Editor-in-Chief: Chris Hermans
The Journal of Empirical Theology publishes articles on comparative research in religion on the macro-level of society (especially the function of religion with regard to equality and inequality, social order and cohesion and the process of rationalization), the meso-level of institutions (especially family, public and religiously affiliated schools, health and welfare institutions and religious institutions), and the micro-level of patterns and processes of identity formation and group formation. The journal offers an international forum for scholars from different religions and contexts. It presents articles on empirical research in theology and religious studies, both qualitative and quantitative. The journal contributes to reflection on empirical research methodology and research methods. Each issue contains articles based on empirical research and/or research methodology, as well as a section of book reviews. Special attention is paid to research on topics relevant to religiously affiliated schools, such as religious and spiritual education, moral education and school leadership.

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Religious Education in a Globalizing Society
Author: Chris Hermans
In many respects children and youths receiving religious instruction in our culture resemble extraterrestrial beings doing an orientation course. Religion and religiosity are unknown quantities which they have hardly encountered at home. Religion seems something else, something greater. This book is a study of the foundations of religious education, centered around six concepts: religion in a globalizing society, religious tradition, religion, the religious self, learning through participation and interreligious learning.
Writing in a Season of Nihilism
Author: Cor Hermans
In Interbellum Literature historian Cor Hermans presents a panorama of modernist writing in the ominous period 1918-1940. The book offers, in full scope, an engaging synthesis of the most stimulating ideas and tendencies in the novels and plays of a wide circle of writers from France (Proust, Gide, Camus, Céline, Tzara, Aragon, Simone Weil), England and Ireland (Virginia Woolf, Orwell, Joyce, Beckett), the USA (Scott Fitzgerald, Arthur Miller, O’Neill, Hemingway), Austria-Hungary (Musil, Broch, Kafka, Zweig, Roth), and Germany (Hesse, Jünger, Böll, Thomas Mann). Caught between world wars, they nevertheless succeeded in creating some of the best literature ever. They created a philosophy as well, rejecting bourgeois ‘mechanical’ society, designing escape routes from the nihilism of the times.
Author: Herman Tieken
Old Tamil Caṅkam poetry consists of eight anthologies of short poems on love and war, and a treatise on grammar and poetics. The main part of this corpus has generally been dated to the first centuries AD and is believed to be the product of a native Tamil culture.

The present study argues that the poems do not describe a contemporary society but a society from the past or one not yet affected by North-Indian Sanskrit culture. Consequently the main argument for the current early dating of Caṅkam poetry is no longer valid. Furthermore, on the basis of a study of the historical setting of the heroic poems and of the role of Tamil as a literary language in the Caṅkam corpus, it is argued that the poetic tradition was developed by the Pāṇṭiyas in the ninth or tenth century.

This volume deals with the identification of the various genres of Caṅkam poetry with literary types from the Sanskrit Kāvya tradition. Counterparts have been found exclusively among Prākrit and Apabhraṁśa texts, which indicate that in Caṅkam poetry Tamil has been specifically assigned the role of a Prākrit. As such, the present study reveals the processes and attitudes involved in the development of a vernacular language into a literary idiom.
Author: Herman Beck
Thought, Passion, and Self-Formation in the Philosophy Classroom
Author: Herman Stark
The book explores, in novel form, what can happen to us, whether professor or student, as a result of the philosophical classroom. The approach is to consider the classroom as a unique happening of philosophy, different than reporting theories or doing research, through which a distinctive mode of philosophical formation can occur.
Facsimile of the First Edition and of the First French Translation
Introduction and two facsimiles.