’ and investigates its ability to determine a concept. I explore the topic starting from Frege’s definition of a concept and I imagine possible criticism of the shortcomings brought by the lack of boundaries of this notion. I argue against such an objection and I try to show how a concept can be determined through family resemblance. Introduction In his exploration of the essence of language, Wittgenstein introduced the idea of a web of resemblances that would explain how certain objects are connected through overlapping similarities, rather than through one common feature. The notion of ‘family resemblance’ has created controversy ever since it was introduction in Philosophical Investigations (1953). The main criticism brought to the idea has been its lack of boundaries and the way it prevents this notion from determining a concept. In what follows, I will try to show that failing to determine a sharply defined concept does not make family resemblance incapable of determining a concept altogether. I will start by describing the notion of ‘family resemblance’ and the context which led to its introduction. -
Atheism AO2 Handout Part 1
Philosophy Of Religion / Atheism AO2 Atheism AO2 Handout Part 1 New Atheism successfully shows the incompatibility of science and religion. Evaluate this view. 1. New Atheists seem to argue that scientific theories are based only on evidence, whilst religion runs away from evidence. The claim is that atheism is rational and scientific while religion is irrational and superstitious. Faith is not an element of science since evidence for a correct conviction compels us to accept its truth. As Dawkins says “Faith is a state of mind that leads people to believe something – it doesn’t matter what – in the total absence of supporting evidence. If there were good supporting evidence, then faith would be superfluous…” However, Alister McGrath points out that such a view “fails to make the critical distinction between the ‘total absence of supporting evidence’ and the ‘absence of totally supporting evidence’.” It is true that some facts about the world have been proved (e.g. the chemical formula for water) but the bigger scientific questions such as is there a Grand Unified Theory that explains everything rely on answers based on the best evidence available but they are not certainties. In future years they may well change as new evidence is considered. As Gauch concluded “Science rests on faith”. Dawkins in his book “The God Delusion” does argue that the existence of God is a testable hypothesis and concludes that the hypothesis is falsifiable. Therefore the hypothesis is open to the scientific method. So here is a New Atheist proponent arguing that that the existence of God is a meaningful hypothesis. -
103 Introduction to Religion
University Studies Course Rationale Statement The study of our religious world from its historical context is vital for students to correctly view global human relationships and events in their world today. The modern world is one in which religion plays a central role in social, identity- making, political, and economic events, as well as in the lives of communities and individuals. There is an essential need for ongoing reflection on and questioning of religious traditions, issues, and values. The purpose of REL 201, Introduction to Religious Studies, is to promote understanding and reflection through use of critical examination of primary source materials and investigative surveys of religious history within class lectures and discussions. This class will engage students in critically thinking about religions, humanity, and global society. The critical thinking and writing skills that will be developed in this class will assist the student in any other class they may take. Course Catalog Description (found on the Religious Studies university webpage) REL 201: Introduction to Religious Studies Introduction to the academic interdisciplinary study of religion, including the basic concepts and methodologies employed in understanding religion and interpreting religious beliefs, practices and artifacts. Topics covered may include historical and contemporary debates on religious issues, morality, the sacred and the profane and related themes. Master Syllabus Course: REL 201 – Introduction to Religious Studies Cluster Requirement 4C Course Description: Introduction to Religious Studies introduces students to the academic study of religion as a global concept and phenomenon. This course discusses the definitions, evolution, and forms of religious worldviews and belief systems by examining social definition and identity making, anthropology, theology, symbolism, and literary analysis. -
Inseparable Faith: Exploring Manifestations and Experiences of Faith-Work Integration in Young Alumni from a Christian University Emilie Hoffman Taylor University
Taylor University Pillars at Taylor University Master of Arts in Higher Education Thesis Collection 2017 Inseparable Faith: Exploring Manifestations and Experiences of Faith-Work Integration in Young Alumni from a Christian University Emilie Hoffman Taylor University Follow this and additional works at: https://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Hoffman, Emilie, "Inseparable Faith: Exploring Manifestations and Experiences of Faith-Work Integration in Young Alumni from a Christian University" (2017). Master of Arts in Higher Education Thesis Collection. 90. https://pillars.taylor.edu/mahe/90 This Thesis is brought to you for free and open access by Pillars at Taylor University. It has been accepted for inclusion in Master of Arts in Higher Education Thesis Collection by an authorized administrator of Pillars at Taylor University. For more information, please contact [email protected]. INSEPARABLE FAITH: EXPLORING MANIFESTATIONS AND EXPERIENCES OF FAITH-WORK INTEGRATION IN YOUNG ALUMNI FROM A CHRISTIAN UNIVERSITY _______________________ A thesis Presented to The School of Social Sciences, Education & Business Department of Higher Education and Student Development Taylor University Upland, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _______________________ by Emilie Hoffman May 2017 Emilie Hoffman 2017 Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _________________________ MASTER’S THESIS _________________________ This is to certify that the Thesis of Emilie Hoffman entitled Inseparable Faith: Exploring Manifestations and Experiences of Faith-Work Integration in Young Alumni from a Christian University has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2017 __________________________ _____________________________ Drew Moser, Ph.D. -
Religion–State Relations
Religion–State Relations International IDEA Constitution-Building Primer 8 Religion–State Relations International IDEA Constitution-Building Primer 8 Dawood Ahmed © 2017 International Institute for Democracy and Electoral Assistance (International IDEA) Second edition First published in 2014 by International IDEA International IDEA publications are independent of specific national or political interests. Views expressed in this publication do not necessarily represent the views of International IDEA, its Board or its Council members. The electronic version of this publication is available under a Creative Commons Attribute-NonCommercial- ShareAlike 3.0 (CC BY-NC-SA 3.0) licence. You are free to copy, distribute and transmit the publication as well as to remix and adapt it, provided it is only for non-commercial purposes, that you appropriately attribute the publication, and that you distribute it under an identical licence. For more information on this licence visit the Creative Commons website: <http://creativecommons.org/licenses/by-nc-sa/3.0/> International IDEA Strömsborg SE–103 34 Stockholm Sweden Telephone: +46 8 698 37 00 Email: [email protected] Website: <http://www.idea.int> Cover design: International IDEA Cover illustration: © 123RF, <http://www.123rf.com> Produced using Booktype: <https://booktype.pro> ISBN: 978-91-7671-113-2 Contents 1. Introduction ............................................................................................................. 3 Advantages and risks ............................................................................................... -
The Anti-Essentialism Paper
The New Pragmatism, Anti-essentialism, and What is Universal: It’s The Situation All The Way Down C. F. Abel Stephen F. Austin State University [email protected] The New Pragmatism, Anti-essentialism, and What is Universal: It’s The Situation All The Way Down C. F. Abel Stephen F. Austin State University [email protected] A well-known scientist once gave a public lecture on astronomy. He described how the Earth orbits around the sun and how the sun, in turn, orbits around the center of a vast collection of stars called our galaxy. At the end of the lecture, a little old lady at the back of the room got up and said: "What you have told us is rubbish. The world is really a flat plate supported on the back of a giant tortoise." The scientist gave a superior smile before replying, "What is the tortoise standing on?" "You're very clever, young man," said the old lady. "But it's turtles all the way down!" Introduction “New Pragmatism” attacks the very foundation of pragmatic thought by denying that we may ever have any definitive experience. As what we are experiencing is up for grabs, we can never know any situation that we may encounter, and we are left to ground both our knowledge and our values in our language games alone. This paper argues that this set of claims is founded on two errors, one regarding the nature of language games and the other regarding the nature of deconstruction. The “Old Pragmatism,” by way of contrast, is non-essentialist but not anti- essentialist, and it resolves the problem of how we might know “the situation,” given the subjectivity of our observations and the contingencies of our language games, by suggesting that our experiences can be understood as existing in, and constituted by, the totality of their particular instances or modes at the time of inquiry. -
Theory in the Study of Religion
Chapter 3 Theory in the Study of Religion Donald Wiebe My aim in this paper is to assess the role of theory in ‘religious studies.’1 The task is a general one and will not concern itself with evaluating any specific theory or theories of religion but rather with the appropriateness of the very notion of ‘a theory of religion.’ It will not, however, be an easy undertaking, not only because of its generality but also because of its paradoxical character. To admit of the existence of theories of religion and yet raise the question of the ‘possibility’ of such theories is somewhat odd to say the least. The history of the study of religion, I suggest however, forces us both to the admission and to the question. 1 The Place of ‘Theory’ in Religious Studies The place of theory in ‘religious studies’ has had a rather chequered history. Theory, it seems, lies at the centre of the formation of this so-called ‘new sci- ence’ in the form of what Eric Sharpe in his history of the ‘discipline’ refers to as the ‘Darwinian-Spencerian theory of evolution.’ In concluding a survey of the antecedents of ‘comparative religion’ (i.e. the ‘new science of religion’ of Max Müller) he writes: … with Comte, Darwin and Spencer we have come to the threshold of the hundred years of comparative religion which we are to survey. We have seen something of the variety of approaches to the religions of mankind which could be held before the coming of evolutionism: the Christian 1 My attention in this paper will be focused primarily on the emergence of the study of religion as an academic discipline (i.e., a ‘university subject’) with the rise of the ‘phenomenologists.’ The ‘phenomenologists,’ I would argue, constitute a dominant tradition in the history of the scholarly study of religion. -
Dialogical Grammar: Varieties of Dialogue in Wittgenstein's
ISSN: 2325-3290 (online) Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology Dorit Lemberger Bar-Ilan university Abstract The dialogical character of Wittgenstein’s Philosophical Investigations has received scant attention in the literature, given the work’s status in his total oeuvre, and is dismissed as a marginal as compared to the other differences between the Tractatus and the Investigations. The main lines of interpretation that have been proposed see dialogue as a rhetorical technique intended to present erroneous positions and then refute them, as an exemplification of what can be expressed in language (McGinn 1997; Rhees 1998), or as a reflection of Wittgenstein’s informal teaching method (Malcolm 2001; Savickey et al. 1990). The present article adopts the perspective that Wittgenstein’s use of dialogue makes it possible to track the various modes of language-acts, consonant with his directions to examine the daily use of language (Wittgenstein 2009, §116 and esp. §132), “when language is, as it were, idling.” In his later inquiries, Wittgenstein frequently considers the nature of mental states, accompanied by an attempt to characterize the differences between them while at the same time dealing with the cases in which it is difficult to distinguish them. In this process he made a variety of uses of dialogue, each of which embodies a different aspect of language action. Subsequently I will demonstrate that these different uses are not haphazard. A scrutiny of the nature of the dialogue can help us understand the nature of the activity carried out of the state of consciousness. Finally, I propose a distinction among three main types of dialogue: technical, conversational, and reflexive. -
Religious Studies A.A
Religious Studies A.A. Curriculum Code: 0751 Effective: Fall 2021 – Summer 2026 Description This degree is designed for students who intend to transfer to a four-year college or university to pursue a baccalaureate degree in this subject area. Students completing this curriculum will also satisfy the Michigan Transfer Agreement (MTA) between two-year and four-year institutions in Michigan and qualify for an LCC Transfer Studies Certificate of Achievement (1482). Additional Information A student must earn a minimum grade of 2.0 in all courses. Contact Information Contact the Social Science and Humanities Department, Arts and Sciences Building, Room 2203, telephone number 517-483-1018, or the Academic Advising Department, Gannon Building – StarZone, telephone number 517-483-1904. General Education – Transfer Degrees (MTA), Recommended Courses (For the full list of options, see General Education) English Composition – Select one ENGL 121, Composition I, 4 credits / 4 billing hours ENGL 131, Honors Composition I, 4 credits / 4 billing hours English Composition (second course)/Communications – Select one ENGL 122, Composition II, 4 credits / 4 billing hours ENGL 132, Honors Composition II, 4 credits / 4 billing hours Humanities and Fine Arts Program of Study Required courses will meet this requirement Mathematics – Select one MATH 119, Math Applications for Living, 4 credits / 4 billing hours MATH 120, College Algebra, 4 credits / 4 billing hours STAT 170, Introduction to Statistics, 4 credits / 4 billing hours STAT 215, Intro to Probability -
Definitions of "Religion"
What IS “religion?” E.B. Tylor: "It seems best. .simply to claim as a minimum definition of Religion the belief in Spiritual Beings." James Frazer: Religion began in early attempts by humans to influence nature. Religion is an intermediate stage of development between magic and science. William James: “‘Religion’ means the feelings, acts, and experiences of individual men in their solitude, so far as they apprehend themselves to stand in relation to whatever they may consider the divine…the belief that there is an unseen order, and that our supreme good lies in harmoniously adjusting ourselves thereto." F. Schleiermacher: Religion is "the sense and taste for the infinite." Religion is a feeling of total dependence upon a source or power that is distinct from the world. Mircea Eliade: "It is unfortunate that we do not have at our disposal a more precise term than 'religion' to denote the experience of the sacred." Rudolf Otto: Religions emerge from a mysterious encounter with the sacred. The “sacred” is: “mysterium tremendum et fascinans” (“a mystery that causes trembling and fascination”) Emile Durkheim: Religion is "a system of ideas with which individuals represent to themselves the society of which they are members and the obscure but intimate relations which they have with it." "A religion is a unified system of beliefs and practices relative to sacred things, that is to say, things set apart and forbidden, beliefs and practices which unite into one single moral community called a Church all those who adhere to them." Sigmund Freud: "Religion would thus be the universal obsessional neurosis of humanity; like the obsessional neurosis of children, it arose out of the Oedipus complex, out of the relation to the father." Clifford Geertz: Religion is (1) a system of symbols which acts to (2) establish powerful, pervasive, and long-lasting moods and motivations in men by (3) formulating conceptions of a general order of existence and (4) clothing these conceptions with such an aura of factuality that (5) the moods and motivations seem uniquely realistic. -
Statement on Diversity: As a Subfield of Religious Studies, the Study of Comparative Mysticism Has Been Dominated by Male White Western Scholars Since Its Inception
California Institute of Integral Studies EWP9566: ADVANCED Ph.D. SEMINAR: COMPARATIVE MYSTICISM Spring 2014 (3 units) Thursdays 3:00pm-6:00pm (Jan 30-Mar 13; Mar 27-May 1); Saturday 10-5pm (May 10) Instructor: Jorge N. Ferrer, PhD. Tel. (415) 575-6262; email: [[email protected]]. Course Description: In the spirit of dialogue and inquiry, this advanced seminar provides an in-depth exploration of the field of comparative mysticism. After discussing the various meanings of the term “mysticism,” an overview of the field of comparative mysticism and its methodological foundations will be offered. We will discuss the major horizons of the field, as well as the main families of interpretive models in the field: typological, perennialist, constructivist, feminist, neo-perennialist, evolutionary, contextualist, postmodern, pluralist, and participatory. Topical sessions will address five contemporary areas of inquiry in the study of mysticism: (1) the intermonastic dialogue, (2) mysticism and gender, (3) embodiment and erotic mysticism, (4) the ethics of mysticism, and (5) psychedelic research and mystical experience. Students select two mystical traditions, authors, notions or phenomena and compare them applying one of the models studied or their own comparative approach. Students are encouraged to approach the study of mystics and mystical texts from an empathic, participatory, and contemplative perspective. Summary of Educational Purpose: The main purpose of this course is to deepen students’ knowledge of classic and contemporary approaches to the study of mystical phenomena and comparative mysticism. An additional objective is to guide students in the selection of the most appropriate comparative approach for their research interests. Learning Objectives: After completing this course, students will be able to: 1.