Although the religious and ethical consideration of food and eating is not a new phenomenon, the debate about food and eating today is distinctly different from most of what has preceded it in the history of Western culture. Yet the field of environmental ethics, especially religious approaches to environmental ethics, has been slow to see food and agriculture as topics worthy of analysis. This book examines how religious traditions and communities in the United States and beyond are responding to critical environmental ethical issues posed by the global food system. In particular, it looks at the responses that have developed within Jewish, Christian, and Islamic traditions, and shows how they relate to arguments and approaches in the broader study of food and environmental ethics. It considers topics such as land degradation and restoration, genetically modified organisms and seed consolidation, animal welfare, water use, access, pollution, and climate, and weaves consideration of human wellbeing and justice throughout. In doing so, Gretel Van Wieren proposes a model for conceptualizing agricultural and food practices in sacred terms. This book will appeal to a wide and interdisciplinary audience including those interested in environment and sustainability, food studies, ethics, and religion.
A Prelude of Lived Experiences -- Notes -- Acknowledgments -- Contents -- List of Figures -- 1: Introduction -- Violent Trauma and the ``Land of the Free, Home of the Brave´´ -- The Need for Interdisciplinary Lived Religion Studies of Violent Trauma -- The Trauma Response Ministry Case Studies -- Beginning Stories of Language and Visceral Boundaries Between Disciplines -- Organization of the Book -- Notes -- 2: Challenges and Possibilities in Interdisciplinary Encounters -- Tales from Cross-Cultural Encounters Between Academic Disciplines -- The Philosophical Significance of Lived Religion for Studies of Violent Trauma -- Between Body, Philosophy, Theology, and Experiences of Worlds -- The Tragic Impact of a Centuries-Long ``Unfortunate Family Quarrel´´ -- A Brief Note on Social Construction, Sociological Realism, Truth Claims, and Power -- The Interdisciplinary Context of Lived Religion Studies of Violent Trauma -- Notes -- 3: Two Case Studies by a Researcher Living Between Worlds -- Desire, Access, and Projection in Navigating Between Cultural Worlds -- A Founding Story for an Urban Ministry: Case Study One -- History and Organization of the Louis D. Brown Peace Institute -- History of Formation -- Mission -- Philosophical Influences -- Programs and Infrastructure -- Violent Intrusion, Chaos, and a Call for Help: Case Study Two -- Setting the Context of the Knoxville, TN, Church Shooting and Response -- History and Organization of the Unitarian Universalist Trauma Response Ministry -- History of Formation -- Mission -- Philosophical Influences -- Outline of Programs and Infrastructure -- Notes -- 4: Trauma in a Lived Religion Perspective -- The Eyes as Windows to a World of Pain -- Interdisciplinary Trauma Studies and Meaning-Making -- Interdisciplinary Trauma Studies: Body Talk in Metaphors and Images
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Daijosai, which is regarded as an indispensable ceremony for the accession of the throne, is a Shinto ceremony. Therefore, as Japanese Constitution defines separation of church and state, it is not held as a national ceremony (a state act) but held as a ceremony of the imperial house. On the other hand, since it is said to be an indispensable ceremony for the accession of the throne, government finds public significance, and the cost is covered by the national expenses. Criticisms that claim violation of separation of church and state arise, and many lawsuits were filed. This article reveals that behind the argument of Daijosai and separation of church and state, there are two contexts. On the one side, Japanese Constitution is drafted on the introspection of Meiji Constitution, and restriction of emperor's authority, denial of his deity, abolishing state Shinto, etc. were sought. On the other side, the emperor have been religious and ceremonial being throughout Japanese history, and such existence is deeply rooted both in history and culture. The conflict between these two contexts is inevitable because the constitution maintained the emperor system and at the same time provided for the separation of church and state.
▪ Abstract This article examines the study of religions of South Asia, in particular of India, from the angle of postcolonial criticism. It argues that the study of state formation provides a crucial perspective for the unraveling of the multiple transformations of religion in the colonial and postcolonial public sphere. The colonial state cannot be studied in isolation from the global framework of imperial interactions between metropole and colony, in which colonial and national modernity is produced. Such a study depends on a postcolonial critique of the very category of "religion" while acknowledging the centrality of that category in colonial and postcolonial politics. The transformation of the public sphere in South Asia shows the increasing importance of religious movements and of the political use of religious images in new communication technologies. One of the most important trends in the present era is the attempt to create a homogenous religious community, not only within the national territorial space, but also in a transnational space. Such attempts offer a violent confrontation with "the Other," however defined.
This collection draws on research in educational areas displaying best practice pedagogy, theoretical and practical, underpinned by philosophy, empirical science, and neuroscience, among other disciplines. It focusses especially on implications for higher education, school education, professional ethics, and religion. Higher education exploration is on the diminution of the humanities and implications for the range of knowledge needed for future citizenship. The work includes a revisioning of higher educations purpose, especially the changing role of the doctorate and its examination. The focus on school education takes the same pedagogical lens to humanities and social sciences, examining values education and religious studies. Ethical issues include colonisation and decolonisation, especially around the concept of land and ramifications for intercultural studies. The ethics and practice of teaching about life and death issues in medical education are explored in light of research in dialogic consensus. The religion section includes research on interfaith education, especially concerning Islam, and eco-theological education, especially focussed on climate change. Contributors are academic colleagues or former doctoral students of Terence J. Lovat (University Professor, Australia, UK, and Canada) whose internationally acclaimed research straddles these areas. Many of the contributors hold positions of influence in the academic or professional world, while others bring their newly minted doctoral research to the content. The intended readership includes academics and doctoral students across education, ethics, religion, social studies, ecology, health and medicine, indigenous studies, and international affairs. This collection, published in honour of Emeritus Professor Terence Lovat, provides rich insights into the scope and multidisciplinary depth of his scholarship. A philosopher of education whose main work has centred on curriculum theory and values education and ethics in education, Lovats scholarship reminds us that the education of children and young people must be concerned with more than academic attainment. In emphasising education as a holistic and moral endeavourone involving hearts and mindsLovat has consistently advocated for the provision of opportunities for young people to extend their horizons beyond the school environment to engage with issues in society that go beyond academic learning. Professor Lovat has also made a major and longstanding contribution to the development of Studies of Religion in schools and to the theology and history of Islam and Islamic Education. In traversing Lovats significant and remarkable contributions to education, religion and ethics, and the links between them, this book serves as a testament to a highly esteemed scholar. Associate Professor Deborah Henderson, Queensland University of Technology, Australia.
