Abstract
AbstractThe essay focusses on pedagogical method in the undergraduate study of religion. It proposes that the very nature of religious studies as an interpretive program requires that theoretical issues be explicitly foregrounded as the principal route into the discussion of particulars and general cases. The bulk of the essay exemplifies this proposal by reporting on the author's own attempt to bring under theoretical control one of the most contentious issues of pedagogy in the study of religion: the question of the teacher's personal commitments for or against "religion" or specific religious traditions.
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