| Book Cover | 1 |
|---|
| Imprint | 4 |
| Preface | 5 |
| Table of Contents | 9 |
| Finding and Articulating Meaning in Secular Experience (Ann Taves) | 13 |
|---|
| 1 Introduction | 13 |
| 2 What is a Meaning Systems Framework? | 15 |
| 3 A Dynamic Interaction | 18 |
| 4 Application | 21 |
| References | 21 |
| Believing Minds: Steps to an Ecology of Religious Ideas (Carles Salazar) | 23 |
|---|
| 1 Why Do We Believe? | 24 |
| 2 Belief and Authority | 26 |
| 3 Some Difficulties with the Cognitive Approach to the Study of Religion | 28 |
| 4 The Problem of Meaning | 30 |
| 5 Meaning and Belief | 32 |
| 6 Embodiment | 35 |
| 7 Religious Communication | 37 |
| 8 Concluding Remarks | 40 |
| References | 41 |
| Experiencing Religion, Religious Experience and Media Experience. Explorations of an Intricate Relationship in the Context of Religious Education (Manfred L. Pirner) | 43 |
|---|
| 1 Introduction | 43 |
| 2 ‘Homo Medialis’ and ‘Religio Medialis’ – Anthropological and Cultural-Historical Perspectives | 46 |
| 3 Media and Religion – Sociological and Psychological Perspectives | 49 |
| 4 Conclusion | 55 |
| References | 57 |
| Spiritual rather than Religious. A Case Study on Making Meaning from Sunday’s Activities (Ulrich Riegel) | 61 |
|---|
| 1 Experiencing Religion in a Secular Age | 61 |
| The Relationship between Religious Experience and Experiencing Religion | 62 |
| Charles Taylor’s Concept of Secularity | 63 |
| Ann Taves’ Meaning System Framework | 65 |
| Experiencing Religion in a Secular Age | 66 |
| 2 The Religious Legacy of the Christian Sunday | 67 |
| Sunday’s Christian Background and recent Sunday Activities | 67 |
| Experiencing Traditional Christian Practices on Sunday | 68 |
| Experiencing Religion during Sunday Service | 69 |
| Experiencing Religion beyond Traditional Religious Practices | 70 |
| Experiencing Religion according to Individualized Subjective Life Spirituality | 72 |
| 3 Discussion | 73 |
| References | 75 |
| How Ordinary Moments Become Religious Experiences. A Process-Related Practical Theological Perspective (Sabrina Müller) | 79 |
|---|
| 1 Introduction | 79 |
| Pluralisation of Lifestyles | 79 |
| Methodology | 80 |
| 2 Religious Experiences – Special Everyday Experiences | 81 |
| The Religious Experiences of Abby and Kristine | 82 |
| The Subjectivity of Special Everyday Experiences | 83 |
| From the Absence to the Abundance of Words – Considerations on Method and Content | 84 |
| The Religious Moment, the Special Everyday Experience – Three Action Levels | 86 |
| Qualities of a Religious Experience | 89 |
| 3 Discussion | 91 |
| References | 94 |
| Is Religious Experience Necessary for Interreligious Learning? An Empirical Critique of a Didactical Assumption (Alexander Unser) | 97 |
|---|
| 1 Introduction | 97 |
| Religious Experience as a Necessary Precondition: an Outline of the Assumption | 98 |
| A Critical Re-Formulation of the Assumption | 100 |
| A Clarification of Concepts | 103 |
| 2 Method | 104 |
| Research Questions and Hypotheses | 105 |
| Sample | 105 |
| Instruments | 105 |
| Computation | 107 |
| 3 Results | 108 |
| Research Question 1: The Influence of Religious Experience | 108 |
| Research Question 2: Controlling for the Perception of Structure and Relevance | 109 |
| Research Question 3: How Privileging in Interreligious Learning Works | 109 |
| 4 Discussion | 111 |
| References | 113 |
| Experience as a Binding Existential Dimension in Religious Education (Siebren Miedema) | 119 |
|---|
| 1 The Crucial Role of Experience in Religion | 119 |
| 2 The Core of the Process of (Religious) Education | 122 |
| 3 Legitimizing the Binding Role of Experience | 123 |
| 4 Conclusion | 124 |
| References | 125 |
| Religious Experience at School? On the Discussion About What Makes an Experience a Religious Experience Using Attribution Theory (Mirjam Zimmermann) | 127 |
|---|
| 1 What is Religious Experience? A Definitional Perspective | 128 |
| 2 Experiencing Religion: Faith Learning, Performance and Participation as Challenges in Religious Education. A Didactic Perspective | 129 |
| 3 Do German Students Bring Religious Experiences with Them into the Religion Classroom? An Empirical Perspective also on the Situation around Siegen (NRW) | 132 |
| 4 When Does an Experience Become a Religious Experience? Attribution Theory – a Perspective from the Psychology of Religion | 135 |
| 5 Outlook. A Predicative Perspective | 138 |
| References | 140 |
| Religious Experience and Religious Educationin a Digital Era (Vasiliki Mitropoulou) | 145 |
|---|
| 1 Introduction | 145 |
| 2 Character of Religious Education in Schools | 146 |
| 3 What are Religious Experiences Considered to Be? | 146 |
| 4 Connections between Religious Education in Schools and Religious Experiences | 148 |
| 5 Place of Religious Education in the Information Society | 149 |
| 6 School Religious Education in Digital Era | 151 |
| 7 The “Digital School” Project | 153 |
| 8 Concluding Remarks | 153 |
| References | 154 |
| Teaching Religion and Religious Experience in Swiss Public Schools. Conceptualizations, Didactical Strategies and Challenges (Sophia Bietenhard | 154 |
|---|
| 157 | 154 |
|---|
| 1 Introduction | 157 |
| 2 Methodological Considerations and Sample Description | 158 |
| 3 Religious Experience: Teachers and the Classroom | 159 |
| Teachers’ Definitions of Religious Experience | 159 |
| Teachers Deal with Their Own Religious Experiences in Classroom | 161 |
| Students Bring Their Religious Experience into the Classroom | 163 |
| Religious Experience Occurring when Teaching | 163 |
| 4 Two Modes of teaching “Religion” | 165 |
| Religion Seen as a Phenomenon Sui Generis and Taught as a Value System | 165 |
| Religion Taught as Topic of General Knowledge and Seen as a Learning Opportunity | 167 |
|
|
