DOCSLIB.ORG

Engaging Narrative As a Model for Interfaith Pedagogy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Engaging Narrative As a Model for Interfaith Pedagogy FOR LOVE OF NEIGHBOR: ENGAGING NARRATIVE AS A MODEL FOR INTERFAITH PEDAGOGY Submitted by Amy PoppingA to the University of Exeter As A thesis for the degree of Doctor of Philosophy in Theology In August 2018 This thesis is AvailAble for Library use on the understAnding thAt it is copyright materiAl And thAt no quotAtion from the thesis may be published without proper Acknowledgement. I certify thAt All materiAl in this thesis which is not my own work hAve been identified And thAt no materiAl hAs been previously submitted And Approved for the AwArd of A degree by this or Any other University. SignAture: ………………………………………………………. Abstract Religious literacy And relAtionship building between religious groups And individuAls remain A cruciAl need in the United StAtes. This need is pArticulArly Acute in ‘diversity deserts,’ such As religiously exclusive college campuses. Colleges must respond to this need And course curriculum can provide An AdvantAgeous And effective stArting point. The new And emerging field of InterfAith Studies provides useful lAnguAge, concepts, And methods thAt can be Applied to reseArch And sources within estAblished Academic disciplines to creAte new pedAgogical models to better equip students to live well in A religiously diverse America. By demonstrating how educationAl objectives from the field of InterfAith Studies can be integrated into existing curriculAr models thAt utilize ethnographic nArratives, An innovative model of interfAith pedAgogy can be creAted. This method, called the shared experience model relies primarily on the work of Oddbjørn Leirvik And Eboo Patel, two leAding thinkers in the field of whAt is being called InterfAith or Interreligious Studies. When Applied to four ethnographic nArratives of young Muslim Americans constructed from methods rooted in ethnography And nArrative inquiry, the shared experience model can result in A reAder’s development of, appreciative knowledge and narrative imagination, two key capAcities from InterfAith theory. Acquisition of appreciative knowledge and narrative imagination through engAgement with A nArrative fosters empAthy And Admiration - moving the reAder from tolerance to AppreciAtion. Ultimately, it results in A self-reflection thAt prepAres the reAder to begin to consider And ArticulAte their own nArrative identity. 2 Acknowledgements I would like to express my heArtfelt gratitude for everyone who Assisted me in completing this project. First, to my fAmily. Eric PoppingA, you hAve been so pAtient And there Are no words for the steAdy support you hAve offered to me from the very beginning. Cole And Luke, you were so little when this All stArted And now you Are old enough to understAnd why Mom gets A little crazy when A chApter deAdline is ApproAching. You bring me such joy And I will AlwAys cherish the time we spent living in Devon, And the two little pAirs of muddy boots by the gAte thAt indicated you hAd another Adventurous wAlk with DAd At the beAch while Mom wAs typing. To my pArents and in-lAws, thAnk you for the hours of bAbysitting And support. Most of All to my mom- my unofficiAl editor, scribe, And general source of encouragement. You helped pick me up more times thAn I can count. Dr. Reed, you quite genuinely, rescued me in the middle of this journey. Your commitment to me went fAr beyond whAt should be expected from A supervisor, And there is not A pAge in this thesis thAt hAs not benefitted from your wisdom And expertise. You hAve shAped me As A scholAr, but Also As A teAcher. You hAve modeled An ethic for both thAt I can only strive to emulAte in my career. I Am sincerely, forever grateful. I must thAnk the young Muslims who so openly shAred their lives with me over the lAst several yeArs. I hAve witnessed All of you extending endless Amounts of pAtience And tolerance in both your personAl And professionAl lives As you field questions And scrutiny About your identity As Muslim Americans. This work is for you. These Are your stories. I Am so honored to hAve worked with you And I never AnticipAted our time together would yield enduring friendships…and wedding invitAtions! Your love for God And fAmily hAs continued to inspire my own. So finAlly, I thAnk my CreAtor. Your love for me hAs sustAined me through dArk times. I believe you Are the giver of All good things And may I seek to honor you with my words And deeds. “I lie down And sleep; I wAke AgAin, for the Lord sustAins me.” Ps. 3:5 3 Table of Contents Abstract…………………………………………………………………………………………2 Acknowledgments……………………………………………………………………………..3 ChApter One: Introduction……………………………………………………………………9 1.1 Background And Historical Context: Religion in the United StAtes…………10 1.2 ReseArcher’s Perspective……………………………………………………….12 1.3 An Example from My Own TeAching Context………………………………… 1.3.A Applying My Experience 1.4 StAtement of ReseArch Problem, And Aims of the Thesis 1.5 ConceptuAl Framework 1.6 Assumptions And LimitAtions 1.7 Conclusion 1.8 Thesis Structure ChApter Two: Review of RelAted Literature 2.1 The Emerging field of InterfAith Studies 2.1.A Historical Roots 2.1.b Martin Buber (1878-1965) The Space Between, I-Thou 2.1.c HAns-Georg GAdAmer (1900-2002): Transformative Dialogue 2.1.d Emmanuel LevinAs (1906-1995): Vulnerability and Responsibility 2.1.e Wilfred CAntwell Smith (1916-2000) Individual Experience 2.1.f LeonArd Swidler (1929-present): Necessary Dialogue 2.2 Key LeAders in the Modern InterfAith Movement 2.2.A Oddbjørn Leirvik: A Relational Model for Interreligious Studies 2.2.b Eboo Patel: A Practical Model for InterfAith Action 2.3 Synthesizing Patel And Leirvik: Creating an Interfaith Pedagogy 2.4 NAming the Field: ChAllenges, Emerging Questions, and ‘Interreligious’ vs ‘InterfAith’ 2.5 RelAted ScholArship in the Field Relevant to ReseArch 2.5.A Sheryl KujAwA-Holbrook: God Beyond Borders, and ‘Interreligious LeArning’ 2.5.b Bud Heckmann And Rori Picker Neiss: InterActive Faith 2.5.c Jennifer Howe PeAce, Or N. Rose, And Gregory Mobley: My Neighbor’s Faith – and the Field of Literature in General 2.6 Defining Praxis for InterfAith Studies 2.7 Using NArratives to Help Define Core Competencies And Concepts For Productive InterfAith EngAgement 2.7.A Eboo Patel: Appreciative Knowledge 2.7.b Narrative Imagination: MarthA NussbAum 4 2.7.c Shared Experience: ZAreenA GrewAl 2.8 Pluralism, Evangelicals, And my ClAssroom 2.9 Muslim Americans 2.10 Muslims As Americans 2.11 Religious Identity, not Ethnicity 2.12 OriginAl Contribution ChApter Three: Methodology: Developing An InterfAith PedAgogy 3.1 InitiAl Conception of ReseArch: Working with Muslim Americans 3.2 Utilizing NArratives As A PedAgogical Tool: Framing A NArrative Around One’s Religious Commitment 3.3 Choosing Ethnography And NArrative Inquiry 3.3.A Ethnography 3.3.b NArrative Inquiry 3.4 Applying InterfAith Theory: Thinking Across DisciplinAry BoundAries 3.4.A Why NArratives And Not FAce to FAce Encounters? 3.5 NArrative ParticipAnts 3.6 Procedure 3.6.A Field Work 3.6.b VirtuAl Fieldwork 3.6.c MarriAge As An InitiAl Topic for Interviews 3.7 LimitAtions 3.7.A ReseArch FAtigue 3.7.b “Insider” vs. “Outsider” StAtus 3.7.c Humans Are “Human” 3.8 Conclusion: The Result And the PotentiAl 3.9 Overview of NArrative ChApters ChApter Four: NAdiA And Kasim: A TAle of Two Siblings 4.1 Introduction 4.2 ChApter Structure 4.3 The AbAza Siblings 4.3.A Kasim (Background) 4.3.b NAdiA (Background) 4.4. Life in the AbAza FAmily 4.5 Religion And FAmily Life 4.6 Gender DynAmics 4.7 “Recalibration Vacation” 4.8 LeAning in to the Ummah 4.9 College Life And the MSA 4.10 Boy Meets Girl 4.11 Kasim Finds his “fit” 4.12 ShAred Roots 4.13 ShAred Religion 4.14 NAdiA’s Time of Transition 4.15 Where the Boys Are 5 4.16 AbAza MarriAge DynAmics: “equitAble, if not equAl” 4.17 NAdiA’s StAndArds 4.18 Whom will “fit” with NAdiA? 4.19 Why CAn’t NAdiA Find Someone? 4.19.A The ObstAcles: Virginity and Purity 4.19.b NAdiA’s HeAlth 4.19.c VirtuAl Matchmaking 4.19.d LAck of SuitAble Partners 4.20 Conclusion/Findings 4.21 ShAred Experience Model: ApproAching NAdiA And Kasim through an InterfAith PedAgogy 4.21.A PedAgogical Application (Guide for the ReAder) 4.21.b AppreciAtive Knowledge 4.21.c NArrative ImaginAtion 4.21.d Questions for Consideration: Identity 4.21.e Questions for Consideration: FAmily Life And Community Obligation 4.21.f Questions for Consideration: Gender 4.21.g Questions for ConsiderAtion: MarriAge 4.21.h BroAder Thematic Questions 4.21.i PedAgogical Application (Instruction) ChApter Five: AminA’s Future 5.1 Introduction 5.2 ChApter Structure 5.3 AminA 5.3.A AminA (Background) 5.3.b Coming to America 5.3.c Where is MinnesotA? 5.4 TeAchers, Mentors, CoAches 5.5 Life in College 5.6 AminA’s Tenuous RelAtionship with IslAm 5.7 AminA, Gender And the HijAbi Cult 5.8 AminA Becomes A Girlfriend 5.9 AminA’s Thoughts on MarriAge 5.10 AminA the Self-ProclAimed Feminist 5.11 Conclusion/Findings 5.12 ShAred Experience Model: ApproAching AminA Through An InterfAith PedAgogy 5.12.a PedAgogical Application (Guide for the ReAder) 5.12.b AppreciAtive Knowledge 5.12.c NArrative ImaginAtion 5.12.d Questions for Consideration: Identity 5.12.e Questions for Consideration: FAmily Life And Community Obligation 5.12.f Questions for Consideration: Gender 6 5.12.g Questions for Consideration: MarriAge 5.12.h BroAder Thematic Questions 5.12.i PedAgogical Application (Instruction) ChApter Six: MohAmmed’s Destiny 6.1 Introduction 6.2 ChApter Structure 6.3 MohAmmed: SacrificiAl One 6.3.A MohAmed (Background) 6.3.b Coming to America 6.3.c Settling In 6.4 MohAmmed’s UnderstAnding
Load more

Recommended publications
  • Introduction to Interfaith Leadership
    Introduction to Interfaith Leadership Interfaith Youth Core and Dominican University are delighted to share the complete curriculum for the course Introduction to Interfaith Leadership. This complete curriculum is available for faculty to use in their classrooms in a blended learning format, and will soon be available as a distinct online course. The resources that comprise this course were designed to be adaptable to meet the needs of faculty in diverse disciplines, and include dynamic videos, suggested readings, student assignments, discussion prompts, and assessment tools. There is no fee to use these materials. This project was made possible by generous funding from the Henry Luce Foundation. This document includes descriptions of course content as well as samples of readings, assignments, and discussion prompts. To preview the entire suite, including videos, or to use any of this curriculum in an upcoming course, please email [email protected]. Sample course components by lesson and module: Page 2 | Lesson 1: Introduction to Interfaith Leadership Page 4 | Lesson 2: Key Concepts of Interfaith Leadership Page 7 | Lesson 3: Identity of an Interfaith Leader Page 9 | Lesson 4: Cultivating Appreciative Knowledge Page 12 | Lesson 5: Historical Examples of Interfaith Cooperation Page 15 | Lesson 6: Theologies and Ethics of Interfaith Cooperation Page 18 | Lesson 7: The Movement Now Page 20 | Lesson 8: Interfaith Leadership in Action Lesson 1: Introduction to Interfaith Leadership Module 1.1: Defining Interfaith Leadership Video (4 min): This
    [Show full text]
  • Undergraduate Course Catalog 2020-2021
    Undergraduate Course Catalog 2020-2021 2020-2021 The COVID-19 pandemic is giving all of us in the MU community a real-world learning opportunity that few of us ever imagined. This year is like no other, and we will learn together as we have never learned before. You will learn about yourself and make friends from many walks of life. You will learn about our differences and our shared humanity. You will learn about perseverance and resilience. As we move through this extraordinary year in history, you also will learn the value of true community, rooted in our mission to live compassionate lives and respect the infinite worth of every person. The journey is yours, but you will find a lot of support and encouragement along the way. In this University Catalog you’ll find: • Our mission and values • Majors, minors, certificates and courses • Graduation requirements • Faculty • Campus facilities • Lots of “nuts and bolts” information about MU For other questions not answered in this catalog, please don’t hesitate to ask. Asking questions is how we all learn and it’s an important step toward solving today’s problems and those we cannot yet imagine. Welcome to Manchester and this extraordinary year. Dave McFadden President Table of Contents 2020-2021 Calendar ........................................................................................................ 1 The Institution ................................................................................................................ 3 Academic Program ........................................................................................................
    [Show full text]
  • Spring 2013 Newsletter
    Non-prot UNIVERSITY YMCA organization of the University of Illinois US Postage Paid 1001 South Wright St, Champaign, IL 61820 Permit #183 Champaign, IL www.universityymca.org SPRING 2013 NEWSLETTER SPRING 2013 NEWSLETTER SUSTAINING THE LEGACY University YMCA of the University of Illinois WHAT’S INSIDE: EBOO PATEL Celebrating 140 Years of Service, Reflection, and Action at the Y Home Away From FOUNDER OF Home for Miss V For the past 140 years, the University In the coming months, there will be a GLOBAL CENTERS FOR EXCELLENCE INTERFAITH YMCA has served as a bridge between the number of opportunities to learn more how Global Centers campus and community, providing student you can join in on this exciting new initia- for Excellence YOUTH CORE leaders the opportunity to apply what they tive. The first such event will be in Chicago learn in the classroom by making a differ- on Monday, March 11 when Governor Pat Y Bike Share ence in the community. Quinn will join us for a reception to Coming Soon Interfaith Activist Eboo Patel will Author of the book Acts of Faith: celebrate our 140th Anniversary and kick- To help celebrate this incredible milestone, speak at Friday Forum at noon The Story of an American Muslim, “SACRED GROUND” off the Sustaining the Legacy campaign “Faith in Action” our Board of Governors has announced the with our friends and alumni in the Chicago about his core belief that religion is and his latest book Sacred Ground: @ Friday Forum FRIDAY FORUM LECTURE creation of our Sustaining the Legacy cam- area. For more information, please contact a bridge of cooperation rather than Pluralism, Prejudice, and the Prom- paign.
    [Show full text]
  • How Boomers Turned Conventional Wisdom on Its Head > Metlife Mature Market Institute White Paper
    W H I How Boomers Turned Conventional T E P Wisdom on Its Head A P E R A Historian’s View on How the Future May Judge a Transitional Generation H o w B o o m e r s “Will you still need me, will you still feed me, when I’m 64.” T u r — Paul McCartney (1964) n e d C o n v e “A man is a success if he gets up in the morning and gets to bed n t i at night, and in between he does what he wants to do.” o n — Bob Dylan (1997) a l W i s d o m o n I t s H e a d A White Paper by W. Andrew Achenbaum, Ph.D. April 2012 The MetLife Mature Market Institute ® The MetLife Mature Market Institute is MetLife’s center of expertise in aging, longevity and the generations and is a recognized thought leader by business, the media, opinion leaders and the public. The Institute’s groundbreaking research, insights, strategic partnerships and consumer education expand the knowledge and choices for those in, approaching or working with the mature market. The Institute supports MetLife’s long-standing commitment to identifying emerging issues and innovative solutions for the challenges of life. MetLife, Inc. is a leading global provider of insurance, annuities and employee benefit programs, serving 90 million customers in over 50 countries. Through its subsidiaries and affiliates, MetLife holds leading market positions in the United States, Japan, Latin America, Asia Pacific, Europe and the Middle East.
    [Show full text]
  • Alleviating the Clash of Ignorance(S): an Ismaili Muslim Initiative in Canada
    Alleviating the Clash of Ignorance(s): An Ismaili Muslim Initiative in Canada Alyshea Cummins M.A. Wilfrid Laurier University, 2012 Thesis submitted to the University of Ottawa in partial fulfillment of the requirements for the Doctorate in Philosophy degree in Religious Studies Department of Classics and Religious Studies Faculty of Arts University of Ottawa © Alyshea Cummins, Ottawa, Canada, 2021 Alleviating the Clash of Ignorance(s) - ii TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................................................ II ABSTRACT ................................................................................................................................................................. V ACKNOWLEDGEMENTS ....................................................................................................................................... VI LIST OF TABLES .................................................................................................................................................. VIII LIST OF CHARTS .................................................................................................................................................... IX LIST OF FIGURES .................................................................................................................................................... X LEGEND ....................................................................................................................................................................
    [Show full text]
  • RLE 2012.11.09D Panel 3 Transcript
    BOSTON COLLEGE BOISI CENTER FOR RELIGION AND AMERICAN PUBLIC LIFE Symposium on Religion and the Liberal Aims of Higher Education Transcription of Panel III: “Dynamic Tensions” Friday, November 9, 2012, 3:00pm The Heights Room of Corcoran Commons, Boston College featuring: Susan Jacoby Eboo Patel Author and Independent Scholar Founder and President, Interfaith Youth Core Nicholas Wolterstorff Moderated by Mark Oppenheimer Noah Porter Professor Emeritus of New York Times columnist and Lecturer in Philosophical Theology, Yale University English at Yale University Introduced by Erik Owens Associate Director, Boisi Center for Religion and American Public Life, Boston College OWENS: Thank you all. We are moving apace through the day, coming now to our final panel discussion of the afternoon. Directly after this panel, without break, will be the brief closing remarks by our president, Father Leahy. After that, more food and drink to celebrate and continue the conversations we have started here. So I invite you to take your seats now and join me for what promises to be a terrific conversation that we’re describing—perhaps euphemistically—as “dynamic tensions.” We’re delighted to have as our moderator Mark Oppenheimer, columnist from the New York Times as well as a lecturer in English at Yale University, and he’ll take over from here. Thank you, Mark. OPPENHEIMER: Okay, thank you. Welcome. It so happens, Erik, that I lost all the notes you gave me on the phone about what I’m supposed to do, which is great, because then I get to do what I want to do. Let me just say, first of all, that as ever you have these panelist biographies in your brochure.
    [Show full text]
  • Virtual Program
    VIRTUAL PROGRAM Thank you to the CLDE20 Planning Committee Members • Lance Lippert, Illinois State University • Molly Kirby, Western Kentucky University • Andrew Brown, Doane University • Bekah Selby, Emporia State University • Romy Hübler, University of Maryland, Baltimore County • Chase Stockton, CLDE Intern, Missouri State University • Nicole Flangas, CLDE Intern, University of Nevada, Reno • Samantha Collins, Salt Lake Community College • Michael Dean, Lead MN • Aurora Zwick, Moraine Valley Community College • Cynthia Anderson, Moraine Valley Community College • Mary Tosch, Waubonsee Community College • Charlotte Quigley, Middlesex Community College Thank you to our Sponsors • The New York Times • World101 from the Council on Foreign Relations • Democracy Works • Up to Us • The National Society of Leadership and Success • University of Tennessee, Martin • Compact2Learn • eJournal for Public Affairs PLENARY SPEAKERS Janet Brown serves as Executive Director of the Commission on Presidential Debates (CPD), a position she has held since the CPD was established in l987. Prior to joining the CPD, Ms. Brown served in appointed positions at the White House and the Office of Management and Budget. She also served on the staffs of the Hon. John C. Danforth in the U.S. Senate and Ambassador Elliot L. Richardson at the U.S. Department of State. Ms. Brown has a bachelor’s degree from Williams College and a master’s degree in public administration from Harvard University. She has been awarded the Williams College Bicentennial Medal and an honorary doctorate of letters by the University of San Diego, Centre College, Hofstra University, Southwestern University, and Dominican University of California. Eboo Patel is the Founder and President of Interfaith Youth Core (IFYC), a non-profit organization that is working to make interfaith cooperation a social norm in America.
    [Show full text]
  • Out of Incorporation, Pluralism by Lucia Hulsether1
    Out of Incorporation, Pluralism By Lucia Hulsether1 March 2015 Twenty years ago Diana Eck interpreted the United States national motto, e pluribus unum, as a slogan for American religious pluralism. Eck claimed that these words, engraved in the country’s currency, capture the potential for “world’s most religiously diverse nation” to hone difference as a civic strength, rather than as a threat or source of division. “E pluribus unum,” she insisted, should not Be read as a mandate for homogeneity. It aspires neither to exclude nor to assimilate expressions of difference. At its Best this motto, and the nation it descriBes, locates “unum” not in religious sameness But in “oneness of a commitment to the common covenants of our citizenship out of the manyness of religious worlds.”2 “For the pluralist,” Eck declared, “the American promise [is] to come as you are, with all of your differences, pledged only to the common civic demands of citizenship.” It is difficult to disagree with such high-minded rhetoric. Calls to religious pluralism—and invocations of its proud legacy—are ready-made reButtals to calls for theocracy, religious violence, and racism. And yet such disagreements are many. Organizations estaBlished to promote pluralism —such as the Pluralism Project and the Interfaith Youth Core (IFYC)— have Become lightning rods for interventions against the classically liBeral ideals that they espouse.3 Pluralism, as articulated By these critics, is not the uncontroversial democratic telos that it initially may seem to Be. They ask questions like the following: What are the “common demands of citizenship,” and why does pluralism require adherence to them? Who gets to be a citizen? What naturalization procedure is required? In what political and economic system must citizens participate? What kind of suBjectivity must “citizens” perform? On whose histories is this citizenship Built? To what futures does it aspire? The answers to such questions seem fairly clear in Eck’s rendering of pluralism.
    [Show full text]
  • Studies 2013 Scholarly Resources
    LEFT HEADER RIGHT HEADER MIDDLE EAST STUDIES 2013 SCHOLARLY RESOURCES Click on the regional link to view more product information or to buy. PB Distributor of I.B.Tauris • Manchester University Press • Pluto Press • Zed Books 1 LEFT HEADER RIGHT HEADER Enhance Your Digital Library with Palgrave Macmillan eBooks Over 11,000 books in 118 subject collections OR Build Your Own Collections: Your library, your ebooks, your choice “Highly recommended.” - CHOICE economics & fi nance political & international studies history literature business & management religion & philosophy theatre & performance language & linguistics media & culture social sciences education international relations & development www.palgraveconnect.com 2 Click on the regional link to view more product information or to buy. 3 LEFT HEADER RIGHT HEADER MIDDLE EAST Contents STUDIES 5 Middle East History 19 Middle East Politics 41 Middle East Economics 42 Middle East Media & Cultural Studies 2013 47 Middle East Religion 53 Middle East Sociology 59 Sales, Rights & Ordering Palgrave Macmillan offers authors the opportunity to publish at any length, across 3 formats: • Article length, with a variety of Palgrave Journals • Mid-form, with Palgrave Pivot • Full-length books We always welcome new proposals, whether from fi rst-time or more experienced authors. Our Publishing Proposal Form, guidelines and full list of editorial contacts can be found at www.palgrave.com/authors. When contacting us, to help us make a quick and authoritative decision, include as much information as possible on the form, including details about the content, a chapter plan, aims and objectives, the intended market and the competition. We will also be happy to receive your CV (and that of any co-authors/editors) and any sample material, if available.
    [Show full text]
  • Principled Pluralism: Report of the Inclusive America Project
    PrinciPled Pluralism: Report of the Inclusive America Project June 2013 • Washington, D.C. PrinciPled Pluralism: Report of the Inclusive America Project June 2013 • Washington, D.C. The ideas and recommendations contained in this report should not be taken as representing the views or carrying the endorsement of any indi- vidual panel member, or the organization with which he or she is affiliated, except where a participant has specifically appended his or her name to a section of the document. The organizations cited as examples in this report do not necessarily endorse the Inclusive America Project or its aims. For all inquiries related to the Inclusive America Project, please contact: Joseph DeMott Project Manager, Inclusive America Project [email protected] Copyright © 2013 by The Aspen Institute The Aspen Institute One Dupont Circle, NW Suite 700 Washington, DC 20036-1193 Published in the United States of America in 2013 by The Aspen Institute All rights reserved Printed in the United States of America ISBN: 0-89843-591-9 13/020 Table of conTenTs List of Contributors .............................................1 Letter to the Reader from Walter Isaacson ..........................3 Introduction by Meryl Chertoff . 5 Executive Summary by Madeleine Albright and David Gergen .........7 Panelist Recommendations......................................13 Youth Development Organizations.............................13 Higher Education...........................................18 Media ....................................................25
    [Show full text]
  • The Civic Relevance of Interfaith Cooperation for Colleges and Universities1
    From the Guest Editors of Special Issue on Interfaith Cooperation Journal of College & Character VOLUME 12, No. 1, February 2011 The Civic Relevance of Interfaith Cooperation for Colleges and Universities1 Eboo Patel, Interfaith Youth Core Cassie Meyer, Interfaith Youth Core2 Abstract As tensions around religious diversity escalate in America, there is an increased realization that interfaith cooperation has broad civic relevance. In this realization, there is an opportunity for American colleges and universities to play a leadership role in constructively engaging religious diversity. The authors of this article explore the current challenges posed by religious diversity, a model of interfaith cooperation focused on civic engagement and social cohesion. They also explore how college students have a particular leadership role to play in building interfaith cooperation. n his inaugural speech, President Obama reminded the country that I We know that our patchwork heritage is a strength, not a weakness. We are a nation of Christians and Muslims, Jews and Hindus—and nonbelievers. ...Wecannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace. (Obama, 2009) We are struck that the first African American president, when focusing on diversity and America’s peace-building role in a diverse world, chose to highlight not America’s racial or ethnic diversity, but her religious diversity. This attention to religious diversity is echoed further in the recommendations of the Advi- sory Council of the White House Office of Faith-Based and Neighborhood Partnerships.3 In those recommendations, there is a clear connection between the ways people of different faiths might work together to serve their communities toward a concrete civic good sought by the United States government.
    [Show full text]
  • Debating Divine
    DEBATING the DIVINE #43 Religion in 21st century American Democracy Edited by Sally Steenland THE FAITH AND PROGRESSIVE POLICY INITIATIVE A project of the Center for American Progress, the Faith and Progressive Policy Initiative works to identify and articulate the moral, ethical, and spiritual values underpinning policy issues, to shape a progressive stance in which these values are clear, and to increase public awareness and understanding of these values. Th e Initiative also works to safeguard the healthy separation of church and state that has allowed religion in our country to fl ourish. In all its eff orts, the Initiative works for a society and government that strengthen the common good and respect the basic dignity of all people. THE CENTER FOR THE AMERICAN PROGRESS Th e Center for the American Progress is a nonpartisan research and educational institute dedicated to promoting a strong, just and free America that ensures opportunity for all. We believe that Americans are bound together by a common commitment to these values and we aspire to ensure that our national policies refl ect these values. We work to fi ndprogressive and pragmatic solutions to signifi cant domestic and international problems and develop policy proposals that foster a government that is “of the people, by the people, and for the people.” Center for American Progress 1333 H Street NW, 10th Floor Washington, D.C. 20005 Tel: 202.682.1611 • Fax: 202.682.1867 www.americanprogress.org Copyright © 2008 Center for American Progress ISBN 978-0-615-21863-2 June 2008 DEBATING the DIVINE #43 Religion in 21st century American Democracy Edited by Sally Steenland Table of Contents INTRODUCTION Debating the Divine .
    [Show full text]