Suchergebnisse

Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- Acknowledgements -- Preface -- 1 Oh, Your God! The Sociological Case Against Religious Faith -- 2 Morality and Society -- 3 Secularisation and the Necessity of Secularity -- 4 Campus Chaos: Postmodernist Thought as Intellectual Crisis -- 5 The Rise of a New Orthodoxy: Woke "Justice" and the Sleep of Reason -- 6 Pardon the Expression: Islam, Media Representation and Censorship -- 7 Sociology and Its Special and General Theories of Relativism -- Conclusion: The Persistence of Intuitions and the Fear of Knowledge -- References -- Index.

Drawing on debates from a multi-disciplinary perspective, this book examines what it means to offer a genuine sociological critique of religious faith, illiberalism and anti-secularism from a macro perspective. Arguing that as a discipline concerned with real issues in the social world, sociology should be at the forefront of any analysis of religious power and legitimacy, the author contends that much religious faith is fundamentally incompatible with any twenty-first-century society that seeks inclusive, utilitarian and humanistic principles as its goals. With an emphasis on sociology, the effects of organised religion's overall decline in modern Western contexts are explored, while the troubling re-emergence or persistence of faith-based and other non-evidentiary perspectives is also discussed via debates around identity politics, postmodernism and multiculturalism. Through an analysis of the rise of irrational thinking in our politics and our entire social and cultural fabric, the book moves to conclude that religious beliefs and other forms of dogmatism are underpinned by powerful, influential and potentially dangerous ideological structures at various levels of society and that viable, secular alternatives to faith teachings ought to be nurtured in their place. A critique of religion that advances modern, secular humanistic thought, Truth Claims in a Post-Truth World will appeal to scholars of sociology, social theory and philosophy with interests in religion, political thought, ethics and civil society.

Introduction -- Lamination -- Text vs. photo? : Agee, Evans and lamination -- Photo-memory-palimpsest : lamination and family photographs -- Beating the street : race and visual ethnography in the American city -- Don't look now! photojournalism, "uncomfortable pictures" and lamination -- Digital materialities : lamination and new media -- Conclusion -- References -- Index.

Purpose
– The purpose of this paper is to report on the Multidisciplinary Sustainability Education Project (MSEP) as a framework using sustainability-themed education modules to introduce students to the need for multidisciplinary approaches to solving twenty-first-century problems while retaining traditional course strengths and content.


Design/methodology/approach
– The MSEP uses sustainability-themed education models and a multidisciplinary approach to link courses across disciplines. Modules are identified by an overarching question with activities designed to address the overarching question from course-specific perspectives, resulting in students writing short technical reports summarizing their results. Students then read and evaluate technical reports from other classes, and complete a summary activity designed to connect perspectives from different disciplines.


Findings
– The multi-method assessment identified no loss or gain in discipline-specific learning; increased understanding about the characteristics of twenty-first-century problems, in particular those related to sustainability; and increased students
'
favorable perceptions of introductory calculus. Assessment of increased understanding of how different disciplines can work together to understand complex problems was difficult to measure due to limitations of a project-developed assessment instrument.


Originality/value
– This paper contributes to undergraduate sustainability education by describing a framework for connecting courses using sustainability-themed modules. By implementing an asynchronous manner where courses use materials from the project Web site and contribute materials to the Web site after implementing a module, it is easy to incorporate a module into existing courses, any educational institution's existing structure and across institutions. The framework's flexible design allows new courses from any discipline to connect to a module, allowing for multidisciplinary connections to grow over time.