Two Roles of Religious Studies

Master of Arts in Education Major in General Education, Graduate Studies
Mindanao State University - General Santos City

Laurel Street, General Santos City, Philippines, 9500
TWO ROLES OF
RELIGIOUS STUDIES
JERRYL ANN M. CARIAGA

DISCUSSANT
EDUC 213 - A Mindanao State University - General Santos City

ENABLING OBJECTIVES:
At the end of the session, the graduate
students should be able to:
a) Define religious study;
b) Identify and explain the difference of the
two roles of religious studies.
EDUC 204 A - SUPERVISION Mindanao State University - General Santos City

DEFINITION
What is Religious Study?
Research of religious institutions, practices, and
beliefs is the focus of the academic discipline known as
religious studies, sometimes called the study of religion.
Religion is described, compared, interpreted, and
explained, with a focus on cross-cultural, methodical, and
historically grounded viewpoints.
EDUC 213-A Mindanao State University - General Santos City

INTRODUCTION
It's difficult to include religions in the solution when there are signs
that they have contributed to the issue in certain cases. The Western
world, especially Western Europe, discovered the awful potential of
religion far sooner because of its horrific medieval and modern history,
and many have abandoned up on religion. However, this viewpoint
ignores two crucial facts: first, religions are here to stay and, second,
they have demonstrated an incredible capacity to both civilize and
humanize. Thus, the more intriguing problem is how to include religion
in the solution.

1. Religious Literacy and Dialogue
People may be religious but not religiously-literate.

Religious education which focuses mainly or even exclusively
on normative doctrines of religious teachings may make
students religious but not necessarily religiously-literate.
Religious literacy demands that one understands the place of
one’s particular religion in the constellation of other religions
living in the society, as well as its roles and limitations relative
to other forces in social life.

As noted by Sunardi, the head of the Religious and

Cultural Studies (Ilmu Religi dan Budaya) from
Sanata Dharma, theology is the most institutionally
established discipline in the study of religion. But for
Sunardi that is precisely the main challenge of
religious studies: how to transcend the limits of
theology.

According to Sunardi,
“in Indonesia the need for different ways of
speaking about religion is urgent because of the
increase in religious experiences characterized
by intense and rich religious encounter.”

It is difficult to deny that there is always a tension between the

normative-doctrinal and the empirical/historical-critical approach
to religion.
The adoption of a critical attitude as part of that study or even the

mere use of non-theological language can easily lead to accusations
that one is weakening the faith. This is a classic problem that was also
present in the West where contemporary religious studies first
developed. Just like any other subject of academic study, skepticism
and placing oneself at a distance from actual religious practice is
regarded as one of the hallmarks of religious study.

“ 2. “Engaged” Religious Study

Religious study may be expected to play another
constructive role. A recent trend is its more visible
engagement with new problems at the societal and even
the global level.

Examples which come readily to mind are the lively discussions we have
seen in the past few years in the fields of religion and ecology, and religion
and bioethics. Included:
 the engagement of scholars of religious studies from all traditions of world
religions in global issues:
 gender inequality
 economic injustice.
Which some fear, are exacerbated by political and economic
globalization. All these potential problems affect mostly the less privileged of
the world: the poor and women, regardless of their religious background. In
this area scholarship is sometimes, positively or negatively, difficult to
distinguish from “movements”.

All these potential problems affect mostly the less

privileged of the world: the poor and women, regardless of
their religious background.

Certainly, religious believers have been concerned with all

“
these issues for a considerable time. But it is only a recent

development that these concerns have been
institutionalized as academic fields of study, that is, as an
enterprise with an explicit methodological awareness, with
sufficient academic resources (such as journals, textbooks,
and encyclopedias), with an academic community working
in universities and professional associations, and with a
set of standards.

We may provide an example of this engagement of religion with

“
contemporary concerns from the recently developed enterprise of

religion and ecology. Since its inception, the motives that drove
the establishment of “religion and ecology” as an area of study
were not purely academic but based on both scholarly interests
and ethical-religious concerns about the degradation of the
environment.

Scholars coming to this multi-disciplinary field are from

backgrounds as varied as theology, philosophy, anthropology,
and environmental science. In the early 1990s religion and
ecology were recognized as a distinct study group in the
American Academy of Religion. Another development which
started just over a decade ago (1996) was the series of
conferences titled “Religions of the World and Ecology” at
Harvard’s prestigious Center for the Study of World Religions.

Following the conferences from 1997 to 2004 ten books

(each more than 500 pages) bearing the series title “World
Religions and Ecology Series” appeared. Each volume
focuses on one religion (Hinduism, Buddhism,
Confucianism, Judaism, Christianity, Islam, Jainism,
Taoism, and Indigenous religions).

“
These conferences culminated with a conference held at
the United Nations in 1998. The two organizers of this
series of conferences, Mary Evelyn Tucker and John Grim,
now sustain their initiative through the Forum on Religion
and Ecology (FORE). FORE aims to develop religion and
ecology as a subject of academic study and research in
universities, colleges, seminaries, and other religiously–
affiliated institutions.

CONCLUSION
“
Religion has a role to play in reminding us about
what is important and what is not in our narratives.
For example, the values of justice and compassion
which tend to be involved in almost all kinds of
policy-making are strong and persistent themes in all
religions. The study of religions may contribute
fruitful insights in this regard.

“
THANK YOU FOR

LISTENING.


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Master of Arts in Education Major in General Education, Graduate Studies

Mindanao State University - General Santos City

JERRYL ANN M. CARIAGA

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213 - A Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 204 A - SUPERVISION Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

1. Religious Literacy and Dialogue

People may be religious but not religiously-literate.

EDUC 213-A Mindanao State University - General Santos City

As noted by Sunardi, the head of the Religious and

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

It is difficult to deny that there is always a tension between the

The adoption of a critical attitude as part of that study or even the

EDUC 213-A Mindanao State University - General Santos City

“ 2. “Engaged” Religious Study

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

EDUC 213-A Mindanao State University - General Santos City

All these potential problems affect mostly the less

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Certainly, religious believers have been concerned with all

these issues for a considerable time. But it is only a recent

EDUC 213-A Mindanao State University - General Santos City

We may provide an example of this engagement of religion with

contemporary concerns from the recently developed enterprise of

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Scholars coming to this multi-disciplinary field are from

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Following the conferences from 1997 to 2004 ten books

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

THANK YOU FOR

Master of Arts in Education Major in General Education, Graduate Studies

EDUC 213-A Mindanao State University - General Santos City

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