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This book examines a monastic institution the Madhava Matha of Udupi (Udipi) in Southern Karnataka as a site of the formation of religious opinion, of monastic training, and practice, and the transmission of knowledge. The author brings both sociological and textual perspectives to bear on his work.
The Native American Graves Protection and Repatriation Act (NAGPRA) of 1990 provides a legal framework within which Native Americans can seek the repatriation of human remains and certain categories of cultural objects--including "sacred objects"--from federally funded institutions. Although the repatriation movement among Native Americans has heretofore received scholarly attention specifically focused on this act, Sacred Claims is the first book to analyze the ways in which religious discourse is used to articulate repatriation claims. Greg Johnson takes this act as one instance in a larger context wherein native peoples around the globe must engage legal arenas in order to preserve their heritage. Methodologically, Sacred Claims is based on a close reading of government documents concerning the law and participant observation in a variety of NAGPRA-related events and provides the background and legislative history of the law, the life history of the act's axial term cultural affiliation (the most delicate and least understood aspect of NAGPRA), and several case studies of highly visible and contentious Hawaiian repatriation disputes. Johnson then moves beyond the strictly legal context to analyze NAGPRA discourse in the public realm. He concludes by way of a theoretical treatment of the foregoing issues, arguing that religious language was the chief means by which native representatives ultimately persuaded non-native audiences of the applicability of widely-held human rights principles to their cultural remains. Theorizing modes of cultural vitality in the repatriation context, Johnson argues that living tradition is not found in the objects themselves but is instead located in struggles over them. With the law on the brink of receiving crucial tests, and repatriation issues making daily headlines in Native American and Hawaiian news, Sacred Claims is a timely and necessary examination of these issues.
People around the world are seeking for new healing methods, and they do so not in isolation but in global interaction. This publication provides new perspectives by combining essays from ritual specialists and scientists active in spiritual healing practices worldwide.
The first text to address the contentious issues raised by the pursuit of anthropology and archaeology in the world today. Calls into question the traditional, sometimes difficult relationship between western scholars and the contemporary cultures and peoples they study and can easily disturb.
More than half the people in the world today share traditions taken from the book that Christians call the Bible. What the Bible means and how it has been used in Catholicism, Protestantism, Orthodoxy, Judaism, and Islam--historically and in the present--is the subject of this book. Contributors include: James E. Bowley, Demetrios Constantelos, Joseph Fitzmyer, S.J., Kathryn Johnson, Adam Kamesar, James S. McClanahan, Bruce M. Metzger, Michael A. Meyer, John C. Reeves, and David C. Steinmetz.
Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field’s history and major terms to theories, interpretive approaches, and fieldwork. Many teachers of undergraduates find the available folklore textbooks too complex or unwieldy for an introductory level course. It is precisely this criticism that Living Folklore addresses; while comprehensive and rigorous, the book is specifically intended to meet the needs of those students who are just beginning their study of the discipline. Its real strength lies in how it combines carefully articulated foundational concepts with relevant examples and a student-oriented teaching philosophy.
Drawing on both textual and archaeological evidence, this study offers an integrated approach to scholarly debates on monasteries and guru relics in South India between the fourteenth and seventeenth centuries. This study analyzes the role of the guru in the development of Hindu monastic orders, from centers of education to institutions of traditional authority. Focusing on the complex socio-religious context of the whole-body icon, the author analyzes the relic as a nexus of contradictions surrounding sacredness and death.
By focusing on contemporary popular religious traditions, the book represents a substantial contribution to the study of modern religious practices in Banaras, holy city of India. This book offers in-depth, ethnographic views of many contemporary popular religious practices that have, for the most part, received little attention by scholars. Topics covered include the Ramlila celebrations, devotion to Hanuman, and goddess worship, and the way that Banarsi Boli, the local dialect of Banaras, supports its users in their identification with the sacred city.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.