This book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents’ perceptions and attitudes toward public and religious education. Combining ethnographic fieldwork and a cognitive rationality framework, this book investigates ethnic minorities’ educational attainment and its shaping mechanisms. Instead of attributing the undereducation of ethnic minorities solely to structural factors such as economic constraints, cultural conflicts and state policies, this study focuses on the critical role of perceptions and expectations through which many structural factors function. The fieldwork in a predominantly Muslim village in northwest China reveals that public education and religious education are complementary in the daily pursuit of well-being. And the study further argues that the practical oriented logic of rural Muslims sheds light on the research of inequality in educational attainment. The book will be of interest to scholars and postgraduate students studying ethnic minority education in China. Those who are researching on Islam and Muslims’ identity, especially in a multiethnic society, may also find this research insightful and helpful.

This book develops a theory of existential security. It demonstrates that the publics of virtually all advanced industrial societies have been moving toward more secular orientations during the past half century, but also that the world as a whole now has more people with traditional religious views than ever before. This second edition expands the theory and provides new and updated evidence from a broad perspective and in a wide range of countries. This confirms that religiosity persists most strongly among vulnerable populations, especially in poorer nations and in failed states. Conversely, a systematic erosion of religious practices, values and beliefs has occurred among the more prosperous strata in rich nations.

This secularization has long been recognized as a decisive turning point in the history of American education. John Roberts and James Turner identify the forces and explain the events that reformed the college curriculum during this era.".

Sacred and secular worldviews have long held a place in U.S. higher education, although non-religious perspectives have usually been privileged in the modern era. This book illustrates the importance of cultivating multiple worldviews.

“What does it mean to see the American landscape in a secular way?” asks Nicolas Howe at the outset of this innovative, ambitious, and wide-ranging book. It’s a surprising question because of what it implies: we usually aren’t seeing American landscapes through a non-religious lens, but rather as inflected by complicated, little-examined concepts of the sacred. Fusing geography, legal scholarship, and religion in a potent analysis, Howe shows how seemingly routine questions about how to look at a sunrise or a plateau or how to assess what a mountain is both physically and ideologically, lead to complex arguments about the nature of religious experience and its implications for our lives as citizens. In American society—nominally secular but committed to permitting a diversity of religious beliefs and expressions—such questions become all the more fraught and can lead to difficult, often unsatisfying compromises regarding how to interpret and inhabit our public lands and spaces. A serious commitment to secularism, Howe shows, forces us to confront the profound challenges of true religious diversity in ways that often will have their ultimate expression in our built environment. This provocative exploration of some of the fundamental aspects of American life will help us see the land, law, and society anew.

When we first pick it up and open it, the Bible can seem confusing and perhaps even frightening. Here is this bulky book, made up of seventy-three sections with unfamiliar titles such as Deuteronomy, Ecclesiastes, Colossians, and Corinthians, with numbers in front of almost every sentence, rarely any pictures, and perhaps a few maps of ancient areas such as Mesopotamia, Assyria, and Judah. Since the Bible looks like a book, we may start to read it as we would any other book, hoping to move from cover to cover. Then we begin to wonder, Who wrote this? When was it written? What kind of writing is this: History? Science? Biography? Fiction? What am I supposed to get out of it? As (or if) we keep reading the Bible page by page, section by section, we soon realize that this is no ordinary run-of-the-bookshelf volume. Without a guide the Bible is likely to remain the book most often purchased but not very often read and even less often understood. To rescue Bible readers and students from turning their initial enthusiasm into boredom, Gregory Dawes gives us this Introduction to the Bible, the indispensable prologue to the entire series of the New Collegeville Bible Commentary. Dividing the contents into two parts, the author first describes how the Old and New Testaments came to be put together, and then explores how their stories have been interpreted over the centuries. In the words of Dawes, this very broad overview of a very complex history offers the general reader a helpful framework within which to begin to understand the Bible. The author writes clearly, frequently seasoning his explanations with crisp examples. This book anchors individual and group Bible study on the solid foundation of basic biblical vocabulary and concepts. Gregory W. Dawes is senior lecturer in both religious studies and philosophy at the University of Otago (New Zealand). He undertook graduate study at the Pontifical Biblical Institute in Rome, where he completed the Licentiate degree, before receiving a PhD from the University of Otago in 1995. He has written several books, the most recent being The Historical Jesus Question: The Challenge of History to Religious Authority (Westminster John Knox, 2001). He is currently researching Christian responses to the work of Charles Darwin.