The ERC-funded research project BuddhistRoad aims to create a new framework to enable understanding of the complexities in the dynamics of cultural encounter and religious transfer in pre-modern Eastern Central Asia. Buddhism was one major factor in this exchange: for the first time the multi-layered relationships between the trans-regional Buddhist traditions (Chinese, Indian, Tibetan) and those based on local Buddhist cultures (Khotanese, Uyghur, Tangut) will be explored in a systematic way. The second volume Buddhism in Central Asia II-Practice and Rituals, Visual and Materials Transfer based on the mid-project conference held on September 16th-18th, 2019, at CERES, Ruhr-Universitat Bochum (Germany) focuses on two of the six thematic topics addressed by the project, namely on "practices and rituals", exploring material culture in religious context such as mandalas and talismans, as well as "visual and material transfer", including shared iconographies and the spread of 'Khotanese' themes.

This volume discusses the origin and structure of the universe in mystical Islam (Sufism) with special reference to parallel realms of existence and their interaction. Contributors address Sufi ideas about the fate of human beings in this and future life under three rubrics: (1) cosmogony and eschatology ("where do we come from?" and "where do we go?"); (2) conceptualizations of the world of the here-and-now ("where are we now?"); and (3) visualizations of realms of existence, their hierarchy and mutual relationships ("where are we in relation to other times and places?"). Contributors are Christian Lange, Alexander Knysh, Noah Gardiner, Stephen Hirtenstein, Saeko Yazaki, Jean-Jacques Thibon, Leah Kinberg, Sara Sviri, Munjed M. Murad, Simon O'Meara, Pierre Lory, Mathieu Terrier, Michael Ebstein, Binyamin Abrahamov and Frederick Colby.

Sociologist Jeffrey Guhin spent a year and a half embedded in four high schools in the New York City area - two of them Sunni Muslim and two Evangelical Christian. At first pass, these communities do not seem to have much in common. But under closer inspection Guhin finds several common threads: each school community holds to a conservative approach to gender and sexuality, a hostility towards the theory of evolution, and a deep suspicion of secularism. All possess a double-sided image of America, on the one hand as a place where their children can excel and prosper, and on the other hand as a land of temptations that could lead their children astray. He shows how these school communities use boundaries of politics, gender, and sexuality to distinguish themselves from the secular world, both in school and online. Guhin develops his study of boundaries in the book's first half to show how the school communities teach their children who they are not; the book's second half shows how the communities use "external authorities" to teach their children who they are. These "external authorities" - such as Science, Scripture, and Prayer - are experienced by community members as real powers with the ability to issue commands and coerce action. By offloading agency to these external authorities, leaders in these schools are able to maintain a commitment to religious freedom while simultaneously reproducing their moral commitments in their students. Drawing on extensive classroom observation, community participation, and 143 formal interviews with students, teachers, and staff, this book makes an original contribution to sociology, religious studies, and education.