This first volume on the “state-of-the-art” in religious studies in Canada offers a description and critique of the field in the colleges, universities, and secondary schools in Alberta. Among the findings: philosophical-theological and textual approaches to the study of religion predominate, to the relative neglect of methodologies employed in fields such as sociology and anthropology; the quality and quantity of published research is significant but focusses on Christian studies; some interdisciplinary study is being carried on and benefits religious studies as well as other fields; religious studies scholars in Alberta have a relatively high public profile, but their exercise of public responsibility is time consuming and can jeopardize career advancement; in view of wide-spread religious illiteracy among students, descriptive courses must not be neglected in favour of analytical ones. An appendix listing courses offered in the schools surveyed concludes the volume.
Originally developed for use in introductory courses on Eastern religious traditions, this popular anthology offers a selection of readings from primary texts of India, China, and Japan. For the second edition, the editors have added excerpts and have written introductions that provide a more comprehensive context for the readings. A section on Chan / Zen and excerpts from the writings of Ge Hong, representing the central concerns of Daoism, are included. A section on modern China includes a poem written by Mao, exhibiting his Daoist sensibilities. A revised chapter on Buddhism presents the voices of modern Buddhist writers, including the Dalai Lama. Throughtout the volume, reflections on the role of women in Eastern religions, as well as women’s voices themselves, are added.
This first volume on the “state-of-the-art” in religious studies in Canada offers a description and critique of the field in the colleges, universities, and secondary schools in Alberta. Among the findings: philosophical-theological and textual approaches to the study of religion predominate, to the relative neglect of methodologies employed in fields such as sociology and anthropology; the quality and quantity of published research is significant but focusses on Christian studies; some interdisciplinary study is being carried on and benefits religious studies as well as other fields; religious studies scholars in Alberta have a relatively high public profile, but their exercise of public responsibility is time consuming and can jeopardize career advancement; in view of wide-spread religious illiteracy among students, descriptive courses must not be neglected in favour of analytical ones. An appendix listing courses offered in the schools surveyed concludes the volume.
Included among these are descriptions of the main features of the reports and the various stages in their compilation, examples and methodology of presentation of the killings, and comparisons of reporting procedures and totals of victims shot by each of the four Einsatzgruppen. The study begins by noting the post-war discovery of the reports and then assumes a roughly chronological sequence in its overall treatment. An outline of the major National Socialist agencies and general reporting practices before the war is followed by the events of the war as reflected in the reports. Then the postwar "life" of the reports is examined with particular reference to their use as legal evidence at Nuremberg as well as a consideration of their reliability as historical source material.
Conventional wisdom holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Backed by pathbreaking research, Ronald E. Butchart's Schooling the Freed People shatters this notion. The most comprehensive quantitative study of the origins of black education in freedom ever undertaken, this definitive book on freedmen's teachers in the South is an outstanding contribution to social history and our understanding of African American education.
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