Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change is a pioneering collection of essays on the historical developments, ideals, and practices of Islamic learning and teaching in the formative and classical periods of Islam (i.e., from the seventh to fifteenth centuries CE). Based on innovative and philologically sound primary source research, and utilizing the most recent methodological tools, this two volume set sheds new light on the challenges and opportunities that arise from a deep engagement with classical Islamic concepts of knowledge, its production and acquisition, and, of course, learning. Learning is especially important because of its relevance to contemporary communities and societies in our increasingly multicultural, “global” civilizations, whether Eastern or Western. Contributors: Hosn Abboud, Sara Abdel-Latif, Asma Afsaruddin, Shatha Almutawa, Nuha Alshaar, Jessica Andruss, Mustafa Banister, Enrico Boccaccini, Sonja Brentjes, Michael Carter, Hans Daiber, Yoones Dehghani Farsani, Yassir El Jamouhi, Nadja Germann, Antonella Ghersetti, Sebastian Günther, Mohsen Haredy, Angelika Hartmann, Paul L. Heck, Asma Hilali, Agnes Imhof, Jamal Juda, Wadad Kadi, Mehmet Kalayci, Alexey Khismatulin, Todd Lawson, Mariana Malinova, Ulrika Mårtensson, Christian Mauder, Jane Dammen McAuliffe, Maryam Moazzen, Angelika Neuwirth, Jana Newiger, Luca Patrizi, Lutz Richter-Bernburg, Ali Rida Rizek, Mohammed Rustom, Jens Scheiner, Gregor Schoeler, Steffen Stelzer, Barbara Stowasser, Jacqueline Sublet, and Martin Tamcke.
The fifteen studies presented in
Confucian Academies in East Asia offer insight into the history and legacy of these unique institutions of knowledge and education. The contributions analyze origins, spread and development of Confucian academies across China, Korea, Vietnam, and Japan from multiple perspectives. This edited volume is one of the first attempts to understand Confucian academies as a complex transnational, intellectual, and cultural phenomena that played an essential role in various areas of East Asian education, philosophy, religious practice, local economy, print industry, and even archery. The broad chronological range of essays allows it to demonstrate the role of Confucian academies as highly adaptable and active agents of cultural and intellectual change since the eighth century until today. An indispensable handbook for studies of Confucian culture and institutions since the eighth century until the present.
Contributors are: Chien Iching, Chung Soon-woo, Deng Hongbo, Martin Gehlmann, Vladimír Glomb, Lan Jun, Lee Byoung-Hoon, Eun-Jeung Lee, Thomas H.C. Lee, Margaret Dorothea Mehl, Steven B. Miles, Hoyt Cleveland Tillman, Nguyễn Tuấn-Cường, Linda Walton and Minamizawa Yoshihiko.
Fusion of East and West, Limin Bai presents a major work in the English language that focuses on Chinese textbooks and the education of children for a new China in a critical transitional period, 1902–1915. This study examines the life and work of Wang Hengtong (1868–1928), a Chinese Christian educator, and other Christian and secular writings through a historical and comparative lens and against the backdrop of the socio-political, ideological, and intellectual frameworks of the time. By doing so, it offers a fresh perspective on the significant connection between Christian education, Chinese Christian educators and the birth of a modern educational system. It unravels a cross-cultural process whereby missionary education and the Chinese education system were mutually re-shaped.
This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.
Paul F. Grendler, noted historian of European education, surveys Jesuit schools and universities throughout Europe from the first school founded in 1548 to the suppression of the Society of Jesus in 1773. The Jesuits were noted educators who founded and operated an international network of schools and universities that enrolled students from the age of ten through doctoral studies. The essay analyzes the organization, curriculum, pedagogy, culture, financing, relations with civil authorities, enrollments, and social composition of students in Jesuit pre-university schools. Grendler then explains Jesuit universities. The Jesuits governed and did all the teaching in small collegiate universities. In large civic-Jesuit universities the Jesuits taught the humanities, philosophy, and theology, while lay professors taught law and medicine. The article provides examples ranging from the first Jesuit school in Messina, Sicily, to universities across Europe. It features a complete list of Jesuit schools in France.
Reclaiming the Women of Britain’s First Mission to Africa is the compelling story of three long-forgotten women, two white and one black, who lived, worked and died on the Church Missionary Society’s first overseas mission at the dawn of the nineteenth century. It was a time of momentous historical events: the birth of Britain’s missionary movement, the creation of its first African colony as a home for freed slaves, and abolition of the slave trade. Casting its long shadow over much of the women’s story was the protracted war with Napoleon.
Taking as its starting point a cache of fifty letters from the three women, the book counters the prevailing narrative that early missionary endeavour was a uniquely European and male affair, and reveals the presence of a surprising number of women, among them several with very forceful personalities. Those who are interested in women’s life history, black history, the history of the slave trade and British evangelism will find this book immensely enjoyable.
Donald Wiebe, Professor of Philosophy of Religion at Trinity College, University of Toronto, has spent much of his academic career arguing for a clear demarcation between Theology and Religious Studies.
The Science of Religion: A Defence offers a brilliant overview of Professor Wiebe's contributions on methodology in the academic study of religion, of the development of his thinking over time, and of his intellectual commitment to 'a science of religion'.
The work is divided into three parts. The first part identifies pertinent connections between 'religion', 'religious studies', and 'science' and why 'reductionism' in the academic study of religion, when properly applied, can bridge the explanatory gap between the sceptic and the devotee. The second part treats conceptual debates in the academic study of religion, with particular reference to the place of 'belief', 'understanding', and 'meaning' in the modern study of religion. The third part addresses the theological resistance to the scientific study of religion and how that resistance can be overcome. Finally, two new essays are included: a critique on ‘The Preconceptions of a Science of Religion’ by Anthony J. Palma, and an accompanying reply by Donald Wiebe.
The Science of Religion: A Defence is an essential resource for both scholarly and non-scholarly audiences alike, and will be of particular interest to both defenders and critics of a scientific study of religion.
Religion and education is a dynamic and increasingly important area of work, intersecting the fields of theology and religious studies, and drawing upon the foundation disciplines and methodologies of philosophy, sociology, psychology and history of education. It is particularly focused upon religious education as variously conceived in different domestic, religious, educational, social and national contexts.
Brill Research Perspectives in Religion and Education provides researchers with the opportunity to give an account of the most recent scholarship and to define and direct the agenda for future research. Written as single or co-authored monographs with an accompanying bibliography, each specially commissioned issue contains a 50 to 100-page article on a given theme, offering a critical and up-to-date summary of research, commentary and analysis. As ‘religion and education’ grows in importance, this series will contribute to making knowledge accessible and debate internationally informed.
Forthcoming 2019 Volume 1, Issue 1:
Religion and Education: Critically Mapping the Field, by Stephen G. Parker, Jenny Berglund, David Lewin, and Deirdre Raftery
Volume 1, Issue 2:
Psychology and Religious Education, by Leslie J. Francis