Religious Literacy and Our Pre-Critical Past

Russell T Mccutcheon

doi:10.5507/rh.2020.006

Abstract

Using the recent emphasis on teaching religious literacy as an example, the paper argues that, despite seeming advances over the past few generations, the academic study of religion continues to employ problematic methods and terminology, indicative of unresolved theoretical issues that remain at the heart of this scholarly exercise.

Highlights

Critical religion; Interreligious dialogue; North American Association for the Study of Religion; Phenomenology of religion; Religious literacy; World religions paradigm
Using the recent emphasis on teaching religious literacy as an example, the paper argues that, despite seeming advances over the past few generations, the academic study of religion continues to employ problematic methods and terminology, indicative of unresolved theoretical issues that remain at the heart of this scholarly exercise
Having made plenty of such claims in the past, I felt that this occasion presented an opportunity to say something new. Despite this desire, I decided in the end that I see little new to say when I look over some of the work that characterizes large segments of our field, much of it coming from a newer generation of scholars; for, as I read such work, I find myself returning to many of the same old unresolved themes, since many of the problems that I find with past practices and the criticisms that I have offered on previous occasions strike me as being just as relevant today, when applied to the work that some consider to be at the field’s cutting edge

Summary

Introduction

Critical religion; Interreligious dialogue; North American Association for the Study of Religion; Phenomenology of religion; Religious literacy; World religions paradigm.

Results

Conclusion