This book focuses on the problem of religious diversity, civil dialogue, and religion education in public schools, exploring the ways in which atheists, secularists, fundamentalists, and mainstream religionists come together in the public sphere, examining how civil discourse about religion fit swithin the ideals of the American political and pedagogical systems and how religious studies education can help to foster civility and toleration.

This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious "others" on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. Reflecting on religious traditions such as Islam, Judaism, African Traditional...

The Western tradition has long held the view that while it is possible to know that God exists, it nevertheless remains impossible to know what God is. The ineffability of the monotheistic God extends to each of the Abrahamic faiths. In this volume, Tubbs considers Aristotle's logic of mastery and questions the assumptions upon which God's ineffability rests. Part I explores the tensions between the philosophical definition of the One as "thought thinking itself" (the Aristotelian concept of noesis noeseos) and the educational vocation of the individual as "know...