Consider Making Religious Literacy a Goal of Your Brown Education. Here

Total Page:16

File Type:pdf, Size:1020Kb

Consider Making Religious Literacy a Goal of Your Brown Education. Here Religious Studies RELS 0040 Contemplative Traditions of Asia RELS 0055 Modern Problems of Belief RELS 0058 Christianity & Culture RELS 0065 On Being Human: Religious & Philosophical Conceptions of Self RELS 0365 God & Poetry RELS 0365A Introduction to Biblical Hebrew RELS 0365B Readings in Biblical Hebrew RELS 0400 New Testament & the Beginnings of Christianity RELS 0410 Christianity in Late Antiquity RELS 0600 Islam & Modernity RELS 0750 Death & the Afterlife in the Ancient World Consider making religious literacy a goal of RELS 0820 African American Religious Strategies: Martin & your Brown Education. Malcolm RELS 0880E War in Ancient Israel & its Environment RELS 1105 Judaism: History & Religion Here are some ideas… RELS 1365 Catacomb Religion: Ordinary Christianity in the Age of Constantine Africana Studies RELS 1415B Classical Daoist Thought: Context & Consciousness in AFRI 0110C Autobiography of the Civil Rights Movement the Zhuangzi AFRI 0820 African American Religious Strategies: Martin & RELS 1440 Themes in Japanese Buddhism Malcolm RELS 1530C Interpreting the Self: Biography in Medieval Arabic Literature RELS 1738 Religion, Music, & Politics, 1750 to the Present American Studies RELS 2000 Theory of Religion AMST 1250B Gravestones & Burying Grounds RELS 2100H Pro-Seminar on the Study of Jews & Judaism in the AMST 1611Z The Century of Immigration Greco-Roman Mediterranean RELS 2110B American Religious Romanticism Anthropology RELS 2200S Grief in Late Antiquity ANTH 0110 Anthropology & Global Social Problems: Movements, RELS 2350A Tokugawa Religion Revisited Mobilities, Migration RELS 2400G Late Antiquity into Early Islam: Methods & Problems ANTH 0800 Sound & Symbols: Intro to Linguistic Anthropology RELS 2600J Religion, Power & Practice ANTH 1240 Religion & Culture RELS 2600L Seminar: Afro-Theism ANTH 1322 Human Rights, Social Justice, & Humanitarian RELS 0071 Believers, Agnostics, & Atheists in Contemporary Intervention: The Anthropology of Global Aid Fiction ANTH 1623 Archaeology of Death RELS 0080 Gender, Power God(s) ANTH 1624 Indians, Colonists & Africans in New England RELS 0090F Friendship in the Ancient World ANTH 2321 Coming to Terms with India: Anthropology of RELS 0100 Introduction to Buddhism Colonialism & Nationalism RELS 0130 The Hindu Tradition RELS 0260 Religion Gone Wild: Spirituality & the Environment Archaeology & Ancient World RELS 0290D Women, Sex & Gender in Islam ARCH 0150 Introduction to Egyptian Archaeology & Art RELS 0325 Judaism, Christianity & the Bible ARCH 1436 The Archaeology of Jerusalem: From the Origins to the Ottomans Sociology ARCH 1900 The Archaeology of College Hill SOC 0270 The Sociology of Imagination ARCH 2740 Social Life in Ancient Egypt SOC 0300D Who am I Biology & Medicine University Courses BIOL 0190F Darwinian Medicine UNIV 0540 Introduction to Contemplative Studies UNIV 1520 The Shaping of World Views Classics CLAS 0010 The Greeks CLAS 0210B Death in Ancient Greece CLAS 0850 Mythology of India CLAS 0855 The Bhagavad Gita CLAS 1140 Classical Philosophy of India CLAS 1420 The Culture of Death in Ancient Rome Sanskrit SANS 2120 The Development of Yoga & Samkhya in Early Indian Thought Comparative Literature COLT 0610D Rites of Passage COLT 0810I Tales & Talemakers of the Non-Western World COLT 0811B Believers, Agnostics, & Atheists in Contemporary HIST 1976M Women in the Islamic Middle East Fiction HIST 1978V Islamic Political Thought, Global Islam, & Globalization COLT1310D Between Gods & Beasts: The Renaissance Ovid COLT 1420B A Mirror for the Romantic: The Tale of Genji & The History of Art & Architecture Story of the Stone HIAA 0560 Constructing the Eternal City: Popes & Pilgrims in Renaissance Rome East Asian Studies HIAA 1600A Bosch & Bruegel: Art Turns the World Upside Down EAST 1420 The Confucian Mind HIAA 2440D Afterlife of Antiquity Education Italian Studies EDUC 1850 Moral Development & Education ITAL 0560 Constructing the Eternal City: Popes & Pilgrims in Renaissance Rome Egyptology & Ancient Western Asian Studies ITAL 1010 Dante in English Translation: Dante’s World & the Ancient Western Asian Studies Invention of Modernity AWAS 0400 Intimate Stories: Narrative in Ancient Visual Culture ITAL 1610 The Divina Commedia: Inferno & Purgatorio AWAS 1500 Ancient Babylonian Magic & Medicine AWAS 1700 Astronomy, Divination & Politics in the Ancient World Judaic Studies Egyptology JUDS 0050A Believers, Agnostics, & Atheists in Contemporary EGYP 1330 Selections from Middle Egyptian Hieroglyphic Texts Fiction EGYP 1430 History of Egypt I JUDS 0050J Friendship in the Ancient World EGYP 1440 History of Egypt II JUDS 0050L The Jew in the Modern World JUDS 0090A Introduction to Biblical Hebrew English JUDS 0090B Readings in Biblical Hebrew JUDS 0100 Elementary Hebrew (& following) ENGL 0710B African American Literature & the Legacy of Slavery JUDS 0820 God & Poetry ENGL 0710K Catastrophic Communities JUGS 1620 Jerusalem Since 1850: Religion, Politics, Cultural ENGL 1310T Chaucer Heritage ENGL 1360S Between Gods & Beasts: The Renaissance Ovid JUDS 1630 The Talmud ENGL 1511M Victorian Self & Society JUDS 1640 Judaism: History & Religion ENGL 1511O American Poetry I: Puritans through the Nineteenth JUDS 1710 Antisemitism & Islamophobia Century JUDS 1711 History of the State of Israel: 1948 to the Present ENGL 2360U Sacrifice JUDS 1712 History of Zionism & the Birth of the State of Israel ENGL 2561F “This is what you were born for”: Optimism & JUDS 1713 Intro to Yiddish Culture & Language Futurity JUDS 1740 Kabbalah: Jews, Mysticism & Magic JUDS 1810 Israeli Literature in Hebrew History JUDS 1820 Holocaust Literature HIST 0150B The Philosophers’ Stone: Alchemy from Antiquity to Harry Potter Center for Language Studies HIST 0940H The Jew in the Modern World HIST 0970J Slavery & Historical Memory in the United States Arabic HIST 0971E The US & the Middle East: Image & Imperialism ARAB 0100 First-Year Arabic (& following) HIST 0971J Athens, Jerusalem, & Baghdad: Three Civilizations, One Hindi-Urdu Tradition HNDI0100 Beginning Hindi or Urdu HIST 0971M The Rise of Abolitionism in the Atlantic World: Persian Americas, Europe, & Africa PRSN 0100 Basic Persian (& following) HIST 1020 Living Together: Muslims, Christians, & Jews in PRSN 1200 Iranian Cinema: Before & After the Islamic Revolution Medieval Iberia HIST 1040 Crusaders & Cathedrals, Deviants & Dominance: Europe Music in the High Middle Ages MUSC 0010 Introduction to Western Music HIST 1553 Slavery in the Early Modern World MUSC 0660 Sacred Harp/Shape-Note Singing (and following) HIST 1580 Gandhi’s India: South Asia Before 1947 MUSC 1661 Death & Dying HIST 1755 The Intimate State: US Politics of Gender, Sex, & Family HIST 1801 Religion, Politics, & Culture in America, 1865 to Present Philosophy HIST 1805 First Nations: The People & Cultures of Native North PHIL 0010 The Place of Persons America to 1800 PHIL 0030 Skepticism & Knowledge HIST 1850 American Legal & Constitutional History PHIL 0250 The Meaning of Life HIST 1930U Slavery in the Ancient World PHIL 0880 Ethical Themes in the Contemporary American Short HIST 1930V History of Zionism & the Birth of the State of Israel Story HIST 1972H Sex, Power & God: A Medieval Perspective PHIL 0990V Current Questions about Rational Belief HIST 1972V Modernity, Jews, & Urban Identity in Central Europe HIST 1973U World of Walden Pond: Transcendentalism as a Social & Intellectual Movement Political Science HIST 1975F Early Modern Ireland POLS 1170 Constitutional Law: Individual Rights HIST 1976B Boundaries, Refugees, Conflicts: Partition of 1947 in POLS 1270 Middle East Politics Comparative Perspective POLS 1822U War & Human Rights POLS 2320 Ethnic Conflict .
Recommended publications
  • Religious Advisement Resources Part Ii
    RELIGIOUS ADVISEMENT RESOURCES 2020 PART II Notice Regarding External Resources: The listed resources are provided in this document are operated by other government organizations, commercial firms, educational institutions, and private parties. We have no control over the information of these resources which may contain information that could be objectionable or which may not otherwise conform to Department of Defense policies. These listings are offered as a convenience and for informational purposes only. Their inclusion here does not constitute an endorsement or an approval by the Department of Defense of any of the products, services, or opinions of the external providers. The Department of Defense bears no responsibility for the accuracy or the content of these resources. 1 FAITH AND BELIEF SYSTEMS U.S. Department of Justice Federal Bureau of Prisons Inmate Religious Beliefs and Practices http://www.acfsa.org/documents/dietsReligious/FederalGuidelinesInmateReligiousBeliefsandPractices032702.pdf Buddhism Native American Eastern Rite Catholicism Odinism/Asatru Hinduism Protestant Christianity Islam Rastfari Judaism Roman Catholic Christianity Moorish Science Temple of America Sikh Dharma Nation of Islam Wicca U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA) Religious Literacy Primer https://crcc.usc.edu/files/2015/02/Primer-HighRes.pdf Baha’i Earth-Based Spirituality Buddhism Hinduism Christianity: Anabaptist Humanism Anglican/Episcopal Islam Christian Science Jainism Evangelical Judaism Jehovah’s Witnesses
    [Show full text]
  • Improving Religious Literacy: a Contribution to the Debate
    All Party Parliamentary Group on Religious Education Improving Religious Literacy: A Contribution to the Debate This is not an official publication of the House of Commons or the House of Lords and has not been approved by either House or its committees. All Party Parliamentary Groups are an informal groups of Members of both Houses with a common interest in particular issues. The views expressed in this report are those of the group. All Party Parliamentary Group on Religious Education Officers of the All Party Parliamentary Group: Fiona Bruce MP, Chair David Burrowes MP, Vice-Chair Mary Glindon MP, Vice-Chair Lord Singh of Wimbledon, Secretary Aim of the All Party Parliamentary Group: “To provide a medium through which Parliamentarians and organisations with an interest in Religious Education can discuss the current provision of Religious Education, press for continuous improvement, promote public understanding and advocate effective education for every young person in religious world views.” Acknowledgements: The APPG would like to thank respondents to the public consultation, oral witnesses, interviewees and all those who have shown such a keen interest in this inquiry. The APPG would also like to thank Penelope Hanton and Simon Perfect for their work coordinating the inquiry and compiling this report. Improving Religious Literacy: A Contribution to the Debate Foreword 1 Summary of Evidence Contributors 2 1. Aims, Scope and Methodology 3 1.1. Why now? 3 1.2. Methodology and scope 4 2. Towards a Working Definition 6 2.1. A definition 6 3. Religious Education in Schools 8 3.1. Religious Education in England and Wales 8 3.2.
    [Show full text]
  • Religious Literacy Quiz Stephen Prothero, Boston University
    RELIGIOUS LITERACY QUIZ STEPHEN PROTHERO, BOSTON UNIVERSITY 1. Name the Four Gospels. List as many as you can. 2. Name a sacred text of Hinduism. 3. Name the holy book of Islam. 4. Where, according to the Bible, was Jesus born? 5. George Bush spoke in his first inaugural of the Jericho road. What Bible story was he invoking? 6. What are the first five books of the Hebrew Bible or the Christian Old Testament? 7. What is the Golden Rule? 8. “God helps those who help themselves.” Is this in the Bible? If so, where? 9. “Blessed are the poor in spirit, for theirs is the Kingdom of God.” Does this appear in the Bible? If so, where? 10. Name the Ten Commandments. List as many as you can. 11. Name the Four Noble Truths of Buddhism. 12. What are the seven sacraments of Catholicism? List as many as you can. 13. The First Amendment says two things about religion, each in its own “clause.” What are the two religion clauses of the First Amendment? 14. What is Ramadan? In what religion is it celebrated? 15. Match the Bible characters with the stories in which they appear. (Draw a line from one to the other; some characters may be matched with more than one story or vice versa.) Adam and Eve Exodus Paul Binding of Isaac Moses Olive Branch Noah Garden of Eden Jesus Parting of the Red Sea Abraham Road to Damascus Serpent Garden of Gethsemane RELIGIOUS LITERACY QUIZ (Results) STEPHEN PROTHERO, BOSTON UNIVERSITY Total Students: 122 in 2006; 175 in 2007 Four Gospels: Average=2.3: (Matthew, Mark, Luke, John) 8% said Paul.
    [Show full text]
  • Religious Issues and the Field of English Education Robert Bruce Clemson University, [email protected]
    Clemson University TigerPrints All Dissertations Dissertations 12-2011 Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education Robert Bruce Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Part of the Secondary Education and Teaching Commons Recommended Citation Bruce, Robert, "Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education" (2011). All Dissertations. 854. https://tigerprints.clemson.edu/all_dissertations/854 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. AVOIDING ENGAGEMENT WITH “INVISIBLES:” RELIGIOUS ISSUES AND THE FIELD OF ENGLISH EDUCATION A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Curriculum and Instruction by Robert Todd Bruce December 2011 Accepted by: Dr. Beatrice Bailey, Committee Chair Dr. Suzanne Rosenblith Dr. Robert Green Dr. Paul Anderson ABSTRACT This study used content analysis of selected documents representing the three dimensions of the field of English Education (curriculum, teacher preparation and development, and research) to ascertain how the field was responding to the larger societal problem that religious intolerance and ignorance pose, especially given the growing religious diversity of American society. Data from the documents were classified into four categories derived from various proposals for the incorporation of religious issues into the public school curriculum: religious literacy, religious concerns related to personal development, religious aspects of multiculturalism, and religious issues related to improved civic engagement.
    [Show full text]
  • Religious Literacy in the Social Work Profession ______
    RELIGIOUS LITERACY IN THE SOCIAL WORK PROFESSION _____________________________________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri – Columbia _____________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts By Josephine Butler Dr. Richard Callahan, Thesis Supervisor December 2012 © Copyright by Josephine Butler 2012 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the thesis entitled RELIGIOUS LITERACY IN THE SOCIAL WORK PROFESSION presented by JOSEPHINE BUTLER, a candidate for the degree of Master of Arts, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________ Dr. Richard Callahan ________________________________ Dr. Debra L. Mason ____________________________________ Dr. Nathan Hofer DEDICATION I owe a big ‘thank you’ to Dad, Mom, and JC for all of the support, encouragement, and commiseration throughout the past year. To Jessica Allen, Jami Bamat, Robyn M. Pashke, Danie Becknell and Jessica Choi- I am incredibly lucky to have all of you as friends. Thanks again for the support! ACKNOWLEDGEMENTS I would like to thank Dr. Callahan for his support throughout the process of writing and revising my thesis. You gave me fresh perspectives with which to approach my work. Dr. Mason and Dr. Hofer, thank you for agreeing to be on my committee! Both of your suggestions gave me new fuel to approach my project – I appreciate all of your help! I would also like to thank Dr. Baum for taking me under his wing my first semester in the Graduate Program and challenging me to explore new ways to combine social work and religion in my research.
    [Show full text]
  • Religious Literacy Leadership in Higher Education
    Religious Literacy Leadership Religious Literacy Leadership in Higher in Higher Education Education Programme c/o York St John University Lord Mayor’s Walk York YO31 7EX Published 2010 by Religious Literacy Leadership Leadership Challenges: Case Studies in Higher Education Programme T: 01904 876272 ISBN 978-0-9565402-2-5 E: [email protected] Copyright © Religious Literacy Leadership www.religiousliteracyHE.org in Higher Education Programme 2010 Adam Dinham and Stephen H Jones Leadership challenges Case studies Case studies Religious Literacy Leadership in Higher Education Leadership Challenges: Case Studies Adam Dinham and Stephen H Jones Leadership challenges Contents Case studies 1 Food and accommodation Exams and timetabling 15 Religious observance in halls of residence 30 1 Lectures on a Saturday 2 16 Choice in the college canteen 32 2 Exams during Ramadan 4 Alcohol, bars and events Good campus relations 17 End of term celebrations 34 3 Anti-Semitism and anti-Zionism 6 18 Organisation of freshers’ week 36 4 Rumours about provision for Muslims 8 5 Extremism in the university 10 Admissions and registry 19 Attracting local students 38 Student societies and clubs 20 Interview scheduling 40 6 Autonomy of student societies 12 7 Religious speech on campus 14 Research 8 Personal harassment in a sports club 16 21 Academic freedom and research on martyrdom 42 Student support 22 Researching faith and sexuality 44 9 Religiously sensitive counselling 18 )DLWKDQGVWXGHQWƂQDQFH 20 Chaplaincy 11 Recognition for chaplains 22 12 Establishing a GOR 24 Teaching and curricula 13 References to religion 26 14 Foundational knowledge 28 Case studies Case Studies: Resources for Religious Literacy Leadership in Higher Education In the following case studies we are seeking to complement our conceptual analysis with examples of real-life challenges and dilemmas posed by religious faith in university settings.
    [Show full text]
  • Introduction to Religious Literacy
    Christian Leadership in a Multifaith World Curriculum Designed by IFYC & CCCU Module 2 – Religious Literacy Activity 1– Introduction to Religious Literacy Overview In this activity students will be introduced to the concept of religious literacy. Students will learn why it is essential, as Christians, to develop an understanding of other religious beliefs and practices. Students will also come to understand that religious literacy doesn’t necessarily mean mastering content, but rather learning to ask the right questions and find good answers. Learning Outcomes Students who successfully complete this activity will: • Distinguish the difference between religious literacy and religious knowledge • Consider how the use of the 3 virtues (appreciative knowledge, narrative imagination, receptive humility) can help a Christian to develop their religious literacy • Identify useful questions and approaches for how to enhance religious literacy External Materials • An Unexpected Friendship Activity Content While related, religious literacy is different than completing a scholarly study of religion. Understanding the theology and history of religions is a worthwhile pursuit, but what is more useful for daily life in a diverse world is shifting the focus to learning how religious others live out their lives, as opposed to focusing solely on religious beliefs. This makes room for mutually beneficial relationships to be established - as we listen and learn from others’ stories, we hope that they, too, will be eager and willing to hear our own. A foundational concept in the Judeo-Christian tradition is the belief in the Imago Dei - the idea that all human beings are made in the image of God, and thus, reflect aspects and characteristics of God back into the world.
    [Show full text]
  • Knowledge Gaps on Religious Literacy and Constitutional Rights in Kenya Baseline Study Report December 2019
    Knowledge Gaps on Religious Literacy and Constitutional Rights in Kenya Baseline Study Report December 2019 Submitted by: ETC Consulting Ltd Methodist Ministries, Block B 2nd Floor, Lavington, P.O. Box 76269, 00508 Yaya, Nairobi, Kenya Phone : +254 (0)786 959 418/ : +254 (0)701 282 184 E-mail:[email protected] ACKNOWLEDGEMENT This baseline study was conducted to inform the implementation of the Norwegian Agency for Development-funded consortium project, “’Religious minorities in Kenya: Overcoming divides, respecting rights.” (RMP). The project is led by Muslims for Human Rights (MUHURI) and implemented together with The Network for Religious and Traditional Peacemakers (NRTP), Islamic Relief Kenya (IRK), The Supreme Council of Kenya Muslims (SUPKEM) and Tangaza University. TABLE OF CONTENTS TABLE OF CONTENTS ......................................................................................................... i List of Acronyms: .................................................................................................................. iii SUMMARY ........................................................................................................................... iv KEY FINDINGS ..................................................................................................................... v CHAPTER ARRANGEMENT ................................................................................................ vi CHAPTER 1: INTRODUCTION ..........................................................................................
    [Show full text]
  • Guidelines for Teaching About Religion in K-12 Public Schools in the United States Produced by the AAR Religion in the Schools Task Force; Diane L
    for Teaching About Religion in K-12 Public Schools in the United States Guidelines for Teaching About Religion in K-12 Public Schools in the United States Produced by the AAR Religion in the Schools Task Force; Diane L. Moore, Chair Copyright © 2010 American Academy of Religion Executive Summary The United States Department of Education requires states to develop content standards and academic assessments for each subject taught in public schools from kindergarten through twelfth grade (K-12). State departments of education are guided in this task by national educational associations that have crafted their own standards and guidelines using the collective wisdom of scholars and educators in each subject. Though religion is not a separate, required subject in public K 12 schools, religion is embedded in curriculum standards across disciplines, especially in social studies and English, and there are a growing number of elective courses that focus on religious themes or topics explicitly. Because 1) the study of religion is already present in public schools, 2) there are no content and skill guidelines for educators about religion itself that are constructed by religious studies scholars, and 3) educators and school boards are often confused about how to teach about religion in constitutionally sound and intellectually responsible ways, the American Academy of Religion (the world’s largest association of religion scholars) has published these Guidelines as a resource for educators and interested citizens. Three premises inform this project: illiteracy regarding religion 1) is widespread, 2) fuels prejudice and antagonism, and 3) can be diminished by teaching about religion in public schools using a non-devotional, academic perspective, called religious studies.
    [Show full text]
  • Religious and Cultural Literacy and Competency Resources and Tool
    Tip Sheets: Engaging Faith Communities V1.1 Resources and Tools for Religious Literacy and Competency Building religious literacy and competency is an ongoing process, with a wealth of self- directed study resources as well as classroom training available. A good starting point is taking a religious literacy self-assessment quiz and then proceeding to self-study with a focus on the religious traditions you work with. Smartphone apps are available for use in the field when scheduling meetings and for locating culturally-appropriate food vendors. Starting Points: NATIONAL DISASTER INTERFAITHS NETWORK AND USC CRCC RESOURCES Available for download from: http://www.n-din.org and http://crcc.usc.edu/resources/publications Religious Holiday Calendar Tip Sheets The Disaster Tip Sheets for U.S. Religious Leaders have been developed to assist religious leaders in any community. Religious Holiday Calendar Appropriate for any faith tradition, they address all-hazards planning and cover topics from across the entire disaster lifecycle, such as how they and/or their house of worship can respond to crises, including how to coordinate volunteers, manage donations, provide mass care, attend to spiritual and mental health needs, and continue their many services post- General Religion Info disaster. The Disaster Tip Sheets for Faith Community Partners are Religions provided to inform religious literacy, cultural competency and reasonable religious accommodation mandates for U.S. Mass Care providers, and to assist staff and volunteers in competently Religion-Specific meeting the needs of several major religious groups during sheltering. Find Gurdwara Field Guide Working with U.S. Faith Communities During Crises, Disasters and Public Health Emergencies.
    [Show full text]
  • Reflections on the Progress of Developing Religiously Literate Citizens in England
    Professional REflection: Theory and practice Reflections on the Paul Smalley is a Senior Lecturer progress of developing in RE at Edge Hill University and is the Chair of NASACRE. He leads an Undergraduate Secondary RE religiously literate with QTS degree and researches educational policy and practice related to RE and Collective citizens in England Worship. On Twitter as @PabloPedantic Paul Smalley [email protected] Religious literacy is an important topic and one that has been given considerable attention in recent years. It is, however, an imprecise term depending as it does on the hugely contested concept of religion. Here Paul Smalley contributes a provocative article that suggests that RE over recent years has been guilty of producing discontented philosophers rather than religiously literate young people. Introduction Religious education in the Basic literacy is defined by Kirsch (2001) as The context of this article is Andrew Wright’s secondary school: prospects the ability to read, write or speak a given seminal 1993 book Religious Education for religious literacy language based on background knowledge in the Secondary School: Prospects It is now 25 years since I completed my in it. Hirsch (2009) argues that to engage for Religious Literacy, published in the degree in Biblical Studies and Andrew in democratic society there needs to be a shadow of the White Paper Choice and Wright published his book. Reading it as common literacy, but this use of language Diversity (DfE 1992). It will draw parallels part of my PGCE helped shape my thinking goes hand in hand with the common between the situation in England then and educational philosophy.
    [Show full text]
  • AN INTERVIEW with STEPHEN PROTHERO Conducted by Randall J
    12 Historically Speaking • May/June 2008 RELIGION IN AMERICAN HISTORY: AN INTERVIEW WITH STEPHEN PROTHERO Conducted by Randall J. Stephens STEPHEN PROTHERO’S RELIGIOUS LITERACY: WHAT EVERY unlike Europeans, Americans know very little about ancient and modern religions that American Needs to Know—And Doesn’t (HarperOne, 2007) calls for re- have shaped the East and the West. Chair of the department of religion at Boston Uni- newed commitment to religious education. A New York Times best seller, the book versity, Prothero has authored a number of other books and articles on American re- is a forceful critique of the growing ignorance of religion and religious history. U. S. ligious history. Associate editor of Historically Speaking Randall Stephens recently citizens are markedly more religious than their secular European counterparts. Yet, spoke with Prothero about his work and the state of the field. Randall Stephens: How has the field of Amer- Know—And Doesn’t (HarperOne, 2007). Not long ican religious history changed in the last few ago I spoke on the subject at the University of decades? Florida. Religious studies students asked, “Why don’t you do more with Judaism?” And my answer Stephen Prothero: Ethnography has dominated re- was, “Because it doesn’t matter as much. It doesn’t ligious history since the 1980s. Robert Orsi’s The have the same influence that Christianity did and Madonna of 115th Street: Faith and Community in Ital- does.” That was a historian’s answer. I wrote more ian Harlem, 1880-1950 (Yale University Press, 1985) about Christianity in Religious Literacy because 85% had a major impact.
    [Show full text]