An Introduction to Religious Experience
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John Stapylton Habgood
Communication The Untidiness of Integration: John Stapylton Habgood The Untidiness of Integration: John Stapylton Habgood Kevin S. Seybold uring the Middle Ages, it was not Born in 1927, John Habgood was edu- Dunusual for theologians to study the cated at King’s College, Cambridge, where physical world. In fact, there was an he read natural sciences specializing in amazing lack of strife between theology and physiology. After earning a Ph.D., he became science at this time. One reason for this a demonstrator in pharmacology and a fel- cooperation was the large number of indi- low of his college at Cambridge. In response viduals trained in both theology and medi- to a mission effort in Cambridge, Habgood eval science. It was the medieval theologian converted to Christianity in 1946 and began who tried to relate theology to science and the life-long process of wrestling with his science to theology.1 Today, it is uncommon new faith, a process that is central to his to have a theologian also easily conversant understanding of what it means to be a 2 Kevin S. Seybold in the scientific literature. John Polkinghorne, Christian. Habgood eventually served in a Arthur Peacocke, and Alister McGrath are number of church roles, but maintained a well-known contemporary examples of sci- dedication to his family and the people of his Born in 1927, entists who later have been trained in parish (regardless of how large that parish theology and turned their attention to the became). He also wrote several books dur- John Habgood integration of the two. -
Handbook on Sensitive Practice for Health Care Practitioners
Handbook on Sensitive Practice for Health Care Practitioners: Lessons from Adult Survivors of Childhood Sexual Abuse Handbook on Sensitive Practice for Health Care Practitioners: Lessons from Adult Survivors of Child- hood Sexual Abuse was researched and written by Candice L. Schachter, Carol A. Stalker, Eli Teram, Gerri C. Lasiuk and Alanna Danilkewich Également en français sous le titre Manuel de pratique sensible à l’intention des professionnels de la santé – Leçons tirées des personnes qui ont été victimes de violence sexuelle durant l’enfance The opinions expressed in this report are those of the authors and do not necessarily refl ect the views of the Public Health Agency of Canada. Contents may not be reproduced for commercial purposes, but any other reproduction, with acknowledgements, is encouraged. Recommended citation: Schachter, C.L., Stalker, C.A., Teram, E., Lasiuk, G.C., Danilkewich, A. (2008). Handbook on sensitive practice for health care practitioner: Lessons from adult survivors of childhood sexual abuse. Ottawa: Public Health Agency of Canada. This publication may be provided in alternate formats upon request. For further information on family violence issues please contact: National Clearinghouse on Family Violence Family Violence Prevention Unit Public Health Agency of Canada 200 Eglantine Driveway Jeanne Mance Building, 1909D, Tunney’s Pasture Ottawa, Ontario K1A 0K9 Telephone: 1-800-267-1291 or (613) 957-2938 Fax: (613) 941-8930 TTY: 1-800-561-5643 or (613) 952-6396 Web site: www.phac-aspc.gc.ca/nc-cn E-mail: [email protected] © 2009 Candice L. Schachter, Carol A. Stalker, Eli Teram, Gerri C. -
2 Race, Class, and Residence in the Chicago Ummah
2 Race, Class, and Residence in the Chicago Ummah Ethnic Muslim Spaces and American Muslim Discourses The racial landscape of a city influences how close American Muslims have come to fulfilling the ummah ideals there. When I arrived in Chicago in the spring of 2002 to research Muslims in the city, two things stood out. One was the city’s diversity. Chicago was a nexus of global flows. Filled with people from all over the world—Bosnians, Mexicans, Nigerians, and Vietnamese—Chicago fit my idea of a global village. But alongside these global flows were major inequalities, particularly in the racially segregated housing, the second thing that stood out. Indeed, Chicago has always been known for its racist residential patterns and ethnic neighborhoods. “Germans settled on the North Side, Irish on the South Side, Jews on the West Side, Bohemians and Poles on the Near Southwest Side.”1 In the nineteenth century, European immigrants carved out ethnic lines across the city which, with the rise of black migration to Chicago in the 1920s, soon had viciously racist and economically devastating consequences. Fear and widespread propaganda created large-scale white resistance to African Americans. As whites maneuvered to keep blacks out of their neighborhoods and fled from the ones where blacks did settle, African Americans were confined to and concentrated in the South Side’s Black Belt. Business owners then moved from this expanding black area and invested their resources and profits elsewhere. As the community’s resources declined and the population grew, neighborhoods in the Black Belt steadily turned into overcrowded slums.2 Outside the South Side’s Black Belt, a flourishing metropolis took form, setting the stage for Chicago to become a major international city. -
Best Books for Kindergarten Through High School
! ', for kindergarten through high school Revised edition of Books In, Christian Students o Bob Jones University Press ! ®I Greenville, South Carolina 29614 NOTE: The fact that materials produced by other publishers are referred to in this volume does not constitute an endorsement by Bob Jones University Press of the content or theological position of materials produced by such publishers. The position of Bob Jones Univer- sity Press, and the University itself, is well known. Any references and ancillary materials are listed as an aid to the reader and in an attempt to maintain the accepted academic standards of the pub- lishing industry. Best Books Revised edition of Books for Christian Students Compiler: Donna Hess Contributors: June Cates Wade Gladin Connie Collins Carol Goodman Stewart Custer Ronald Horton L. Gene Elliott Janice Joss Lucille Fisher Gloria Repp Edited by Debbie L. Parker Designed by Doug Young Cover designed by Ruth Ann Pearson © 1994 Bob Jones University Press Greenville, South Carolina 29614 Printed in the United States of America All rights reserved ISBN 0-89084-729-0 15 14 13 12 11 10 9 8 7 6 5 4 3 Contents Preface iv Kindergarten-Grade 3 1 Grade 3-Grade 6 89 Grade 6-Grade 8 117 Books for Analysis and Discussion 125 Grade 8-Grade12 129 Books for Analysis and Discussion 136 Biographies and Autobiographies 145 Guidelines for Choosing Books 157 Author and Title Index 167 c Preface "Live always in the best company when you read," said Sydney Smith, a nineteenth-century clergyman. But how does one deter- mine what is "best" when choosing books for young people? Good books, like good companions, should broaden a student's world, encourage him to appreciate what is lovely, and help him discern between truth and falsehood. -
Vedanta's Message for Our Time: Man's Need for the Eternal
Vedanta’s Message For Our Time: Man’s Need For The Eternal Philosophy By Swami Tathagatananda Since the advent of Shri Ramakrishna on the spiritual horizon of mankind, a new epoch of spiritual fraternity had been steadily unfolding. The West has been evincing its keen interest in the ancient truth of India’s heritage. Shri Ramakrishna demonstrated the reality of Divinity by realizing the Truth in his own life. This re-authentication of the ancient truths in the life of Shri Ramakrishna is a great example of hope and inspiration. Shri Ramakrishna proclaimed the fundamental unity of all religions to a world plagued by hostility, disharmony and persecution, all in the name of religion. Swami Vivekananda broadcast that teaching to the world when religious truths and the subjects of God, Soul and immortality had lost their reality and made a mockery of religion. Various dogmatic theologies with their anti-rational and anti-humanistic attitudes had denigrated the image of religion, which was ultimately abandoned in the modern period. In that bleak, hostile world, Swami Vivekananda preached the sublime truth of Vedanta that speaks of man’s spiritual depth and dimension. He taught about a new image of man as potentially Divine. According to Marie Louise Burke, “As Swamiji later wrote to Swami Ramakrishnananda, ‘I am careering all over the country. Wherever the seed of his power will fall, there it will fructify—be it today, or in a hundred years.’ . Throughout his life, wherever he was and whatever he was outwardly doing, he permanently lifted the consciousness of all with whom he came in contact. -
Mystical Experience
An Introduction to the Philosophy of Religion WJEC AS Knowledge Organiser: Theme 4B: Religious Experience - Mystical experience Key concepts: Key quotes: ■ William James (The Varieties of Religious Experience) argued that ■ mysterium: is the ‘wholly-other’ of divine power, totally “Transiency...Mystical states cannot be sustained although beyond the empirical realm, a mystical experience separate and unique (sui generis) from anything else we know for long” (William James) has a positive impact on the lives of the recipients. He but this is not an intellectual experience. identified 4 traits of mystical experiences: ■ tremendum: is the ‘daunting and repelling’ power of something “Ineffability...it defies expression” (James) ■ Ineffable: it cannot be put into ordinary and words and that is beyond our control and greater than ourselves – we “Noetic quality...mystical states … also states of expressed adequately for the benefit of others. James stand in awe at the power of the divine. knowledge” (James) states, ‘… it defies expression, that no adequate report of its ■ fascinans: at the same time as being unique and terrifying, contents can be given in words… its quality must be directly the numinous also brings fascination, enquiry and invites “...we come upon something inherently experienced; it cannot be imparted or transferred to others.’ exploration and a sense of wonder. It is the ‘attracting and ‘wholly other’, whose kind and character are ■ Noetic: the experience imparts some form of authoritative alluring element’. incommensurable with our own...” (Rudolph Otto) spiritual knowledge or insight. James states, ‘They are states ■ A numinous experience can be gentle or sudden and powerful. “The mysterium is the wholly-other, an object of insight into depths of truth unplumbed by the discursive Otto felt that Christianity provided the perfect type of eluding all understanding. -
Spontaneous Awakening Experiences: Beyond Religion and Spiritual Practice
SPONTANEOUS AWAKENING EXPERIENCES: BEYOND RELIGION AND SPIRITUAL PRACTICE Steve Taylor, M. Sc., PGCE Leeds, United Kingdom ABSTRACT: ‘Awakening experiences’ have been misunderstood to some degree by their long association with religious and spiritual traditions and practices. The research reported here – 161 reports of awakening experiences – suggests that most of them occurred outside the context of spiritual or religious traditions. Neither were they induced by spiritual practices such as meditation or prayer. Most occurred ‘spontaneously.’ As a result, they are termed here ‘spontaneous awakening experiences.’ Many activities and situations can be seen as having a certain degree of ‘awakening potential,’ capable of inducing – or at least being the context for – awakening experiences. Many are psychological in origin, although they may be interpreted in religious terms. Perhaps the term ‘spiritual experience’ should be applied only to awakening experiences related to – or triggered by – spiritual practices. I suggest a more neutral term (‘awakening experiences’) to describe them. A psychological/energetic view of awakening experiences is presented which provides a framework for understanding spontaneous awakening experiences. The word ‘spiritual’ is difficult to use with any precision, because it has so many diverse meanings to different people. In everyday speech, when someone says ‘She’s such a spiritual person,’ it could be interpreted in a variety of ways: that the person believes in ghosts and goes to se´ances; that she follows the teachings of a religion and goes to church or the mosque every week; that she has healing crystals in the bathroom, goes to see a Reiki healer and reads books about channelling and angels; or that she is calm and humble, generous and compassionate, rather than materialistic or status-seeking. -
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025 Public 20/04/2020 Public 20/04/2020 i Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited Arts © NATRE Published by RE Today Services, 5–6 Imperial Court, 12 Sovereign Road, Birmingham, B30 3FH © RE Today 2019. This syllabus was written by RE Today Services and is licensed to Derbyshire and Derby City SACRE for use in the schools in Derbyshire and Derby City for 2020–2025. All rights reserved. Permission is granted to schools in Derbyshire and Derby City to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior permission of the publisher. Derbyshire and Derby City Agreed Syllabus for RE, 2020–2025 © RE Today Services 2019 Public 20/04/2020 ii Contents page: Page Foreword 1 Introduction 2 A What is RE for? A1 The purpose of RE 6 A2 The aim(s) of RE 7 A3 How to use this agreed syllabus: 12 steps 8 B What do we need to do? B1 Legal requirements 11 B2 What religions are to be taught? 13 B3 Time for religious education 14 C What do pupils learn in RE? C1 Religious Education key questions: an overview 16 C2 RE in EYFS Programme of Study 19 EYFS Units of Study 23 C3 RE in KS1 Programme of Study and planning steps 31 KS1 Units of study 35 C4 RE in KS2 Programme of Study and planning steps 45 Lower KS2 Units -
News and Notices SCIENCE-SPIRIRTUALITY
News and Notices SCIENCE‐SPIRIRTUALITY Templeton Prize The winner of the 2001 Templeton Prize for Progress in Religion is The Revd Canon Dr Arthur Peacocke of Oxford University. As a physical biochemist specialising in biological macromolecules, Dr Peacocke pioneered early research into the structure of DNA, showing that the chains in the molecule are not branched but form a double helix. In 1971, the one‐ time agnostic became an Anglican priest. The only Oxford University Theology faculty member to hold both a Doctor of Science and a Doctor of Divinity degree, Dr Peacocke is a strong proponent of "critical realism," holding that both science and theology aim to depict reality and must be subject to scrutiny, while recognising their creative interaction. Created by global investor and philanthropist Sir John Templeton in 1972, each year the Templeton Prize acknowledges a living person who has shown extraordinary originality in advancing humanity's understanding of God and the role of spirituality in people's lives. Sir John has sought to honour progress in religion just as the Nobel Prizes recognise advances in economics, medicine, and chemistry. Currently valued at £700,000 sterling, the Prize represents the world's largest annual monetary award given to an individual and is always set at a level that exceeds that of the Nobels. Dr Peacocke joins an illustrious group of professional scientists who have won the Templeton Prize: last year's winner, Freeman Dyson, a physicist whose futuristic views have consistently called for the reconciliation of technology and social justice; physicist and theologian Ian Barbour in 1999; astrophysicist Paul Davies in 1995; physicist Carl Friedrich von Weizsäcker in 1989; and Benedictine monk and professor of astrophysics Stanley Jaki in 1987. -
Why Religious People Believe What They Shouldn't: Explaining Theological Incorrectness in South Asia and America
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 8-2002 Why Religious People Believe What They Shouldn't: Explaining Theological Incorrectness in South Asia and America D. Jason Slone Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Religious Thought, Theology and Philosophy of Religion Commons, and the Sociology of Religion Commons Recommended Citation Slone, D. Jason, "Why Religious People Believe What They Shouldn't: Explaining Theological Incorrectness in South Asia and America" (2002). Dissertations. 1333. https://scholarworks.wmich.edu/dissertations/1333 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. WHY RELIGIOUS PEOPLE BELIEVE WHAT THEY SHOULDN’T: EXPLAINING THEOLOGICAL INCORRECTNESS IN SOUTH ASIA AND AMERICA by D. Jason Slone A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Comparative Religion Western Michigan University Kalamazoo, Michigan August 2002 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. WHY RELIGIOUS PEOPLE BELIEVE WHAT THEY SHOULDN’T: EXPLAINING THEOLOGICAL INCORRECTNESS IN SOUTH ASIA AND AMERICA D. Jason Slone, Phi). Western Michigan University, 2002 Cross-cultural descriptions of religious thought and behavior in South Asia and America show that people commonly hold ideas and perform actions that seem to be not only conceptually incoherent but also “theologically incorrect” by the standards of their own traditions. -
Agreed Syllabus for Derbyshire and Derby City 2020-2025
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025 i Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited Arts © NATRE Published by RE Today Services, 5–6 Imperial Court, 12 Sovereign Road, Birmingham, B30 3FH © RE Today 2019. This syllabus was written by RE Today Services and is licensed to Derbyshire and Derby City SACRE for use in the schools in Derbyshire and Derby City for 2020–2025. All rights reserved. Permission is granted to schools in Derbyshire and Derby City to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior permission of the publisher. Derbyshire and Derby City Agreed Syllabus for RE, 2020–2025 © RE Today Services 2019 ii Contents page: Page Foreword 1 Introduction 2 A What is RE for? A1 The purpose of RE 6 A2 The aim(s) of RE 7 A3 How to use this agreed syllabus: 12 steps 8 B What do we need to do? B1 Legal requirements 11 B2 What religions are to be taught? 13 B3 Time for religious education 14 C What do pupils learn in RE? C1 Religious Education key questions: an overview 16 C2 RE in EYFS Programme of Study 19 EYFS Units of Study 23 C3 RE in KS1 Programme of Study and planning steps 31 KS1 Units of study 35 C4 RE in KS2 Programme of Study and planning steps 45 Lower KS2 Units of Study 49 Upper KS2 Units of Study 59 C5 RE in KS3 -
Spiritual and Religious Issues in Psychotherapy with Schizophrenia: Cultural Implications and Implementation
Religions 2012, 3, 82–98; doi:10.3390/rel3010082 OPEN ACCESS religions ISSN 2077-1444 www.mdpi.com/journal/religions Review Spiritual and Religious Issues in Psychotherapy with Schizophrenia: Cultural Implications and Implementation Lauren Mizock *, Uma Chandrika Millner and Zlatka Russinova Center for Psychiatric Rehabilitation, 940 Commonwealth Avenue West, Boston, MA 02215, USA; E-Mails: [email protected] (U.C.M.); [email protected] (Z.R.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-617-353-3549; Fax: +1-617-353-7700. Received: 18 February 2012; in revised form: 6 March 2012 / Accepted: 6 March 2012 / Published: 12 March 2012 Abstract: The topics of spirituality and psychotherapy have often been controversial in the literature on schizophrenia treatment. However, current research indicates many potential benefits of integrating issues of religion and spirituality into psychotherapy for individuals with schizophrenia. In this paper, implications are presented for incorporating spiritual and religious issues in psychotherapy for individuals with schizophrenia. A background on the integration of spirituality into the practice of psychotherapy is discussed. The literature on spiritually-oriented psychotherapy for schizophrenia is provided. Clinical implications are offered with specific attention to issues of religious delusions and cultural considerations. Lastly, steps for implementing spiritually-oriented psychotherapy for individuals with schizophrenia are delineated to assist providers in carrying out spiritually sensitive care. Keywords: religion; spirituality; schizophrenia; psychotherapy; culture; rehabilitation; recovery; religious delusions 1. Introduction The topics of spirituality and psychotherapy have often been controversial in the literature on schizophrenia treatment [1,2]. Some practitioners have argued that religion had no space in the Religions 2012, 3 83 psychotherapy setting given a need to be grounded in science.