Based in the idea that social phenomena are best studied through the lens of different disciplinary perspectives, Empty Churches studies the growing number of individuals who no longer affiliate with a religious tradition. Co-editors Jan Stets, a social psychologist, and James Heft, a historian of theology, bring together leading scholars in the fields of sociology, developmental psychology, gerontology, political science, history, philosophy, and pastoral theology. The scholars in this volume explore the phenomenon by drawing from each other's work to understand better the multi-faceted nature of non-affiliation today. They explore the complex impact that non-affiliation has on individuals and the wider society, and what the future looks like for religion in America. The book also features insightful perspectives from parents of young adults and interviews with pastors struggling with this issue who address how we might address this trend. Empty Churches provides a rich and thoughtful analysis on non- affiliation in American society from multiple scholarly perspectives. The increasing growth of non-affiliation threatens the vitality and long-term stability of religious institutions, and this book offers guidance on maintaining the commitment and community at the heart of these institutions.

Catholic high schools in the United States have been undergoing three major changes: the shift to primarily lay leadership and teachers; the transition to a more consumerist and pluralist culture; and the increasing diversity of students attending Catholic high schools. James Heft argues that to navigate these changes successfully, leaders of Catholic education need to inform lay teachers more thoroughly, conduct a more profound social analysis of the culture, and address the real needs of students.
After presenting the history of Catholic schools in the United States and describing the major legal decisions that have influenced their evolution, Heft describes the distinctive and compelling mission of a Catholic high school. Two chapters are devoted to leadership, and other chapters to teachers, students, alternative models of high schools, financing, and the key role of parents, who today may be described as ''post-deferential'' to traditional authorities, including bishops and priests.
Written by an award-winning teacher, scholar, and recognized educational leader in Catholic education, Catholic High Schools should be read by everyone interested in religiously- affiliated educational institutions, particularly Catholic education.

This book offers a series of reflections on the state of Christianity, and especially Catholicism, in the world today. The centrepiece of the volume is a lecture by the renowned philosopher Charles Taylor, from which the title of the book is taken. The lecture, delivered at Dayton University in January of 1996, offered Taylor the opportunity to speak about his theological views and his sense of the cultural placement of Catholicism, its history and trajectory. Four well-known commentators on religion and society were invited to respond to Taylor's lecture: William M. Shea, George Marsden, Jean Bethke Elshtain, and Rosemary Luling-Haughton. Their chapters offer a variety of astute reflections on the tensions between religion and modernity, and in particular on the role that Catholicism can and should play in contemporary society.

So much has changed about Catholic intellectual life in the half century since the end of the Second Vatican Council that it has become difficult to locate the core concepts that make up the tradition. In the Logos of Love is a collection of essays that grew out of a 2013 conference on Catholic intellectual life co-sponsored by the University of Dayton and the Institute for Advanced Catholic Studies of the University of Southern California. The essays, written by scholars of theology, history, law, and media studies of religion, trace the history of this intellectual tradition in order to craft new tools for understanding the present day and approaching the future. Each essay explores both the promise of Catholic intellectual life and its various contemporary predicaments. How does a changed media landscape affect the way Catholicism is depicted, and the way its adherents understand and communicate among themselves? What resources can the tradition offer for reflection on new understandings of sexuality and gender? How can and should US Catholic intellectual life embrace and enhance-and introduce students to-the new ways in which Catholicism is becoming a more global tradition? What is the role of scholars in disciplines beyond theology? Of scholars who are not Catholic? Of scholars in universities not sponsored by Catholic religious orders or dioceses? By providing context for and proposing responses to these questions, the scholars invite discussion and reflection from a wide range of readers who have one important thing in common-a stake in sustaining a vibrant, flourishing intellectual tradition.

How can the world's many religions overcome ideological differences and come together to promote understanding, justice and peace? In this groundbreaking volume, James L. Heft and fifteen other leading scholars of the world's major religions show how to answer this crucial question.
Structured as a scholarly dialogue, Catholicism and Interreligious Dialogue contains essays by five Catholic scholars who have committed to extensive study of and dialogue with another world religion. Each scholar presents an assessment of the present state of interreligious dialogue between the Catholic Church and practitioners of a a particular faith, including Judaism, Islam, Hinduism, Buddhism and Confucianism. These assessments are followed by critical responses from two scholars of the tradition under discussion, as well as concluding comments from the Catholic scholar who offered the assessment.

Constructive interreligious dialogue is only a recent phenomenon. Until the nineteenth century, most dialogue among believers was carried on as a debate aimed either to disprove the claims of the other, or to convert the other to one's own tradition. At the end of the nineteenth century, Protestant Christian missionaries of different denominations had created such a cacophony amongst themselves in the mission fields that they decided that it would be best if they could begin to overcome their own differences instead of confusing and even scandalizing the people whom they were trying to convert. By the middle of the twentieth century, the horrors of the Holocaust compelled Christians, especially mainline Protestants and Catholics, to enter into a serious dialogue with Jews, one of the consequences of which was the removal of claims by Christians to have replaced Judaism, and revising text books that communicated that message to Christian believers.
Now, at the beginning of the twenty-first century, many branches of Christianity, not least the Catholic Church, are engaged in a world-wide constructive dialogue with Muslims, made all the more necessary by the terrorist attacks of September 11. In these new conversations, Muslim religious leaders took an important initiative when they sent their document, ''A Common Word Between Us, '' to all Christians in the West. It is an extraordinary document, for it makes a theological argument (various Christians in the West, including officials at the Vatican, have claimed that a ''theological conversation'' with Muslims is not possible) based on texts drawn from the Hebrew Bible, the New Testament and the Qur'an, that Jewish, Christian, and Muslim believers share the God-given obligation to love God and each other in peace and justice.
The Institute for Advanced Catholic Studies brought together an international group of sixteen Jewish, Catholic, and Muslim scholars to carry on an important theological exploration of the theme of ''learned ignorance.''

So much has changed about Catholic intellectual life in the half century since the end of the Second Vatican Council that it has become difficult to locate the core concepts that make up the tradition. In the Logos of Love is a collection of essays that grew out of a 2013 conference on Catholic intellectual life co-sponsored by the University of Dayton and the Institute for Advanced Catholic Studies of the University of Southern California. The essays, written by scholars of theology, history, law, and media studies of religion, trace the history of this intellectual tradition in order to craft new tools for understanding the present day and approaching the future. Each essay explores both the promise of Catholic intellectual life and its various contemporary predicaments. How does a changed media landscape affect the way Catholicism is depicted, and the way its adherents understand and communicate among themselves? What resources can the tradition offer for reflection on new understandings of sexuality and gender? How can and should US Catholic intellectual life embrace and enhance-and introduce students to-the new ways in which Catholicism is becoming a more global tradition? What is the role of scholars in disciplines beyond theology? Of scholars who are not Catholic? Of scholars in universities not sponsored by Catholic religious orders or dioceses? By providing context for and proposing responses to these questions, the scholars invite discussion and reflection from a wide range of readers who have one important thing in common-a stake in sustaining a vibrant, flourishing intellectual tradition.

How can the world's many religions overcome ideological differences and come together to promote understanding, justice and peace? In this groundbreaking volume, James L. Heft and fifteen other leading scholars of the world's major religions show how to answer this crucial question.
Structured as a scholarly dialogue, Catholicism and Interreligious Dialogue contains essays by five Catholic scholars who have committed to extensive study of and dialogue with another world religion. Each scholar presents an assessment of the present state of interreligious dialogue between the Catholic Church and practitioners of a a particular faith, including Judaism, Islam, Hinduism, Buddhism and Confucianism. These assessments are followed by critical responses from two scholars of the tradition under discussion, as well as concluding comments from the Catholic scholar who offered the assessment.

Constructive interreligious dialogue is only a recent phenomenon. Until the nineteenth century, most dialogue among believers was carried on as a debate aimed either to disprove the claims of the other, or to convert the other to one's own tradition. At the end of the nineteenth century, Protestant Christian missionaries of different denominations had created such a cacophony amongst themselves in the mission fields that they decided that it would be best if they could begin to overcome their own differences instead of confusing and even scandalizing the people whom they were trying to convert. By the middle of the twentieth century, the horrors of the Holocaust compelled Christians, especially mainline Protestants and Catholics, to enter into a serious dialogue with Jews, one of the consequences of which was the removal of claims by Christians to have replaced Judaism, and revising text books that communicated that message to Christian believers.
Now, at the beginning of the twenty-first century, many branches of Christianity, not least the Catholic Church, are engaged in a world-wide constructive dialogue with Muslims, made all the more necessary by the terrorist attacks of September 11. In these new conversations, Muslim religious leaders took an important initiative when they sent their document, ''A Common Word Between Us, '' to all Christians in the West. It is an extraordinary document, for it makes a theological argument (various Christians in the West, including officials at the Vatican, have claimed that a ''theological conversation'' with Muslims is not possible) based on texts drawn from the Hebrew Bible, the New Testament and the Qur'an, that Jewish, Christian, and Muslim believers share the God-given obligation to love God and each other in peace and justice.
The Institute for Advanced Catholic Studies brought together an international group of sixteen Jewish, Catholic, and Muslim scholars to carry on an important theological exploration of the theme of ''learned ignorance.''

Based in the idea that social phenomena are best studied through the lens of different disciplinary perspectives, Empty Churches studies the growing number of individuals who no longer affiliate with a religious tradition. Co-editors Jan Stets, a social psychologist, and James Heft, a historian of theology, bring together leading scholars in the fields of sociology, developmental psychology, gerontology, political science, history, philosophy, and pastoral theology. The scholars in this volume explore the phenomenon by drawing from each other's work to understand better the multi-faceted nature of non-affiliation today. They explore the complex impact that non-affiliation has on individuals and the wider society, and what the future looks like for religion in America. The book also features insightful perspectives from parents of young adults and interviews with pastors struggling with this issue who address how we might address this trend. Empty Churches provides a rich and thoughtful analysis on non- affiliation in American society from multiple scholarly perspectives. The increasing growth of non-affiliation threatens the vitality and long-term stability of religious institutions, and this book offers guidance on maintaining the commitment and community at the heart of these institutions.

From the beginning, the Abrahamic faithsaJudaism, Christianity, and Islamahave stressed the importance of transmitting religious identity from one generation to the next. Today, that sustaining mission has never been more challenged. Will young people have a faith to guide them? How can faith traditions anchor religious attachments in this secular, skeptical culture?The fruit of a historic gathering of scholars and religious leaders across three faiths and many disciplines, this important book reports on the religious lives of young people in todayas world. Itas also a unique inventory of creative and thoughtful responses from churches, synagogues, and mosques working to keep religion a significant force in those lives.The essays are grouped thematically. Opening the book, Melchor Sanchez de Toca and Nancy Ammerman explore fundamental issues that have an impact on religionafrom the cultural effects of global consumerism and personal technology to pluralism and individualism. In Part Two, leading investigators present three leading studies of religiosity among young people and college students in the United States, illuminating the gap between personal values and organized religionaand the emergence of new, different forms of spirituality and faith. How religious institutions deal with these challenges forms the heart of the bookain portraits of abest practicesa developed to revitalize traditional institutions, from a synagogue in New York City and a Muslim youth camp in California to the famed French Catholic community of the late Brother John of TaizA(c). Finally, Jack Miles and Diane Winston weave the findings into a broader perspective of the future of religious belief, practice, andfeeling in a changing world.Filled with real-world wisdom, Passing the Faith will be an essential resource for anyone seeking to understand what religions must, and can, do to inspire a vigorous faith in the next generation.

How do Catholic intellectuals draw on faith in their work? And how does their work as scholars influence their lives as people of faith?For more than a generation, the University of Dayton has invited a prominent Catholic intellectual to present the annual Marianist Award Lecture on the general theme of the encounter of faith and profession. Over the years, the lectures have become central to the Catholic conversation about church, culture, and society.In this book, ten leading figures explore the connections in their own lives between the private realms of faith and their public calling as teachers, scholars, and intellectuals.This last decade of Marianist Lectures brings together theologians and philosophers, historians, anthropologists, academic scholars, and lay intellectuals and critics.Here are Avery Cardinal Dulles, S.J., on the tensions between faith and theology in his career; Jill Ker Conway on the spiritual dimensions of memory and personal narrative; Mary Ann Glendon on the roots of human rights in Catholic social teaching; Mary Douglas on the fruitful dialogue between religion and anthropology in her own life; Peter Steinfels on what it really means to be a aliberal Catholica; and Margaret OaBrien Steinfels on the complicated history of women in todayas church. From Charles Taylor and David Tracy on the fractured relationship between Catholicism and modernity to Gustavo GutiA(c)rrez on the enduring call of the poor and Marcia Colish on the historic links between the church and intellectual freedom, these essays track a decade of provocative, illuminating, and essential thought. James L. Heft, S.M., is President and Founding Director of the Institute for Advanced CatholicStudies and University Professor of Faith and Culture and Chancellor, University of Dayton. He has edited Beyond Violence: Religious Sources for Social Transformation in Judaism, Christianity, and Islam (Fordham).

How do Catholic intellectuals draw on faith in their work? And how does their work as scholars influence their lives as people of faith?For more than a generation, the University of Dayton has invited a prominent Catholic intellectual to present the annual Marianist Award Lecture on the general theme of the encounter of faith and profession. Over the years, the lectures have become central to the Catholic conversation about church, culture, and society.In this book, ten leading figures explore the connections in their own lives between the private realms of faith and their public calling as teachers, scholars, and intellectuals.This last decade of Marianist Lectures brings together theologians and philosophers, historians, anthropologists, academic scholars, and lay intellectuals and critics.Here are Avery Cardinal Dulles, S.J., on the tensions between faith and theology in his career; Jill Ker Conway on the spiritual dimensions of memory and personal narrative; Mary Ann Glendon on the roots of human rights in Catholic social teaching; Mary Douglas on the fruitful dialogue between religion and anthropology in her own life; Peter Steinfels on what it really means to be a aliberal Catholica; and Margaret OaBrien Steinfels on the complicated history of women in todayas church. From Charles Taylor and David Tracy on the fractured relationship between Catholicism and modernity to Gustavo GutiA(c)rrez on the enduring call of the poor and Marcia Colish on the historic links between the church and intellectual freedom, these essays track a decade of provocative, illuminating, and essential thought. James L. Heft, S.M., is President and Founding Director of the Institute for Advanced CatholicStudies and University Professor of Faith and Culture and Chancellor, University of Dayton. He has edited Beyond Violence: Religious Sources for Social Transformation in Judaism, Christianity, and Islam (Fordham).

In an age of terrorism and other forms of violence committed in the name of religion, how can religion become a vehicle for peace, justice, and reconciliation? And in a world of bitter conflicts-many rooted in religious difference-how can communities of faith understand one another? The essays in this important book take bold steps forward to answering these questions. The fruit of a historic conference of Jewish, Christian, and Muslim scholars and community leaders, the essays address a fundamental question: how the three monotheistic traditions can provide the resources needed in the work of justice and reconciliation. Two distinguished scholars represent each tradition. Rabbis Irving Greenberg and Reuven Firestone each examine the relationship of Judaism to violence, exploring key sources and the history of power, repentance, and reconciliation. From Christianity, philosopher Charles Taylor explores the religious dimensions of "categorical" violence against other faiths, other groups, while Scott Appleby traces the emergence since Vatican II of nonviolence as a foundation of Catholic theology and practice. Mustafa Ceric, Grand Mufti of Bosnia, discusses Muslim support of pluralism and human rights, and Mohamed Fathi Osman examines the relationship between political violence and sacred sources in contemporary Islam. By focusing on transformative powers of Judaism, Christianity, and Islam, the essays in this book provide new beginnings for people of faith committed to restoring peace among nations through peace among religions.

The Catholic Church has gone through more change in the last sixty years than in the previous six hundred. These changes have caused a significant shift in the future outlook of Catholic higher education as the United States has developed a culture that has grown less receptive to religious traditions and practices. Drawing upon his extensive experience, James Heft lays out the current state of Catholic higher education and what needs to be done to ensure that Catholicism isn't fazed out of the educational system. Heft analyzes the foundational intellectual principles of Catholic Higher Education, and both the strengths and weaknesses of the present day system in order to look at possibilities for its future. Drawing upon both history and current cultural trends, The Future of Catholic Higher Education critiques the secularization thesis, explores the role of bishops, theologians, dissent, the sensus fidelium, the role of women and freedom of conscience, the relationship between theology and religious studies, hiring practices and curricular designs. Using the image of the "open circle," Heft advances a vision of the catholic university that is neither a "closed circle" of only Catholics nor a "market place of ideas with no distinctive mission." His "open circle" is one that fosters the Catholic intellectual tradition by including scholars of many religions, rooting Catholic social thought in Catholic doctrine, defending academic freedom and the mandatum.

Engineering Education and Practice: Embracing a Catholic Vision is a collection of essays exploring how major themes of Catholic social teaching-respect for the environment, sustainability, technological design, and service to the poor-all positively affect engineering curricula, students, and faculty. Many engineering programs at American universities focus solely on developing technological sophistication without promoting ethical and humanitarian priorities. The contributors to this collection argue, however, that undergraduate engineering education needs to be broadened beyond its current narrow restrictions. The authors of this unique collection, nearly all of whom are engineers themselves, show how some Christian universities in the United States have found creative ways of opening up their engineering curricula. They demonstrate how the professional education of engineers can be enriched not only by ethical and religious themes, which are typically isolated in humanities curricula, but also by special fieldwork courses that offer hands-on service-learning opportunities and embody a rich educational synthesis.

Engineering Education and Practice: Embracing a Catholic Vision is a collection of essays exploring how major themes of Catholic social teaching-respect for the environment, sustainability, technological design, and service to the poor-all positively affect engineering curricula, students, and faculty. Many engineering programs at American universities focus solely on developing technological sophistication without promoting ethical and humanitarian priorities. The contributors to this collection argue, however, that undergraduate engineering education needs to be broadened beyond its current narrow restrictions.The authors of this unique collection, nearly all of whom are engineers themselves, show how some Christian universities in the United States have found creative ways of opening up their engineering curricula. They demonstrate how the professional education of engineers can be enriched not only by ethical and religious themes, which are typically isolated in humanities curricula, but also by special fieldwork courses that offer hands-on service-learning opportunities and embody a rich educational synthesis. Engineering Education and Practice is a superb introduction to how engineering education and research should take place in Catholic or, more generally, in Christian universities. The diverse group of contributors-mostly engineers and theologians who have pursued both teaching and research careers at Catholic universities with engineering schools-offers an appealing combination of theoretical and practical essays. Their efforts are sure to play a role in the very rich discussion currently ongoing at every level of Christian higher education about how to retain what is distinctive about Christian higher education while making necessary reforms. -David Solomon, W.P. and H.B. White Director, Notre Dame Center for Ethics and Culture, University of Notre Dame

10 Catholic scholars, all recipients of the University of Dayton's Marianist Award, explore how their faith as Catholics has influenced their scholarship and how, in turn, their scholarship has affected their faith. They reveal how they have bridged the gap between the two.