First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

Many aspects of religion are puzzling these days. This 2003 book looks at ways of improving our understanding of religious change by strengthening the links between social theory and the social scientific study of religion. It clarifies the social processes involved in constructing religion and non-religion in public and private life. Taking illustrations of the importance of these boundaries from studies of secularisation, religious diversity, globalisation, religious movements and self-identity, Beckford reviews social scientific knowledge about religion and assesses the strengths and weaknesses of a wide range of theoretical attempts to account for religious change and continuity. The discussion goes in two directions. The first is towards identifying ways in which studies of religion would benefit from taking better account of themes in recent social theory. The second is towards identifying reasons for social theorists to pay more attention to the findings of empirical investigations of religion.

This book is a contribution to the development of the young discipline of the didactics of the Study of Religions (Religionswissenschaft) in international perspective. Integrative religious education refers to education about different religions in classrooms with children of various religious and non-religious backgrounds. Cornerstones of recent debates about theory and methodology in the academic study of religions and in education are discussed in the first chapter. They form the basis of the following analysis and evaluation of current approaches to integrative religious education in Europe, with a special focus on England and Sweden. Particular attention is paid to the different underlying concepts of religion, education and ways of representing religious plurality in these approaches. Building on a discussion of the current situation of teaching and learning about religions in schools in Europe in the context of wider cultural, social and political debates, the book concludes with the suggestion of a framework for integrative religious education in Europe, from a perspective that combines insights from the study of religions and education.

Provides a pithy introduction to key contemporary thinkers - their lives, major works, and ideas - as they pertain to teaching.

This text presents a new critical theory addressing religious diversity, Christian religious privilege, and Christian hegemony in the United States. It meets a growing and urgent need in our society—the need to bring together religiously diverse ways of thinking and being in the world, and eventually to transform our society through intentional pluralism. The primary goal of Critical Religious Pluralism Theory (CRPT) is to acknowledge the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and non-Christians (including the nonreligious) in the United States. Following analysis of current literature on religious, secular, and spiritual identities within higher education, and in-depth discussion of critical theories on other identity elements, the text presents seven tenets of CRPT alongside seven practical guidelines for utilizing the theory to combat the very inequalities it exposes. For the first time, a critical theory will address directly the social impacts of religious diversity and its inherent benefits and complications in the United States. Critical Religious Pluralism in Higher Education will appeal to scholars, researchers, and graduate students in higher education, as well as critical theorists from other disciplines.

Religion and Education: The Forgotten Dimensions of Religious Education? explores fundamental questions about the role of religion and education in contemporary religious education. Drawing from a range of educational and religious traditions and perspectives, it investigates the future of religious education for all.