To what extent is religion inherently textual? What might the term 'textual' mean in relation to religious faith and practice? These are the two key questions addressed by the eleven thought-provoking essays collected in this volume. Accounts of the content and structure of sacred texts are commonplace. The rather more adventurous aim of this book is to disclose (within the context of religion) the various ways in which meaning can be read of more or less obviously sacred writing and from discourses such as the body, the built and natural environment, drama and ritual.

The material symbol has become central to understanding religion in late modernity. Overtly theological approaches use words to express the values and faith of a religion, but leave out the 'incarnation' of religion in the behavioural, performative, or audio-visual form. This book explores the lived experience of religion through its material expressions, demonstrating how religion and spirituality are given form and are thus far from being detached or ethereal. Cutting across cultures, senses, disciplines and faiths, the contributors register the variety in which religions and religious groups express the sacred and numinous. Including chapters on music, architecture, festivals, ritual, artifacts, dance, dress and magic, this book offers an invaluable resource to students of sociology and anthropology of religion, art, culture, history, liturgy, theories of late modern culture, and religious studies.

In recent years, there has been growing awareness across a range of academic disciplines of the value of exploring issues of religion and the sacred in relation to cultures of everyday life. Exploring Religion and the Sacred in a Media Age offers inter-disciplinary perspectives drawing from theology, religious studies, media studies, cultural studies, film studies, sociology and anthropology. Combining theoretical frameworks for the analysis of religion, media and popular culture, with focused international case studies of particular texts, practices, communities and audiences, the authors examine topics such as media rituals, marketing strategies, empirical investigations of audience testimony, and the influence of religion on music, reality television and the internet. Both academically rigorous and of interest to a wider readership, this book offers a wide range of fascinating explorations at the cutting edge of many contemporary debates in sociology, religion and media, including chapters on the way evangelical groups in America have made use of The Da Vinci Code and on the influences of religion on British club culture and electronic dance music.

Religions have always been associated with particular forms of knowledge, often knowledge accorded special significance and sometimes knowledge at odds with prevailing understandings of truth and authority in wider society. New religious movements emerge on the basis of reformulated, often controversial, understandings of how the world works and where ultimate meaning can be found. Governments have risen and fallen on the basis of such differences and global conflict has raged around competing claims about the origins and content of religious truth. Such concerns give rise to recurrent questions, faced by academics, governments and the general public. How do we treat statements made by religious groups and on what basis are they made? What authorities lie behind religious claims to truth? How can competing claims about knowledge be resolved? Are there instances when it is appropriate to police religious knowledge claims or restrict their public expression? This book addresses the relationship between religion and knowledge from a sociological perspective, taking both religion and knowledge as phenomena located within ever changing social contexts. It builds on historical foundations, but offers a distinctive focus on the changing status of religious phenomena at the turn of the twenty-first century. Including critical engagement with live debates about intelligent design and the 'new atheism', this collection of essays brings recent research on religious movements into conversation with debates about socialisation, reflexivity and the changing capacity of social institutions to shape human identities. Contributors examine religion as an institutional context for the production of knowledge, as a form of knowledge to be transmitted or conveyed and as a social field in which controversies about knowledge emerge.

Religions have always been associated with particular forms of knowledge, often knowledge accorded special significance and sometimes knowledge at odds with prevailing understandings of truth and authority in wider society. New religious movements emerge on the basis of reformulated, often controversial, understandings of how the world works and where ultimate meaning can be found. Governments have risen and fallen on the basis of such differences and global conflict has raged around competing claims about the origins and content of religious truth. Such concerns give rise to recurrent questions, faced by academics, governments and the general public. How do we treat statements made by religious groups and on what basis are they made? What authorities lie behind religious claims to truth? How can competing claims about knowledge be resolved? Are there instances when it is appropriate to police religious knowledge claims or restrict their public expression? This book addresses the relationship between religion and knowledge from a sociological perspective, taking both religion and knowledge as phenomena located within ever changing social contexts. It builds on historical foundations, but offers a distinctive focus on the changing status of religious phenomena at the turn of the twenty-first century. Including critical engagement with live debates about intelligent design and the 'new atheism', this collection of essays brings recent research on religious movements into conversation with debates about socialisation, reflexivity and the changing capacity of social institutions to shape human identities. Contributors examine religion as an institutional context for the production of knowledge, as a form of knowledge to be transmitted or conveyed and as a social field in which controversies about knowledge emerge.

In recent years, there has been growing awareness across a range of academic disciplines of the value of exploring issues of religion and the sacred in relation to cultures of everyday life. Exploring Religion and the Sacred in a Media Age offers inter-disciplinary perspectives drawing from theology, religious studies, media studies, cultural studies, film studies, sociology and anthropology. Combining theoretical frameworks for the analysis of religion, media and popular culture, with focused international case studies of particular texts, practices, communities and audiences, the authors examine topics such as media rituals, marketing strategies, empirical investigations of audience testimony, and the influence of religion on music, reality television and the internet. Both academically rigorous and of interest to a wider readership, this book offers a wide range of fascinating explorations at the cutting edge of many contemporary debates in sociology, religion and media, including chapters on the way evangelical groups in America have made use of The Da Vinci Code and on the influences of religion on British club culture and electronic dance music.

To what extent is religion inherently textual? What might the term 'textual' mean in relation to religious faith and practice? These are the two key questions addressed by the eleven thought-provoking essays collected in this volume. Accounts of the content and structure of sacred texts are commonplace. The rather more adventurous aim of this book is to disclose (within the context of religion) the various ways in which meaning can be read of more or less obviously sacred writing and from discourses such as the body, the built and natural environment, drama and ritual.

New religious movements such as Scientology, the Jehovah's Witnesses and the Unification Church (Moonies) are now well established in mainstream cultural consciousness. But responses to these "cult" groups still tend to be overwhelmingly negative, characterized by the furious reactions that they evoke from majority interests. Modern societies need to learn how to respond to such movements, and how to interpret their benefits and dangers.
"Researching New Religious Movements" provides a fresh look at the history and development of "anti cult" groups, and the response of mainstream churches to these new movements. In this unique reception study, Elisabeth Arweck traces the path of scholarship of new religious movements, exploring the development of research in this growing field. She considers academic and media interventions on both sides, with special emphasis on the problems of objectivity inherent in terminologies of "sects," "abduction" and "brainwashing." Ideal for students and researchers, this much-needed book takes the debate over new religious movements to a newly sophisticated level.

New religious movements such as the Moonies, Jehovah's Witnesses and Hare Krishnas are now well established in mainstream cultural consciousness. But responses to these 'cult' groups still tend to be overwhelmingly negative, characterized by the furious reactions that they evoke from majority interests. Modern societies need to learn how best to respond to such movements, and how to interpret their benefits and dangers. Researching New Religious Movements provides a cutting-edge analysis of the controversy around new religions in America and Europe today. Drawing on original fieldwork, it explores the battles between the recruiting factions of groups like the Moonies, and the anti-cult movements and Church societies that have mobilized to oppose these. It considers academic and media interventions on both sides, placing special emphasis on the problems of objectivity inherent in the language of 'sects', 'abduction' and 'brainwashing'. Ideal for students, researchers and professionals, this provocative and much-needed book takes the debate over new religious movements to a newly sophisticated level.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils' lives, the way teachers' personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches). The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people's lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the 'other' - whatever that 'other' may be. This book was originally published as a special issue of the Journal of Beliefs & Values.

Investigating the hitherto unexplored topic of how young people understand and relate to religious diversity in the social context in which they are growing up, this book makes a significant contribution to the existing body of literature on religious diversity and multiculturalism. It closes a gap in knowledge about young people's attitudes to religious diversity, and reports data gathered across the whole of the UK as well as comparative chapters on Canada, USA and continental Europe. Reporting findings from both qualitative and quantitative research which reveal, for example, the importance of the particular social and geographical context within which young people are embedded, the volume addresses young people's attitudes towards the range of 'world religions' as well as non-religious stances and offers an interdisciplinary approach through the different analytical perspectives of the contributors.

This volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.

The present collection brings together a set of essays which shed light on recent research into non-religion, secularity and atheism-topics which have been emerging as important areas of current research in a number of different disciplines. The essays cover a wide span-in terms of the various stances they discuss (secular, atheist, non-religious), the settings in which these topics are relevant (families, wider society, politics, demography) and the different perspectives which relate to socialisation and social relations (belief acquisition, discrimination). Written by authors from a variety of national settings and academic disciplines, the collection presents a range of methodologies, combining theoretical approaches with quantitative and qualitative research findings. The authors address issues related to an important academic field which had been neglected for some time, but which has been made relevant by the increasing percentage of people professing a non-religious stance. This collection represents a major contribution to this area of academic research, not only because it puts the themes of non-religion and secularity firmly on the academic map, but also because it offers a variety of different viewpoints and aims to bring clarity into the use of concepts and terminology. The authors make important contributions to the emerging body of research in this area and point out areas where further research is needed. The first essay provides a thorough introduction to this field, taking stock of the work done so far, highlighting the overarching issues, and embedding the essays in the wider context of existing literature. This book was originally published as a special issue of the Journal of Contemporary Religion.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils' lives, the way teachers' personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches). The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people's lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the 'other' - whatever that 'other' may be. This book was originally published as a special issue of the Journal of Beliefs & Values.

The material symbol has become central to understanding religion in late modernity. Overtly theological approaches use words to express the values and faith of a religion, but leave out the 'incarnation' of religion in the behavioural, performative, or audio-visual form. This book explores the lived expression of religion through its material expression, demonstrating how religion and spirituality are given form, and are thus far from being detached or ethereal. Cutting across cultures, senses, disciplines and faiths, the contributors register the variety in which religions and religious groups express the sacred and numinous. Including chapters on music, architecture, festivals, ritual, artefacts, dance, dress and magic, this book offers an invaluable resource to students of sociology and anthropology of religion, art, culture, history, liturgy, theories of late modern culture, and religious studies.

This volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.

Investigating the hitherto unexplored topic of how young people understand and relate to religious diversity in the social context in which they are growing up, this book makes a significant contribution to the existing body of literature on religious diversity and multiculturalism. It closes a gap in knowledge about young people's attitudes to religious diversity, and reports data gathered across the whole of the UK as well as comparative chapters on Canada, USA and continental Europe. Reporting findings from both qualitative and quantitative research which reveal, for example, the importance of the particular social and geographical context within which young people are embedded, the volume addresses young people's attitudes towards the range of 'world religions' as well as non-religious stances and offers an interdisciplinary approach through the different analytical perspectives of the contributors.

This volume brings together current research on young people, (non)religion, and diversity, documenting the forms young people's stances may take and the social or spatial contexts in which these may be formed. The social contexts studied include the family, school, and faith communities. The spatial contexts include (sub)urban and rural geographies and places of worship and pilgrimage.Youth and (non)religion are an area of academic interest that has been gaining increasing attention, especially as it pertains to youthful expressions of (non)religion and identities. As research on religion and young people spans and expands across academic disciplines and across geographic areas, comparative approaches and perspectives, such as presented in this volume, offer important spaces for reflecting about the experience of religiosity among young people and the ways they are learning about, and developing, (non)religious identities. Building bridges geographically and methodologically, this volume provides an international perspective on religion and nonreligion among young people, offering a diversity of religious and nonreligious perspectives.

The first compilation that brings together publications on New Religious Movements (NRMs) from across Western Europe, this useful work includes titles written in most European languages. The Introduction provides an overview of NRMs since 1960 and places them in a global perspective. The literature, from the late 1970s to the present, covers areas of study such as sociology, psychology, history, theology, and more, and will be of interest to scholars and students in many disciplines. The work is a companion piece to Diane Choquette's "New Religious Movements in the United States and Canada: A Critical Assessment" (Greenwood, 1985).

The authors, experts in NRMs throughout the world, discuss various explanatory models that account for the emergence of NRMs and look at the way they have spread throughout the countries of Western Europe. Membership and impact are discussed, as well as the response of the wider society. The label new is addressed and some attempts at classification are presented.