- Author
- Pennington, Brian K., ed.
- Publisher
- Oxford University Press, Oxford, NY
- ISBN
- 9780195372427
- Table of Contents
-
Contributors
Introduction by Brian K. Pennington
Part One: Traditions
ch. 1 Striking the Delicate Balance: Teaching Hinduism and Violence (Brian K. Pennington)
ch. 2 ''A Time for War and a Time for Peace'': Teaching Religion and Violence in the Jewish Tradition (Michael Dobkowski)
ch. 3 Teaching Buddhism and Violence (Brian Daizen Victoria)
ch. 4 Violence and Religion in the Christian Tradition (William Morrow)
ch. 5 Confronting Misoislamia: Teaching Religion and Violence in Courses on Islam (Amir Hussain)
ch. 6 The Specter of Violence in Sikh Pasts (Anne Murphy)
Part Two: Approaches
ch. 7 Cities of Gold: Teaching Religion and Violence through ''Sacred Space'' (Aaron W. Hughes)
ch. 8 Believing Is Seeing: Teaching Religion and Violence in Film (Ken Derry)
ch. 9 Teaching Religion, Violence, and Pop Culture (Randal Cummings)
ch. 10 Religion, Violence, and Politics in the United States (Jason C. Bivins)
ch. 11 M. K. Gandhi: A Post-colonial Voice (Paul Younger)
ch. 12 Teaching the Just War Tradition (William French)
ch. 13 Understanding the Nature of Our Offense: A Dialogue on the Twenty-First-Century Study of Religion for Use in the Classroom (Laurie L. Patton, Jeffery J. Kripal)
AAR Teaching Religious Studies Series (Oxford University Press)
Many people now see religious violence as one of the defining characteristics of the modern world. Instructors are often asked about it in their courses that deal with religion. Classroom discussion of violence committed in the name of religion can either open the door to a more subtle appreciation of complex and divisive social realities or allow students to display the kind of ignorance, prejudice, and recalcitrance that can derail critical analysis. The etiology of religious violence requires the kind of careful distinctions that instructors must work hard to communicate even in the best of classroom circumstances. Teaching Religion and Violence is designed to help instructors to equip students to think critically about religious violence, particularly in the multicultural classroom. The book is organized into two sections. The first, "Traditions," addresses topics and methods appropriate for teaching violence in particular religious traditions. Each essay provides a solid starting point for the instructor developing a new course on violence in one tradition. The overarching aims of the second section, "Approaches," are to suggest alternative rubrics for initiating or furthering discussion of religion and violence and to aid instructors in demonstrating the wide applicability of the questions and concepts developed here. The volume as a whole and each of the essays is firmly grounded in the theoretical literature on religion and violence, in the theory of pedagogy, and in the collective experience of its authors. (From the Publisher)
Many people now see religious violence as one of the defining characteristics of the modern world. Instructors are often asked about it in their courses that deal with religion. Classroom discussion of violence committed in the name of religion can either open the door to a more subtle appreciation of complex and divisive social realities or allow students to display the kind of ignorance, prejudice, and recalcitrance that can derail critical analysis. The etiology of religious violence requires the kind of careful distinctions that instructors must work hard to communicate even in the best of classroom circumstances. Teaching Religion and Violence is designed to help instructors to equip students to think critically about religious violence, particularly in the multicultural classroom. The book is organized into two sections. The first, "Traditions," addresses topics and methods appropriate for teaching violence in particular religious traditions. Each essay provides a solid starting point for the instructor developing a new course on violence in one tradition. The overarching aims of the second section, "Approaches," are to suggest alternative rubrics for initiating or furthering discussion of religion and violence and to aid instructors in demonstrating the wide applicability of the questions and concepts developed here. The volume as a whole and each of the essays is firmly grounded in the theoretical literature on religion and violence, in the theory of pedagogy, and in the collective experience of its authors. (From the Publisher)