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Growing tension around Russia in the global economy, the need to reorient foreign trade flows to countries that differ from Russia in cultural and religious aspects, as well as a growing number of publications aimed at studying economic effects of culture, religion and trust, makes it necessary to conduct a comprehensive analysis of scientific literature on the influence of culture and religion on foreign trade activities. Based on the analysis of religious literatureand scientific empirical research and using the methods of systematization, generalization, meta-analysis, conceptual approaches of socio-cultural anthropology and cross-cultural psychology, the paper proposes a theoretical justification for the mechanism of the influence of religion and culture on foreign trade. Two approaches to the influence of culture on foreigntrade activity are theoretically substantiated. Within the framework of the first approach, the proximity of cultural values contributes to the growth of foreign trade activity. Within the second framework, cultural openness and tolerance for foreign cultures have limited potential to increase mutual trade. Based on the analysis of scientific and religious literature,three groups of channels of the mechanism of the influence of religion on foreign trade are substantiated. The first group of channels, which are based on a person's psychological perception of God and His deeds, includes: influence through the perception of entrepreneurial risk as God's providence and impact through the fear of trading partners before God's punishment for non-fulfillment of obligations. The second group of channels, the mechanism of influenceof which is based on the similarity and difference of religious dogmas, includes: influence based on different religious dogmas, influence through the trust of trading partners due to the similarity of religious values and influence through religious openness and tolerance towards other faiths. The third group of channels, the mechanism of which is based on institutional theories, includes: influence through the development of religious competition, the influence of religious institutions as an alternative to weak state institutions and the influence of religion as the basis of trust between trading partners.

This book probes the complex interweaving, across time and cultures, of violence and non-violence from the perspective of the present. One of the first of its kind, it offers a comprehensive examination of the interpenetration of violence and non-violence as much in human nature as in human institutions with reference to different continents, cultures and religions over centuries. It points to the present paradox that even as violence of unprecedented lethality threatens the very survival of humankind, non-violence increasingly appears as an unlikely feasible alternative. The essays presented here cover a wide cultural-temporal spectrum - from Vedic sacrifice, early Jewish-Christian polemics, the Crusades, and medieval Japan to contemporary times. They explore aspects of the violence-non-violence dialectic in a coherent frame of analysis across themes such as war, jihad, death, salvation, religious and philosophical traditions including Buddhism, Christianity, Judaism, Hinduism, Islam, mysticism, monism, and Neoplatonism, texts such as Ramayana, Mahabharata and Quran, as well as issues faced by Dalits and ethical imperatives for clinical trials, among others. Offering thematic width and analytical depth to the treatment of the subject, the contributors bring their disciplinary expertise and cultural insights, ranging from the historical to sociological, theological, philosophical and metaphysical, as well as their sensitive erudition to deepening an understanding of a grave issue. The book will be useful to scholars and researchers of history, peace and conflict studies, political science, political thought and cultural studies, as well as those working on issues of violence and non-violence.

The United States faces an unusual problem in science education where the unifying theory in the sciences, evolution, is shrouded in controversy among the public and in the classroom. As a result, the teaching and learning of evolution has been described as "the greatest failure of science education in the 21st century". The phenomenon is highly visible in the South, where culture, beliefs, and science intersect in politics, classrooms, and at the dinner table. Research in evolution education in the region provides a vibrant lens through which to view how we approach controversial topics in the classroom and in our communities. Dr. Glaze addresses evolution education in the South and across the country, explores our understandings of the public controversy, and discusses ways of communicating science in and out of the classroom to support science literacy for all.

Table of Contents; Preface; Chapter One; Symbol a shadow of a higher reality; Chapter Two; Numbers; Geometric, Power of Numbers; Geometric, the Melody of Nature; Chapter Three; Plants and trees; Flowers; Vegetal (mythical & factual) the nature spirit; Chapter Four; Human the King; Animals, aiding the survival of man; Let the Water Teem with Living Creatures; Birds: The Guardian of Paradise; Reptiles and Insects: The Life and Death; The Mythical Figures; Epigraph: From Nature to Creation; Bibliography

This book probes the complex interweaving, across time and cultures, of violence and non-violence from the perspective of the present. One of the first of its kind, it offers a comprehensive examination of the interpenetration of violence and non-violence as much in human nature as in human institutions with reference to different continents, cultures and religions over centuries. It points to the present paradox that even as violence of unprecedented lethality threatens the very survival of humankind, non-violence increasingly appears as an unlikely feasible alternative. The essays presented here cover a wide cultural–temporal spectrum — from Vedic sacrifice, early Jewish–Christian polemics, the Crusades, and medieval Japan to contemporary times. They explore aspects of the violence–non-violence dialectic in a coherent frame of analysis across themes such as war, jihad, death, salvation, religious and philosophical traditions including Buddhism, Christianity, Judaism, Hinduism, Islam, mysticism, monism, and Neoplatonism, texts such as Ramayana, Mahabharata and Quran, as well as issues faced by Dalits and ethical imperatives for clinical trials, among others. Offering thematic width and analytical depth to the treatment of the subject, the contributors bring their disciplinary expertise and cultural insights, ranging from the historical to sociological, theological, philosophical and metaphysical, as well as their sensitive erudition to deepening an understanding of a grave issue. The book will be useful to scholars and researchers of history, peace and conflict studies, political science, political thought and cultural studies, as well as those working on issues of violence and non-violence.

Becoming Danish/Christian and becoming Muslim are skills that may be acquired in the secularized school system. This study explores how social structure and the politics of identity and knowledge in relation to religion intertwine when recontextualized in the classroom of the Danish comprehensive school post 9-11. Through close readings of what takes place at a classroom level in two Copenhagen schools, Pedagogized Muslimness provides insights into how the Nordic model of comprehensive schooling – in the (post-)welfare state – plays out in daily school life and with what effects. The book provides a deeper understanding of how knowledge is produced in school, and how school operates as an arena for the production and distribution of social difference. The good pupil is the pupil that speaks of her/himself, acting as a subject, or who, by confirming the teacher's organizing of her/himself, accepts being made into an object upon which knowledge can be generated. Particularly overexposed are the pupils, whom the teachers identify as 'Muslim', something which draws on decades of casting this group of children as special objects of – as well as obstacles to – schooling. By the late 1970s and the early 1980s, the children of migrants came to be defined by their parents' relation to the labor market: as 'foreign workers' in often unskilled jobs, associated with rural life and 'traditional family patterns', and characterized by what was seen as their (lack of) language skills. In the course of several moral panics around 'Muslims' and 'Muslim children', this focus has translated into a knowledge formation of culture/religion. The book shows how school-produced Muslimness, in the pedagogized social economy of the classroom, becomes a parameter of social class, higher as well as lower.

Integrating Psychology, Religion, and Culture -- The Promise of Qualitative Inquiry -- Jenny H. Pak and Miriam S. Kang -- Abstract -- Keywords -- 1 Introduction: History of Qualitative Inquiry, Psychology and Religion -- 2 The Human Sciences: A Call for Methodological Pluralism -- 3 Review of Qualitative Research in Psychology of Religion -- 4 Cultural Psychology, Religion, and Narrative Inquiry -- 5 Conclusion: Towards Theoretical and Methodological Diversity in American Psychology of Religion -- Acknowledgements -- References.

Podlasie, a historical and geographical region in north-eastern Poland, serves as both an external (interstate, European Union) and internal (ethnic, religious, linguistic, cultural) borderland. The primary aim of the article is to present historical and political conditions, national and cultural diversification of the Podlasie region, an analysis of current changes in ethnic and religious structure of the inhabitants as well as analysis of the consequences of changes of geopolitical circumstances in mutual relationships between different communities. Borderlands, especially those highly diverse in terms of nationality, religion, language and culture, are often identified with unstable, conflict-prone areas with past and present antagonism between nations sharing them. This belief has intensified over the last few decades when nationalisms, separatist tendencies and historical conflicts got sparked again in numerous regions of Central and Eastern Europe. However, not all European borderlands have to be stereotypically identified with areas of conflict, resentment and even hatred among the peoples inhabiting them. This is the case, among others, in Podlasie, where there are centuries-old traditions of cohabitation of diverse communities.