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Download Full Publication Pedagogies and Practice: How Religious Diversification Impacts Seminaries and Clergy Austin Tiffany Fitzwilliam College September 2018 This Dissertation is submitted for the degree of Doctor of Philosophy. 1 Pedagogies and Practice: How Religious Diversification Impacts Seminaries and Clergy By Austin Tiffany ABstract This thesis considers how religious diversification has shaped the roles of clergy and seminaries. The focus of this qualitative, interview-Based study is seminaries and clergy affiliated with various denominations of Judaism and Protestant Christianity in greater London and New York City. Religiously diversifying societies in the US and England have Brought forth new challenges for clergy and seminaries, prompting new questions about how or why a faith community should or should not engage with diversity in the puBlic square. This study investigates how seminaries and individual memBers of the clergy, as sources of religious authority, are responding to religious diversification in different ways – the former sluggish to recognise the impact of religious diversification in curriculum and pedagogical structures and the latter seeing it as a resource for social action initiatives, local networks, and political activism. This has created a gap Between training and practice whereBy clergy have assumed greater religious authority in religious life. Beyond contriButing to the field of sociology of religion, this thesis concludes By allowing the experience of clergy in interreligious engagement to inform appropriate pedagogies that could Be employed By seminaries. 2 Preface This dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the Preface and specified in the text. It is not suBstantially the same as any that I have suBmitted, or, is Being concurrently suBmitted for a degree or diploma or other qualification at the University of CamBridge or any other University or similar institution except as declared in the Preface and specified in the text. I further state that no suBstantial part of my dissertation has already Been suBmitted, or, is Being concurrently suBmitted for any such degree, diploma or other qualification at the University of CamBridge or any other University or similar institution except as declared in the Preface and specified in the text. It does not exceed the prescriBed word limit. 3 Acknowledgements First, I would like to express my sincerest gratitude to my supervisor, Dr Shana Cohen, for her endless support throughout this process. I certainly would not have made it to this point without her guidance, advice, direction, and patience. I count myself lucky to have a supervisor so interested in my work and dedicated to my success, Both inside and outside academia. Special thanks are due to everyone that contriButed to my research. To the scores of rabBis, priests, professors, and administrators in the United States and England that gave up valuable time to speak with me – thank you. Meeting you and listening to your stories was the highlight of this process. In Between the interviews, I would like to thank the various people who gave me a place to stay – Chris and Dilly, Jessica, Toph, and most of all, Leigh. Academically, I am indeBted to all those who have given feedBack and support – Rupert and Chris for our regular conversations, Dr Weiss and Dr Miley for their feedBack at the end of the first and second years, and the entire team at the Woolf Institute. To Emma, Ed, Sughra, Matt, Miriam, Claire, and everyone else, thank you for your support and friendship. Additionally, thank you to the CamBridge Trust, Woolf Institute, Spalding Trust, Fitzwilliam College, and Hillside for your financial support over the years. I count myself lucky to have found writing inspiration amidst the Fitzwilliam gardens, But the true charm of the college is found in the people, who have gone above and Beyond to make Fitz home. And, after months of staring at the same document, I also count myself lucky for the attentive eyes of Shana, Millie, Jess, Nathaniel, ABBie, Tom, and DeBBie, who undouBtedly made this thesis more enjoyable to read – thank you. Any mistakes left are my own. Last, But not least, I would like to thank all of my friends and family who have Been an endless well of moral support and encouragement. Whether near or afar, you have taken the Brunt of my stress and excitement, neither of which are easy to handle. To ABBie, who has shown me love and patience for the last year and half, thank you for supporting this passion of mine. And above all, thank you to Tom and DeBBie, my parents, and Rosa, my grandmother. They are my Bedrock of support and living proof that love knows no Borders. This thesis is dedicated to them. 4 Table of Contents A Note on Terminology and Acronyms ..................................................................................... 6 Introduction .............................................................................................................................. 8 General statement ................................................................................................................ 8 Religious Diversification ...................................................................................................... 10 Reference to Previous Studies ............................................................................................ 12 Sociotheology ..................................................................................................................... 20 My Research ....................................................................................................................... 28 Outlining the Thesis ............................................................................................................ 35 Chapter One – Religious Contexts and AmBiguous Encounters ............................................. 37 Religion in England .............................................................................................................. 40 Religion in America ............................................................................................................. 56 Prompting Interreligious Engagement: National Policies and Implications ........................ 68 How Events Prompt Interreligious Engagement ................................................................. 70 Conceptualisation: Interreligious Engagement, Theologies of Other Faiths, and Seminary Pedagogies .......................................................................................................................... 77 Where Do We Go From here? ABstract Models and AmBiguous Encounters .................... 89 Chapter Two – Pedagogical Change (or Lack Thereof) ........................................................... 91 Christian and Jewish Seminaries ......................................................................................... 94 Purpose of Seminaries ........................................................................................................ 95 History of Theological Education ........................................................................................ 97 Athens, Berlin, and Theological Education Today ............................................................... 98 Curriculum: Shifting Expectations ..................................................................................... 101 Conclusion ......................................................................................................................... 144 Chapter Three – Clergy: “The Last Great Generalists” .......................................................... 147 The Shaping of Clergy ....................................................................................................... 150 Different Types of Religious Leadership ........................................................................... 159 Modern Challenges of Religious Leadership ..................................................................... 167 Interreligious Social Action and Political Engagement ...................................................... 189 Summarising Clerical Practice ........................................................................................... 215 Chapter Four – Clerical Reflection and Moving Forward ...................................................... 221 Recognising the Social Context: The Need for Interreligious Pedagogies ......................... 222 Taking Action: How Clerical Practice Can Shape Seminary Pedagogies ............................ 223 Conclusion ......................................................................................................................... 235 Appendix A – Semi-Structured Interview Questions ............................................................ 238 Works Cited .......................................................................................................................... 239 5 A Note on Terminology and Acronyms Anglican – Although the Anglican Communion is a gloBal church, for this thesis this term concerns the English church and will Be used interchangeably with the Church of England. In certain contexts, “Church” with a capital “C” will imply the Church of England, whereas “church” implies a gathered community. Clergy – Although religious leaders have a variety of titles, each of them with slightly different meanings (such as vicar and priest, for example), the term “clergy”
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