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This landmark study in the sociology of religion sheds new light on
the question of what has happened to religion and spirituality
since the 1960s in modern societies. Exposing several analytical
weaknesses of today's sociology of religion, (Un)Believing in
Modern Society presents a new theory of religious-secular
competition and a new typology of ways of being religious/secular.
The authors draw on a specific European society (Switzerland) as
their test case, using both quantitative and qualitative
methodologies to show how the theory can be applied. Identifying
four ways of being religious/secular in a modern society:
'institutional', 'alternative', 'distanced' and 'secular' they show
how and why these forms have emerged as a result of
religious-secular competition and describe in what ways all four
forms are adapted to the current, individualized society.
This landmark study in the sociology of religion sheds new light on
the question of what has happened to religion and spirituality
since the 1960s in modern societies. Exposing several analytical
weaknesses of today's sociology of religion, (Un)Believing in
Modern Society presents a new theory of religious-secular
competition and a new typology of ways of being religious/secular.
The authors draw on a specific European society (Switzerland) as
their test case, using both quantitative and qualitative
methodologies to show how the theory can be applied. Identifying
four ways of being religious/secular in a modern society:
'institutional', 'alternative', 'distanced' and 'secular' they show
how and why these forms have emerged as a result of
religious-secular competition and describe in what ways all four
forms are adapted to the current, individualized society.
Das Buch leistet auf empirischer Ebene einen Beitrag zur Debatte
uber die Bedeutsamkeit unterschiedlicher religioeser Lernorte -
insbesondere von Religionsunterricht und Katechese. Mit Hilfe von
zwoelf leitfadengestutzten Interviews werden an biografischen
Schnittstellen erste Kriterien und Parameter von Nachhaltigkeit und
Wirksamkeit religioeser Lernprozesse gewonnen.
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