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Political Theologies in Polarized Times
Volume Editors: Ulrich Schmiedel and Joshua Ralston
Populism is a buzzword. This compilation explores the significance of religion for the controversies stirred up by populist politics in European and American contexts in order to understand what lies behind the buzz. Engaging Jewish, Christian, and Islamic political thought and theology, contributions by more than twenty established and emerging scholars explore right-wing and left-wing protests, offering critical interpretations and creative interventions for a polarized public square. Both methodologically and thematically, the compilation moves beyond essentialist definitions of religion, encouraging a comparative approach to political theology today.
Volume Editors: Najeeba Syeed and Heidi Hadsell
The editors of Experiments in Empathy: Critical Reflections on Interreligious Education have assembled a volume that spans multiple religious traditions and offers innovative methods for teaching and designing interreligious learning. This groundbreaking text includes established interreligious educators and emerging scholars who expand the vision of this field to include critical studies, decolonial approaches and exciting pedagogical developments.

The book includes voices that are often left out of other comparative theology or interreligious education texts. Scholars from evangelical, Muslim, Catholic, Protestant, Jewish, religiously hybrid and other background enrich the existing models for interreligious classrooms. The book is particularly relevant at a time when religion is so often harnessed for division and hatred. By examining the roots of racism, xenophobia, sexism and their interaction with religion that contribute to inequity the volume offers real world educational interventions. The content is in high demand as are the authors who contributed to the volume.

Contributors are: Scott Alexander, Judith A. Berling, Monica A. Coleman, Reuven Firestone, Christine Hong, Jennifer Howe Peace, Munir Jiwa, Nancy Fuchs Kreimer, Tony Ritchie, Rachel Mikva, John Thatanamil, Timur Yuskaev.
Open Access
In: Critical Perspectives on Interreligious Education
Open Access
In: Critical Perspectives on Interreligious Education
In: Critical Perspectives on Interreligious Education
In: Critical Perspectives on Interreligious Education
Author: Tony Richie

Abstract

The focus of this chapter is on innovative efforts to educate Evangelical/Pentecostal seminarians and university students regarding interfaith (i.e. multifaith) understanding, dialogue, and cooperation. Most of these efforts have been conducted at the Pentecostal Theological Seminary (pts) with related activities at Lee University. Both institutions are located in Cleveland, Tennessee, as educational ministries of the Church of God, which has international offices in Cleveland as well. Additionally, annual academic conferences and publications of the Society for Pentecostal Studies have provided a broader forum for promoting multifaith understanding, dialogue, and cooperation among member institutions with their respective scholars.

The structure of this chapter is threefold. First, I outline the philosophy behind an explicitly Pentecostal pedagogy for teaching on interfaith topics in higher education contexts. Second, I survey the current state of the Christian theology of religions among Pentecostal thinkers and practitioners. The third section recounts specific educational praxis through classroom instruction and guided encounters. I discuss symbiotic concerns and questions as they arise in each section.

Open Access
In: Critical Perspectives on Interreligious Education
Author: Tony Richie

Abstract

The focus of this chapter is on innovative efforts to educate Evangelical/Pentecostal seminarians and university students regarding interfaith (i.e. multifaith) understanding, dialogue, and cooperation. Most of these efforts have been conducted at the Pentecostal Theological Seminary (pts) with related activities at Lee University. Both institutions are located in Cleveland, Tennessee, as educational ministries of the Church of God, which has international offices in Cleveland as well. Additionally, annual academic conferences and publications of the Society for Pentecostal Studies have provided a broader forum for promoting multifaith understanding, dialogue, and cooperation among member institutions with their respective scholars.

The structure of this chapter is threefold. First, I outline the philosophy behind an explicitly Pentecostal pedagogy for teaching on interfaith topics in higher education contexts. Second, I survey the current state of the Christian theology of religions among Pentecostal thinkers and practitioners. The third section recounts specific educational praxis through classroom instruction and guided encounters. I discuss symbiotic concerns and questions as they arise in each section.

Open Access
In: Critical Perspectives on Interreligious Education
Author: Timur Yuskaev

Abstract

Why and how does interreligious theological education matter? In this chapter I reflect on such questions through in-the-field experiences of Muslim chaplains trained at Hartford Seminary. In moments of crisis—situations that viscerally encapsulate multitudes of embodied histories and hierarchies of power—chaplains rely on seminary courses that interweave theological, comparative and pastoral threads. The intersectional quality of such coursework is impactful because it is formational: it enables seminary students to hone a more nuanced, deeper sense of the pluralistic spaces they inhabit. Employing William E. Connolly’s theory of pluralism, I argue that interreligious theological education matters when it adds depth to the experience and politics of pluralism.

Open Access
In: Critical Perspectives on Interreligious Education
Author: Timur Yuskaev

Abstract

Why and how does interreligious theological education matter? In this chapter I reflect on such questions through in-the-field experiences of Muslim chaplains trained at Hartford Seminary. In moments of crisis—situations that viscerally encapsulate multitudes of embodied histories and hierarchies of power—chaplains rely on seminary courses that interweave theological, comparative and pastoral threads. The intersectional quality of such coursework is impactful because it is formational: it enables seminary students to hone a more nuanced, deeper sense of the pluralistic spaces they inhabit. Employing William E. Connolly’s theory of pluralism, I argue that interreligious theological education matters when it adds depth to the experience and politics of pluralism.

Open Access
In: Critical Perspectives on Interreligious Education