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In volume 2 of this monumental work, Mircea Eliade continues his magisterial progress through the history of religious ideas. The religions of ancient China, Brahmanism and Hinduism, Buddha and his contemporaries, Roman religion, Celtic and German religions, Judaism, the Hellenistic period, the Iranian syntheses, and the birth of Christianity—all are encompassed in this volume.
Why do people have religious ideas? And why thosereligious ideas? The main theme of Pascal Boyer's work is that important aspects of religious representations are constrained by universal properties of the human mind-brain. Experimental results from developmental psychology, he says, can explain why certain religious representations are more likely to be acquired, stored, and transmitted by human minds. Considering these universal constraints, Boyer proposes an exciting new answer to the question of why similar religious representations are found in so many different cultures. His work will be widely discussed by cultural anthropologists, psychologists, and students of religion, history, and philosophy.
Examines the religions of ancient China, Brahmanism, Hinduism, Buddhism, Celtic and German religions, Judaism, and Christianity, and explores each one's philosophical concepts.
"It's widely acknowledged that American parents from different class backgrounds take different approaches to raising their children. Upper and middle-class parents invest considerable time facilitating their children's activities, while working class and poor families take a more hands-off approach. These different strategies influence how children approach school. But missing from the discussion is the fact that millions of parents on both sides of the class divide are raising their children to listen to God. What impact does a religious upbringing have on their academic trajectories? Drawing on 10 years of survey data with over 3,000 teenagers and over 200 interviews, God, Grades, and Graduation (GGG) offers a revealing and at times surprising account of how teenagers' religious upbringing influences their educational pathways from high school to college. GGG introduces readers to a childrearing logic that cuts across social class groups and accounts for Americans' deep relationship with God: religious restraint. This book takes us inside the lives of these teenagers to discover why they achieve higher grades than their peers, why they are more likely to graduate from college, and why boys from lower middle-class families particularly benefit from religious restraint. But readers also learn how for middle-upper class kids--and for girls especially--religious restraint recalibrates their academic ambitions after graduation, leading them to question the value of attending a selective college despite their stellar grades in high school. By illuminating the far-reaching effects of the childrearing logic of religious restraint, GGG offers a compelling new narrative about the role of religion in academic outcomes and educational inequality"--