The essays collected together in Critics Not Caretakers argue that the study of religion must be rethought as an ordinary aspect of social, historical existence, a stance that makes the scholar of religion a critic of cultural and historical practices rather than a caretaker of religious tradition or a font of timeless wisdom and deep meaning. The book begins with several essays that outline the basis of an alternative, socio-rhetorical approach to studying religion, before moving on to a series of discrete dispatches from the ongoing theory wars, each of which uses the work of such writers as Karen Armstrong, Walter Burkert, Benson Saler, and Jacob Neusner as a point of entry into wider theoretical issues of importance to the field’s future. The author then examines the socio-political role of this brand of critical scholarship—a role that differs dramatically from the type of sympathetic caretaking generally associated with scholars of religion who feel compelled to "go public." Concluding the work is a consideration of how scholars as teachers can address issues of theory, method, and critical thinking in a variety of undergraduate classrooms—the location where they have always been publicly accountable intellectuals. The new edition of this still read and, for some, controversial book preserves much of the original essays but includes new introductory commentaries across all of the chapters to demonstrate how little the field has changed since the volume was first published in 2001. Accordingly, the book continues to provide a viable alternative for those wanting to take a more critical approach to the study of religion.

The essays collected together in Critics Not Caretakers argue that the study of religion must be rethought as an ordinary aspect of social, historical existence, a stance that makes the scholar of religion a critic of cultural and historical practices rather than a caretaker of religious tradition or a font of timeless wisdom and deep meaning. The book begins with several essays that outline the basis of an alternative, socio-rhetorical approach to studying religion, before moving on to a series of discrete dispatches from the ongoing theory wars, each of which uses the work of such writers as Karen Armstrong, Walter Burkert, Benson Saler, and Jacob Neusner as a point of entry into wider theoretical issues of importance to the field’s future. The author then examines the socio-political role of this brand of critical scholarship—a role that differs dramatically from the type of sympathetic caretaking generally associated with scholars of religion who feel compelled to "go public." Concluding the work is a consideration of how scholars as teachers can address issues of theory, method, and critical thinking in a variety of undergraduate classrooms—the location where they have always been publicly accountable intellectuals. The new edition of this still read and, for some, controversial book preserves much of the original essays but includes new introductory commentaries across all of the chapters to demonstrate how little the field has changed since the volume was first published in 2001. Accordingly, the book continues to provide a viable alternative for those wanting to take a more critical approach to the study of religion.

Drawing on their wide experience in the undergraduate classroom, the contributors address basic but current issues in university teaching. This book provides practical commentary and invites instructors to consider how to address the learning needs of their students, while taking into account the wider structural requirements of administrations, governments, or credentialing agencies. Consisting of about forty, readable, short entries – on topics ranging from curriculum, grading, group work, digital humanities and large lectures, to learning management systems, office hours, online/remote courses, recruiting and seminars – this book provides a wealth of practical help and reassurance to teachers working with undergraduate students. This book is a valuable tool for early instructors in universities and colleges, showing them how to impact a class’s success. It provides a critical background on the issues involved whilst also offering suggestions on how to navigate the competing demands on teachers.

Religion in 50 More Words: A Redescriptive Vocabulary provides a succinct historical, social, and political examination of some of the key words used in the modern study of religion. Differing from the first volume's more theoretical focus, this volume analyzes more common first order descriptive terms that are used throughout the field, inviting readers to theorize their traditional vocabulary. Topics covered include: * Atheism/Theism * Conversion * Cult * Evil * Fundamentalism * Idol * Magic * Pilgrimage * Ritual * Sacrifice Religion in 50 More Words submits such terms to a critical interrogation and subsequent redescription. This paves the way for a collective and more critical reframing of the field. The volume, along with Religion in 50 Words, provides an indispensable resource for students and academics working in the field of religious studies and cognate disciplines.

Religion in 50 More Words: A Redescriptive Vocabulary provides a succinct historical, social, and political examination of some of the key words used in the modern study of religion. Differing from the first volume's more theoretical focus, this volume analyzes more common first order descriptive terms that are used throughout the field, inviting readers to theorize their traditional vocabulary. Topics covered include: * Atheism/Theism * Conversion * Cult * Evil * Fundamentalism * Idol * Magic * Pilgrimage * Ritual * Sacrifice Religion in 50 More Words submits such terms to a critical interrogation and subsequent redescription. This paves the way for a collective and more critical reframing of the field. The volume, along with Religion in 50 Words, provides an indispensable resource for students and academics working in the field of religious studies and cognate disciplines.

This volume includes a broad range of hotly contested terms that are very important to the study of religion. The authors are well known in the field of religious studies and will provide a useful insight for students and junior and emerging academics. This volume will help with critical analysis of the subject.

Failure and Nerve in the Academic Study of Religion presents a provocative critique of the unwillingness of modern scholars to publically distinguish research into comparative religion from confessional studies written within denominationally-affiliated institutions. The book offers the 19th Century founders of the study of religion as a bracing corrective to contemporary timidity. The issue was analysed and documented by Wiebe a quarter of a century ago. Here, marking Wiebe's work, a wide range of contributors reassess the methodology and ambition of contemporary religious research. The book argues that conceptualizing religion as part of the world of human action and experience is the first requirement of the study of religion.

This volume includes a broad range of hotly contested terms that are very important to the study of religion. The authors are well known in the field of religious studies and will provide a useful insight for students and junior and emerging academics. This volume will help with critical analysis of the subject.

Author Biography:
RUSSELL T. MCCUTCHEON is Chair of the Department of Religious Studies at the University of Alabama. He is author of Manufacturing Religion (1997) and Critics Not Caretakers: Redescribing the Public Study of Religion (2001), editor of The Insider/Outsider Problem in the Study of Religion (1999), and co-editor with Willi Braun of Guide to the Study of Religion (2000).

Many regard religious experience as the essence of religion, arguing that narratives might be created and rituals invented but that these are always secondary to the original experience itself. However, the concept of "experience" has come under increasing fire from a range of critics and theorists. This Reader presents writings from both those who assume the existence and possible universality of religious experience and those who question the very rhetoric of "experience". Bringing together both classic and contemporary writings, the Reader showcases differing disciplinary approaches to the study of religious experience: philosophy, literary and cultural theory, history, psychology, anthropology; feminist theory; as well as writings from within religious studies. The essays are structured into pairs, with each essay separately introduced with information on its historical and intellectual context. The ultimate aim of the Reader is to enable students to explore religious experience as rhetoric created to authorize social identities. The book will be an invaluable introduction to the key ideas and approaches for students of Religion, as well as Sociology and Anthropology. CONTRIBUTORS: Robert Desjarlais, Diana Eck, William James, Craig Martin, Russell T. McCutcheon, Wayne Proudfoot, Robert Sharf, Ann Taves, Charles Taylor, Joachim Wach, Joan Wallach Scott, Raymond Williams

Many regard religious experience as the essence of religion, arguing that narratives might be created and rituals invented but that these are always secondary to the original experience itself. However, the concept of "experience" has come under increasing fire from a range of critics and theorists. This Reader presents writings from both those who assume the existence and possible universality of religious experience and those who question the very rhetoric of "experience". Bringing together both classic and contemporary writings, the Reader showcases differing disciplinary approaches to the study of religious experience: philosophy, literary and cultural theory, history, psychology, anthropology; feminist theory; as well as writings from within religious studies. The essays are structured into pairs, with each essay separately introduced with information on its historical and intellectual context. The ultimate aim of the Reader is to enable students to explore religious experience as rhetoric created to authorize social identities. The book will be an invaluable introduction to the key ideas and approaches for students of Religion, as well as Sociology and Anthropology. CONTRIBUTORS: Robert Desjarlais, Diana Eck, William James, Craig Martin, Russell T. McCutcheon, Wayne Proudfoot, Robert Sharf, Ann Taves, Charles Taylor, Joachim Wach, Joan Wallach Scott, Raymond Williams

Failure and Nerve in the Academic Study of Religion presents a provocative critique of the unwillingness of modern scholars to publically distinguish research into comparative religion from confessional studies written within denominationally-affiliated institutions. The book offers the 19th Century founders of the study of religion as a bracing corrective to contemporary timidity. The issue was analysed and documented by Wiebe a quarter of a century ago. Here, marking Wiebe's work, a wide range of contributors reassess the methodology and ambition of contemporary religious research. The book argues that conceptualizing religion as part of the world of human action and experience is the first requirement of the study of religion.

Although many would today argue that the onetime dominance of the phenomenology of religion has receded, and with it the traditional approach to studying religion as a unique and deeply-felt experience that defies explanation, the essays collected here take quite the opposite stand: that this approach has merely been re-branded and continues to characterize much work being done in the field today. Offering a different way forward-one that is based on experiences gained by the members of the Department of Religious Studies at the University of Alabama, a program that has successfully reinvented itself over the past 20 years-the book includes a variety of practical suggestions for how members of Religious Studies departments can revise their approach to studying and teaching about religion. Seeing religion instead as mundane but always exemplary of basic social elements found all across cultures, the volume argues that the way forward for this field lies not in the specialness of its object of study but, instead, the fact that thinking and acting as if something is special is itself an ordinary aspect of history and culture. Making just this shift helps the scholar of religion to contribute to wide, interdisciplinary conversations all across the Humanities and Social Sciences, demonstrating the practical relevance of their work.

To mark the contribution of one of the most influential theorists of religion, thirty-one leading scholars of religion from around the world put their minds together to work on problems of introducing "religion": as a category of human social practices, as a term that must be subject to scholarly theorizing, as a subject that must be carefully presented to students in the classroom. The claim of this volume is that the disciplined, cross-cultural and comparative study and teaching of religion in the academy is closely tied to the multi-level task of "introducing" (in the Latin sense of introducere) religion, of taking religion inside the academic discourses in the humanities and social sciences, of taking students - whether career academics or college students - inside religion as a set of ordinary human practices rather than initiating them into a sanctum of extraordinary knowledge about extraordinary things.

The study of religion encompasses ordinary human social practice and is not limited to the extraordinary or divine. 'Introducing Religion' brings together leading international scholars in the field of religious studies to examine religion as integral to everyday social practice. The book establishes a theoretical framework for the study of religion to analyse prayer, ritual, science, morality and politics in relation to the world's major religions. It will be of interest to students of theory and method in religious studies seeking a clear introduction to the multifaceted nature of religion.

In their efforts to apportion balme and channel retaliatory action in the post September II world, scholars and pundits alike have used a series of rhetorical techniques to great effect, manufacturing an image of Islam, the proverbial Other, that is highly conducive to the needs of liberal democracies but hardly a reflection of any one of the many 'authentic' Islams. This inevitably results in caricatures that have many uses, in portraits of dissenting groups it tends towards demonization. In this wide-ranging essay a scholar of religion asks the reader to consider how the classifications we use to name and thereby negotiate our social worlds are implicitly political and are being wielded in the public arena to carry out generally undisclosed/underanalyzed social work.

In their efforts to apportion balme and channel retaliatory action in the post September II world, scholars and pundits alike have used a series of rhetorical techniques to great effect, manufacturing an image of Islam, the proverbial Other, that is highly conducive to the needs of liberal democracies but hardly a reflection of any one of the many 'authentic' Islams. This inevitably results in caricatures that have many uses, in portraits of dissenting groups it tends towards demonization. In this wide-ranging essay a scholar of religion asks the reader to consider how the classifications we use to name and thereby negotiate our social worlds are implicitly political and are being wielded in the public arena to carry out generally undisclosed/underanalyzed social work.

Although many would today argue that the onetime dominance of the phenomenology of religion has receded, and with it the traditional approach to studying religion as a unique and deeply-felt experience that defies explanation, the essays collected here take quite the opposite stand: that this approach has merely been re-branded and continues to characterize much work being done in the field today. Offering a different way forward-one that is based on experiences gained by the members of the Department of Religious Studies at the University of Alabama, a program that has successfully reinvented itself over the past 20 years-the book includes a variety of practical suggestions for how members of Religious Studies departments can revise their approach to studying and teaching about religion. Seeing religion instead as mundane but always exemplary of basic social elements found all across cultures, the volume argues that the way forward for this field lies not in the specialness of its object of study but, instead, the fact that thinking and acting as if something is special is itself an ordinary aspect of history and culture. Making just this shift helps the scholar of religion to contribute to wide, interdisciplinary conversations all across the Humanities and Social Sciences, demonstrating the practical relevance of their work.

The revised essays collected here, four of which are published for the first time, continue a longstanding argument made by McCutcheon and others: that the study of religion would benefit from self-conscious scrutiny of its tools, the interests that may drive them, and the effects that might follow their use. The chapters examine a variety of contemporary sites in the modern field where this thesis can be argued, whether involving the anachronistic use of of the category religion when studying the ancient world to current interest in so-called critical religion or critical realist approaches. Moreover - contrary to some past characterizations of such critiques - a constructive way forward for the field is once again recommended and, at several sites, exemplified in detail: redescribing not only religion as something ordinary but also our tendency to create the impression of exceptional and thus set-apart things, places, and people. Aimed at scholars and students alike, the book is an invitation to examine our own scholarly practices and thereby take a more active role in shaping the field in which we carry out our work as scholars of this thing we call religion.

The revised essays collected here, four of which are published for the first time, continue a longstanding argument made by McCutcheon and others: that the study of religion would benefit from self-conscious scrutiny of its tools, the interests that may drive them, and the effects that might follow their use. The chapters examine a variety of contemporary sites in the modern field where this thesis can be argued, whether involving the anachronistic use of of the category religion when studying the ancient world to current interest in so-called critical religion or critical realist approaches. Moreover - contrary to some past characterizations of such critiques - a constructive way forward for the field is once again recommended and, at several sites, exemplified in detail: redescribing not only religion as something ordinary but also our tendency to create the impression of exceptional and thus set-apart things, places, and people. Aimed at scholars and students alike, the book is an invitation to examine our own scholarly practices and thereby take a more active role in shaping the field in which we carry out our work as scholars of this thing we call religion.

Waardenburg's magisterial essay traces the rise and development of the academic study of religion from the mid-nineteenth to the mid-twentieth century, outlining the establishment of the discipline, its connections with other fields, religion as a subject of research, and perspectives on a phenomenological study of religion. Futhermore a second part comprises an anthology of texts from 41 scholars whose work was programmatic in the evolution of the academic study of religion. Each chapter presents a particular approach, theory, and method relevant to the study of religion. The pieces selected for this volume were taken from the discipline of religious studies as well as from related fields, such as anthropology, sociology, and psychology, to name a few.

Entanglements attempts to argue against those who claim that scholarship on the category religion is only of secondary interest, in that it fails to do primary research on real religions. The volume collects eighteen responses, written across twenty years, that each exemplify the inevitably situated, give-and-take nature of all academic debate. These essays call into question the often used distinction between primary and secondary sources, between description and analysis. Published here in their original form, each contribution is accompanied by new, substantive introduction describing the context of each response and explaining how each shows something still at stake in the academic study of religion--whether it's the rhetoric used to authorize competing scholarly claims or the difficulty involved in suspending our commonsense view of the world long enough to study the means by which we have come to see it that way. An ethnography of scholarly practice written mainly for earlier career readers--whether undergraduate or graduate students or even tenure-track faculty--Entanglements tackles the notion that some scholarship is more pristine, and thus more valuable, than others, thereby modeling for scholars earlier in their careers some of the obstacles and arguments that may face them should their research interests be judged unorthodox.

Entanglements attempts to argue against those who claim that scholarship on the category religion is only of secondary interest, in that it fails to do primary research on real religions. The volume collects eighteen responses, written across twenty years, that each exemplify the inevitably situated, give-and-take nature of all academic debate. These essays call into question the often used distinction between primary and secondary sources, between description and analysis. Published here in their original form, each contribution is accompanied by new, substantive introduction describing the context of each response and explaining how each shows something still at stake in the academic study of religion--whether it's the rhetoric used to authorize competing scholarly claims or the difficulty involved in suspending our commonsense view of the world long enough to study the means by which we have come to see it that way. An ethnography of scholarly practice written mainly for earlier career readers--whether undergraduate or graduate students or even tenure-track faculty--Entanglements tackles the notion that some scholarship is more pristine, and thus more valuable, than others, thereby modeling for scholars earlier in their careers some of the obstacles and arguments that may face them should their research interests be judged unorthodox.

Controversies over how to define the word "religion" have persisted for decades. It is a term of art and of academic study, but also one of governance, technologies, and of networks; it is a concept whose diversity is often its own worst enemy. "Religion" is as much a fuzzy set of conceptualizations and generalizations about a range of human activities as it is an authorizing system of persons, ideas, and practices. What is Religion?: Debating the Academic Study of Religion invites readers to eavesdrop on scholarly debates over the limits of, and uses for, a word commonly used but infrequently defined in a precise manner. This volume takes the temperature of the modern field of Religious Studies by inviting a diverse group of scholars to offer their own substantive contribution that builds on the shared opening prompt, "Religion is...". Their essays document the current state of the field and its various sub-fields, assess the progress that has been made over the past generation, and propose new directions for future work. Seventeen of the international field's leading scholars show how they work with each other's definition, or, sometimes, the lack of a definition. Of interest to students, scholars, and general readers alike, What is Religion? will provoke debate and provide insights into the state of the field.

Drawing on their wide experience in the undergraduate classroom, the contributors address basic but current issues in university teaching. This book provides practical commentary and invites instructors to consider how to address the learning needs of their students, while taking into account the wider structural requirements of administrations, governments, or credentialing agencies. Consisting of about forty, readable, short entries – on topics ranging from curriculum, grading, group work, digital humanities and large lectures, to learning management systems, office hours, online/remote courses, recruiting and seminars – this book provides a wealth of practical help and reassurance to teachers working with undergraduate students. This book is a valuable tool for early instructors in universities and colleges, showing them how to impact a class’s success. It provides a critical background on the issues involved whilst also offering suggestions on how to navigate the competing demands on teachers.