Abstract Stephen Jay Gould's NOMA (nonoverlapping magisteria) theory was meant to be an alternative to the traditional “conflict model” regarding the relationship between science and religion. But NOMA has been plagued with problems from the beginning. The problem most acutely felt was that of demarcating the disciplines of science and theology. This paper is an attempt to retain the insights of NOMA and the conflict model, while eliminating their shortcomings. It acknowledges with the conflict model that the conflict is real, (...) but not necessarily a fight unto death. It agrees with the NOMA that the two are different kinds of disciplines, and it goes on to spell out the difference in some detail. They turn out to be so radically different that the two cannot be reconciled by keeping one away from the other's turf, as NOMA suggests, but may be reconciled through a fusion of horizons in the Gadamerian sense. (shrink)

Philosophers of religion have tended to focus on Freud’s dismissal of religion as an illusion, thus characterising his account as primarily hostile. Those who wish to engage with psychoanalytic ideas in order to understand religion in a more positive way have tended to look to later psychoanalysts for more sympathetic sources. This paper suggests that other aspects of Freud’s own writings might, surprisingly, provide such tools. In particular, a more subtle understanding of the relationship between illusion and reality emerges in (...) his theory, that itself offers a useful way of understanding the meaning and significance of religion for the human animal. By exploring these sources a view of religion emerges which connects it closely with the processes of imagination and creativity. Under this view, religion is more than just a set of hypotheses to be proved or disproved. In religion, we have access to the most deeply rooted wishes and anxieties of the human heart, and thus its investigation enables a deeper understanding of what it is to be a human being. (shrink)

Philosophers of religion have tended to focus on Freud's dismissal of religion as an illusion, thus characterising his account as primarily hostile. Those who wish to engage with psychoanalytic ideas in order to understand religion in a more positive way have tended to look to later psychoanalysts for more sympathetic sources. This paper suggests that other aspects of Freud's own writings might, surprisingly, provide such tools. In particular, a more subtle understanding of the relationship between illusion and reality emerges in (...) his theory, that itself offers a useful way of understanding the meaning and significance of religion for the human animal. By exploring these sources a view of religion emerges which connects it closely with the processes of imagination and creativity. Under this view, religion is more than just a set of hypotheses to be proved or disproved. In religion, we have access to the most deeply rooted wishes and anxieties of the human heart, and thus its investigation enables a deeper understanding of what it is to be a human being. (shrink)

Given India’s vibrant religious landscape, there is a somewhat surprising paucity of depart‐ ments, centres or even programs for the academic study of religion. This article discusses this issue based on the preliminary results of an interview study conducted at Banaras Hindu University (BHU), Varanasi, India, in 2014 and 20 Its focus is on the views of university teachers and researchers concerning the place, role and function of religion and religious stud‐ ies at BHU. Twenty‐eight semi‐structured interviews were conducted. In (...) the course of their analysis, six themes emerged: 1) the place and role of religion in society; 2) religion as ‘religi‐ osity/spirituality’ or sanatana dharma vs. political ideology/communitarianism; 3) religion vs. dharma; 4) secularization; 5) religion in education in general; and, 6) religion in the education at BHU. The informants agreed on the increasing importance of religion in India, and most of them viewed the meaning of secularization as being ‘equal respect for all religions’. Moreover, a majority distinguished between ‘religion’, in the Western sense, and the Indian conception of dharma, considering it regrettable that the latter, described as the common ground of all reli‐ gions, is not taught more extensively at BHU. They also considered the original ideal of BHU’s founder, Madan Mohan Malaviya, to be of signi cant importance. That ideal involved not only teaching students the knowledge and skill sets found in a standard modern university, but also equipping them with a value‐based education, grounded upon sanatana‐dharma. As our project progresses, further understanding of this turn toward dharma education is something we intend to pursue through the lens of multiple modernities, developed by Marian Burchardt et al. as multiple secularities. (shrink)

During the last decades, two major and interrelated themes have dominated the study of religion: (a) the theme claiming that the long taken-for-granted so-called secularization thesis was all wrong, and (b) the theme of the so-called “return” or “resurgence of religion”. This global revival of religion — on micro, meso and macro levels — has been chronicled in a number of important books lately. As even a quick glance in some of the many textbooks about religious studies reveal that there (...) are many various ways of studying religion — theologically, sociologically, psychologically, anthropologically, philosophically, etc. — and they can be tackled from many different ideological or theoretical “slants” or perspectives – gender, postcolonial, orientalism, postmodernism, inside/outside, hermeneutical, etc. And it seems to be a general rule within science that the more important, complex and controversial a subject area is perceived to be, the more heated the debate about theory, method and definitions of concepts seems to be within it. Comparative religion can, very broadly, be carried out from two types of data: texts or actual living human beings. During the last thirty or so years, and in tandem with the initially mentioned two themes, the latter – what many scholars now call “lived religion” (Hall, 1997; Orsi, 2005; Ammerman, 2007; Mcguire, 2008) – have more and more come to the fore in departments of religious studies. This can be seen as a “rejuvenation” of Friedrich Schleiermacher’s opinions that the only way to study religion adequately was in and through the religious beliefs and practices of actually living human beings and that the heart of religion was to be found, not in rules and regulations, hierarchies and hymnbooks, but in the individual’s experience of dependence upon a power infinitely greater than his own. The student of religion must, in other words, concentrate, not on what people might do, ought to do, or what the textbooks say they are supposed to do, but on what they actually do, and the ways in which they actually behave, and why they do what they do — their motives, reasons or inducements for doing what they do. (shrink)