Theology and Society is the most comprehensive study of Islamic intellectual and religious history, focusing on Muslim theology. With its emphasis on the eighth and ninth centuries CE, it remains the most detailed prosopographical study of the early phase of the formation of Islam. Originally published in German between 1991 and 1995,
Theology and Society is a monument of scholarship and a unique scholarly enterprise which has stood the test of the time as an unparalleled reference work.
The volume consists of a General Index, an Index of Names, an Index of Works and an Index of Other Sources, and a separate Bibliography.
In 2006, a Metal Mass—a regular Lutheran mass with accompanying metal music—was celebrated in Helsinki and created a controversy on several online forums. On the one hand, the focus was the appropriateness of metal music in the context of a Christian mass. On the other hand, the issue at stake was the appropriateness of Christianity in the context of metal music and culture. In this article, we concentrate on how the controversy over the boundaries of ‘good’ religion is constructed in discourse about the appropriateness of metal music in the context of a national church and its services. We argue that the controversy over the Metal Mass is a case of broader negotiation between the function and performance of religious actors in contemporary Finland, yet when it happens within a secularized context, the temporarily full pews turn out to be an anomaly rather than a sign of revival.
This article explores the ideals and practices of moderate secularism characteristic of Danish schools’ approach to Muslim pupils, Islam, and religion in general. It argues that while these reflect the Danish ‘culture of secularity’ (Wohlrab-Sahr & Burchardt 2012), differences in ‘secularities-in-practice’ between schools necessitate a look at the interactional level and institutional context. Drawing on Norbert Elias’ figurational sociology, the article shows how an increase in Muslim pupils changes the webs of interdependencies in the social figuration of teachers, children, and parents in Danish schools and how the schools attempt to maintain institutional practices, civilised interaction, and a Danish identity.