This thesis focuses on issues of religious diversity affecting police personnel in the workplace. The importance of these issues became apparent as a consequence of research, which I had previously undertaken. In 1995, I succeeded in gaining a Police Research Group Award to investigate chaplaincy within the police service. The research led to the publication of Police Chaplaincy – Servant to the Service. The paper was well received, but criticised for its lack of references to multi-faith chaplaincy to the police service. It was an appropriate criticism, especially as it became apparent that no previous research had addressed this issue. Initial investigation revealed that little, if any, analysis had been offered concerning the wider religious needs of police personnel recruited from the multi-cultural and religiously diverse society of Britain. Research into multi-faith chaplaincy to the police service was only one issue in the overall consideration of the religious needs of police personnel. The focus of my research thesis was therefore determined. The research would examine the multi-faceted issues of religious diversity affecting visible minority ethnic police personnel in the workplace specifically from 1995 to December 2003. This thesis neither engages in theological / philosophical debates concerning the encounter between religions, nor concentrates on theoretical / conceptual discussions. Its primary concern is to augment such discussion with practical and contextual issues that are highlighted in the complex sociological, political and economical contexts of the police service and similar institutions. The research offers a comprehensive and contextual examination of issues of religious diversity which impact on the police service; these issues include ethnicity, religious discrimination, employment law, policy and practice. As these concerns have not been previously examined in such contextual detail, the thesis will contribute to an academic understanding of issues that impact on religious diversity in the working environment and enhance the development of the multi-ethnic society of Britain. As the analysis makes recommendations, the research also offers a useful resource to those responsible for the creation of policies that directly relate to the employment of minority ethnic personnel within the police service. The research is consequently of benefit to the police service and other service providers.

McFague’s contributions to theology span over 40 years. Does her theological project, which aims to reform the Christian tradition, retain the coherence and consistency needed to fulfil this aim today? Surprisingly, McFague's body of work remains coherent, consistent and viable after many years of debate in relation to her own aims and methods and the responses of critics. However her theology can, in places, be strengthened in meeting its aim by an integration of more recent research or the work of her respondents. Developments in her thought over time remain generally consistent with her earlier work. Analysis of the basic categories of her thought shows a unity of form and content and an underlying conceptual unity. The models McFague advances are consistent as expressions of her stated method and aims. They perform the tasks set for them, if not always by the means she describes. Again the importance of the conceptual level proves greater than McFague allows. The coherence and consistency of the greater part of her work is weaker in its interaction with the Christian tradition. Her position on this has changed most over time. Work remains to be done on integrating her models with traditional ones. Despite her own judgements, this integration is desirable to maximise the reform of that tradition as she wishes and for her theology most naturally to be seen as reforming rather than revolutionary. But overall, McFague's work makes a valuable contribution to contemporary theology. She expounds coherent, original metaphorical models addressing contemporary concerns and a coherent theoretical framework that has largely withstood the scrutiny of respondents and developments in her field. Within this framework models may be created and assessed in creative tension with Christian tradition. However this relationship with the tradition remains to be deepened, strengthened and clarified by future research.

This study subjects Christian liturgy to linguistic-pragmatic analysis. It does so first, by 'anatomising' a new discipline of 'liturgical pragmatics' and second, by putting this anatomy into operation. In each case, it proceeds in accordance with David Crystal's three-fold schema for religious language research: as such, it coordinates methodological, theoretical and empirical interpretations in a survey which claims to be more systematic and contemporary than previous work on the pragmatics of sacral discourse. Specifically, it concentrates on the worship of the English Reformed church - a domain which has thus far been overlooked in studies of liturgical language-use, but one whose distinctive bias towards extemporary prayer invites the approach proposed. Methodologically, liturgic exegesis is shown to benefit from engagement with the interpretative strategies of speech act theory, implicature, relevance theory, extensional pragmatics, conversational pragmatics and socio-pragmatics. Theoretically. Jean Ladriere's model of liturgical language performativity is seen to provide a valuable basis for rapprochement between pragmatic principles and Christian doxology; nevertheless, it is argued that an even closer association can be made between pragmatic theory and Reformed liturgical doctrine. Empirically, models and hypotheses are tested against a corpus of data drawn from liturgical performance in the United Reformed Church. This comprises tapes, transcripts and participant-accounts of ten services conducted in different URC congregations on Advent Sunday, 1991. Close pragmatic study of this corpus, and of its Calvinist precedents, confirms that English Reformed worship has allowed an over-informative 'didactic monologism' to eclipse more directly participative and potentially 'eventful' historic forms. Although these forms have been extensively revived in the 1989 URC Service Book. it is proposed that they are more likely to return to regular URC services as creatively-adapted and suitably modernised discourse units.

This thesis conceptually and empirically explores how American foreign policy is changing under the domestic and international pressures brought about by social and cultural processes associated with the global resurgence of religion. It argues that in response to these pressures the American foreign policy establishment, and American diplomatic, foreign assistance and national security practices and institutions are gradually undergoing, since the end of the Cold War andespecially following September 11, processes of “desecularization”. In order to explain these foreign policy changes, this thesis develops a Historical Sociological (HS) approach to Foreign Policy Analysis (FPA). This theoretical framework allows investigating the complex causal mechanisms that have led to the emergence of “desecularizing actors” at the domestic American level, which are embedded or responding to macro-processes of religious resurgence at home and abroad. These desecularizing actors have mobilized at the micro-level to challenge at critical historical junctures what they perceive is the problematic secular character of American foreign policy intellectual traditions, state practices and policy-making structures. In order to advance their preferred inherently religious policy agendas, desecularizing actors have articulated a number of principled and strategic discourses, which enable them to successfully contest and renegotiate the boundaries between “the secular” and “the religious” in American foreign policy. This thesis draws from ongoing conceptual debates in the sociology of religion on desecularization and applies this concept to that of a state’s foreign policy. It unpacks how processes of desecularization have taken place at multiple levels and with different intensities across the American foreign policy apparatus. This thesis identifies two broad processes that relate to foreign policy desecularization. First, processes of “countersecularization” in terms of a growing entanglement between functionally differentiated American secular state practices and policy-making structures, and religious norms and actors. Second, processes of “counter-secularism” in terms of a progressive weakening of dominant secular epistemic, ideological, and normative ideational constructs among American policy-makers.

The subject of this thesis is the influence of encounter on the religious understanding of a group of primary age children in inner city Leicester. The research focuses on a minority of non-Muslim children in a predominantly Muslim area, and is informed by small discussion groups in which the children were free to explore and share their own ideas. The study begins by presenting a view of children as active in the construction of their own lives. The young participants' contributions to the discussions are related to other theoretical positions on children's religion and a cognitive and language-based approach is advocated. A progressive, developmental model of children's religious thinking is rejected in favour of a model that allows multi-directional movement to and fro between different faith styles in response to a number of contextual factors. Detailed textual analysis of the transcribed conversations reveals the inffuences of social encounter on the children's understanding. It also recognises the creativity of the children's religious thinking when their perspectives are brought into dialogical relationship with the viewpoints of others. As they assimilate words and discourses from their wider environment, the children adapt them and employ them for their own ends. Their social context of religious plurality supplies a bank of understandings and associations. From this they select and negotiate meanings to suit the requirements of the immediate communicative context of the discussions. The outcome of the process is the children's ongoing theological engagement with questions of religious identity and belief

This thesis will be asking questions about the underlying structure of Kant, Schopenhauer and Nietzsche's thoughts on atheism and agnosticism. It will begin with the work of the mature Kant, explaining how his epistemology, as articulated in the Critique of Pure Reason, treated the question of the sense experience of God and then how his theory of biblical hermeneutics treated the question of divine revelation through scripture, before examining Kant's moral proof of God, finding it not to be successful. I next move to a consideration of the atheistic philosophy of Arthur Schopenhauer. Schopenhauer's chief argument against God will be seen to be an argument from exclusion, although significant difficulties will be seen to beset Schopenhauer's endeavour. He will also be seen to shape a moral philosophy which he then turns against God. This argument will be examined in some detail and it too, despite appearances, will be seen to be essentially metaphysical. Since Schopenhauer's moral philosophy is intrinsically metaphysical in this way, his moral objective to God has to be construed as relying upon the prior introduction of an element of his atheistic metaphysics and to that extent is to be considered an expression of, rather than an argument for, atheism. Nietzsche elaborates a metapsychological and physiological analysis of the type of person inclined towards believing in the claims of the monotheistic tradition, demonstrating how theism is connected with the yearning of escape and for the moralisation of the socially unaccountable. After investigating the Nietzschean approach to religion and atheism, I will however, conclude that Nietzsche only achieves some of his aims; and further, that those of his aims which are achieved themselves rely on certain specific empirical assumptions which are in any case problematic.

Jacques de Vitry (†1240), a noted preacher in Brabant and Languedoc, served as canon regular of Saint-Nicholas d’Oignies (1211-16), bishop of Acre (1216-29) and auxiliary bishop of Liège (1226-29), and ultimately as cardinal-bishop of Tusculum (1229-1240). Whilst his letters, sermons, and the Historia Occidentalis have been extensively studied, the Historia Orientalis, Jacques’s encyclopedic work on the Holy Land, has so far escaped any such interest. Considered as yet another crusading history or pilgrimage guide drawing on previous writings, the few editions and brief studies of this work published since the nineteenth century are based neither on a detailed textual analysis nor on a complete investigation of the manuscript tradition. This thesis, therefore, addresses an important gap in the historiographical debate by providing a detailed analysis of the contents of the Historia Orientalis and its sources, in combination with an examination of the manuscript tradition up to the early fourteenth century. In it, I argue that the work is composed of different genres, each addressing a topic that served Jacques’s agenda and his activities as theologian, preacher, historian, pilgrim, and crusader. Moreover, by examining the rich manuscript tradition, I establish the book’s legacy and show that Jacques’s contemporaries perceived the text as an eclectic work. Jacques’s combination of different popular genres contributed to the influence of the text which is preserved in no fewer than 126 extant manuscripts. The thesis falls into three sections. In the first, I introduce my investigation and provide a long overdue revised biographical note and contextualisation of Jacques’s writings. In the four chapters of the second section, I analyse the text to see how Jacques combined the editing of existing source material with his personal knowledge into a work that served the reform and crusade agenda of the Fourth Lateran Council of 1215. The four chapters discuss the medieval genres that can be found in Jacques’s work: a history of the crusades, an account on Islam, a description of the Holy Land, and an ethnographical treatise. In the third section, using codicological research to discuss the text’s compilation, influence, readership, and legacy in the thirteenth and early fourteenth centuries, I argue that each genre found within the Historia was intended for and read by a different audience, thus explaining the wide appeal of the work as a whole. The sixth chapter focuses on the early manuscript tradition and dissemination of the Historia Orientalis while the seventh chapter addresses, on the one hand, the use of these manuscripts and the relationship to other texts in the same codex and, on the other hand, the authors who copied or used Jacques’s text in their own works. By combining a detailed textual analysis with extensive manuscript research, this investigation into the contents, readership and legacy of the Historia Orientalis sheds new light on the mechanisms behind the dissemination and influence of religious propaganda, as well as highlights Jacques’s seminal contribution to Church reform and the approach to crusading in the thirteenth century in accordance with the agenda set by the Fourth Lateran Council.

This thesis offers three case studies of religious representations of the natural world in Strasbourg from 1510 to 1541 from the perspective of the interactive model of socioeconomic metabolism. This model proposes that long-term environmental instability will exert a negative effect on human/social biophysical structures and may provoke changes in the manner in which the natural world is represented within that culture. Although direct causation is impossible to prove due to the autonomous nature of the cultural sphere, this thesis suggests that the two case studies of early sixteenth-century religious reforms in Strasbourg indicate the presence of theological innovations that changed the conceptual relationship between faithful Christians and Creation, thereby offering an enhanced capacity for adherents to exploit the metabolic opportunities in their natural environment. Further, it suggests that these cultural developments were supported and strengthened in part by the stresses society experienced from the natural world. The thesis begins with a description of the natural environment in Alsace during the late fifteenth and early sixteenth centuries, with particular attention given to the weather from 1473 to 1541. These decades spanned the coldest years of the Spörer Minimum, itself the second coldest trough of the Little Ice Age. Although weather was the most dynamic and influential element of the natural environment during this period, the model suggests that long term stress from the environment may provoke re-conceptualization of the entire natural sphere of causation. Three religious perspectives are taken as case studies in the thesis to test the model: Roman Catholic, Radical, and Evangelical Christianity. They were created temporally and geographically in proximity, but offer different theological representations of nature. Tentative conclusions arising from their juxtaposition with each other and the climatic conditions suggest that the model is helpful to better understand the complex social and cultural changes during the Reformation. The first case study focuses on Die Emeis, forty-one sermons delivered by Johann Geiler von Kaysersberg in the Liebfrauenmünster zu Strasbourg for Lent 1509. By reading against the grain of these sermons delivered by a well-known and highly respected Doctor of Theology, an orthodox Catholic representation of the natural world and the appropriate human relationship with it is revealed. This chapter also includes information about pre-Reform society in Strasbourg and Alsace, in order to provide a basis of comparison for later developments. The second case study explores three sources known to be popular with Alsatian peasants from 1515 to 1525: astrologist Leonhard Reynmann's Wetter Büchlin, Ein Fast schon büchlin by Clemens Zyegler, a lay theologian from Strasbourg, and Article IV of the Twelve Articles which formed the foundation of peasant demands during the German Peasants' War. The third case study focuses on Hexemeron Dei opus, written by Strasbourg Reformer Wolfgang Capito. An exegesis of Genesis 1-11, Capito writes explicitly of God's creation of the world for human salvation. The aftermath of the Peasants' War in Strasbourg and Alsace are described here, as well as social initiatives in Strasbourg favoured by Reformers such as welfare reform and education. The model of socioeconomic metabolism suggests that following an extended period of material insecurity and social instability caused by environmental uncertainty, cultural agents will modify the representation of nature in order to render human colonization of the natural world more effective. While it is impossible to firmly attribute causality for developments in the religious view of nature to environmental stress, it can be shown that the weather during the decades at the eve of the Protestant Reformation repeatedly limited or removed adequate metabolic intake from those disadvantaged by an increasingly unequal society, contributing to social instability which culminated in the 1525 German Peasants' War. Representations of nature in the examples studied from the new religious movements removed layers of spiritual mediation between humanity and nature which had been and continued to be accepted by the Roman Catholic Church, specifically articulating views which encouraged greater exploitation of the natural environment. Those who rebelled are known to have strongly favoured the new theologies, indicating the possibility that part of the widespread support in Alsace for reformed and radical theology may have been due to the enhanced conceptual opportunities they provided for exploiting the natural environment.

This research examines the current requirements and practices of Religious Observance (RO) and spiritual development within Scotland’s ‘Curriculum for Excellence’ (CfE). The research is focussed on the nondenominational school sector - approximately 90% of Scottish schools. The CfE has brought a shift in focus from solely curricular content to greater emphasis on character formation. Four key descriptors, termed “capacities”, are used: responsible citizens, effective contributors, successful learners and confident individuals. A number of supplementary programmes are being promoted to achieve this through schemes such as the ‘Rights Respecting School Award’, ‘Inspire-Aspire’, ‘Peer Mediation’ and ‘Restorative Justice’. The CfE details certain age-appropriate experiences and outcomes which pupils are expected to attain across eight core curricular subjects. In contrast, RO and spiritual development are outlined very differently by six key ‘Sensings’ in the ‘Report of the Religious Observance Review Group’ (2004), referred to in this thesis as the RORG. These Sensings have minimal descriptions, no exact definition and do not have detailed age-appropriate experiences and outcomes. The Sensings are: sensing mystery, sensing values, sensing meaningfulness, sensing a changed quality in awareness, sensing ‘otherness’ and sensing challenge. This thesis addresses a number of questions: defining ‘spirituality’ in a way that can sit comfortably within Scotland’s Curriculum for Excellence (CfE); how RO events and these Sensings are perceived by pupils in particular - their voices are given especial prominence throughout; where RO and spiritual development are perceived as ‘belonging’ or ‘fitting’ within the CfE; how the ‘success’ of Sensing-rich RO events can be assessed and measured; crucially - what the children and young people think of the RO they receive; the validity and ‘completeness’ of the Sensings; how to train school staff and school chaplains in delivering spiritual development. The research involved participant observation and interviews with policymakers (advisors, consultants, Education Scotland staff, Religious Representatives on local Council Education committees, and members of school senior management teams), practitioners (chaplains and youth workers tasked with the actual delivery of RO events), parents of Primary school and Secondary school pupils, and - crucially - pupils (from Primary 3 to Secondary 6). The goal was to record and analyse their principles, practices and lived experience of RO and spiritual development. In total qualitative data was gathered in thirty-four interview sessions from nine policy-makers, eight practitioners, nine parents, seventeen Primary school pupils and thirty-five Secondary school pupils. The practitioners, parents and pupils between them were connected to nondenominational schools covering seven Councils: City of Aberdeen, Dumfries and Galloway, Fife, City of Glasgow, North Lanarkshire, Renfrewshire and South Lanarkshire. The pupils between them came from four different nondenominational Primary schools, three non-denominational Secondary schools, and one independent School (Christian faith-based, fee-paying). This gave a reasonable sample of Scottish schools. The definition of ‘spirituality’ that I developed (p 44) is that “Spirituality is that uniquely human capacity and need for a sense of identity and of integrity, of place and of purpose, which can only be fully satisfied in relationship with others and with a transcendent Other.” A full explanation for this definition is given in the text. The pilot study showed that pupils of all ages did not grasp the language and vocabulary of the Sensings as given in the RORG and in conclusion I offer an alternative “child-friendly” re-titling as follows: sensing mystery (the “Wow!” moments), sensing values (the “Now ...' moments), sensing meaningfulness (the “How ...? ” moments), sensing a changed quality in awareness (the “Aum” moments), sensing ‘otherness’ (the ‘Narnia’ moments) and sensing challenge (the “Ow!” moments) (p 54). Once reworded and explained all pupils were quick to grasp most of the Sensings though ‘a changed quality in awareness’ and ‘otherness’ - perhaps requiring higher order thinking skills - were only accessible to older pupils (though they could not always discern or define the distinctions between them). I found that Policy-makers had a clear perception of how RO fits within CfE but that the actual practitioners (many of them from faith-based backgrounds) frequently struggled to achieve clarity on this point and were often unable to articulate a clear educational purpose to their RO input (p 113). A lack of contextual awareness, of training, of time, and of ability to think beyond their theological frameworks often hampered them. Clear and positive and fruitful metaphors for RO emerge from the research: RO provides an important ‘space’ within CfE (p 119), and a place for ‘exploration’ and for ‘questioning.’ A consistent conclusion from my data reflects on how both practitioners and participants in RO events viewed them and constructed meaning from them: this was frequently done by offering opposed pairs and, almost literally, placing themselves or their RO events at some point on the continuum between two poles (p 124). A whole spectrum of opposed pairs were found: from indoctrination (RO) to education (RME); from collective (RO) to individual (RME); from emotional (RO) to intellectual (RME), though practitioners were frequently at pains to make clear that this did not mean RO was inferior or in any way anti-intellectual or lacking in intellectual rigour; from experiential (RO) to explorative (RME); and from inspirational (RO) to informational (RME). My findings were that practitioners offered a range of measures for assessing the ‘success’ of their RO events (p 139) which are critiqued: “an RO event is successful” - when I think it is, if it was enjoyed, if a school is “happy with it”, if there is pupil engagement, if pupil feedback says it has been, if your chosen quantifier says it has been, and if there are no complaints about it. I follow this with a discussion on the issues of getting RO ‘right’ and ‘wrong’ (p 152). The view of parents on the qualifications for those delivering RO to their children were also explored at this point, with the great majority strongly favouring faith-based practitioners (p 162). A major feature of this research has been to seek and to summarise the first-hand views and the authentic voices of the children and young people within CfE. Their main reactions are summarised (p 172) as “Don’t make it [RO] a policed endurance test”; “Don’t make it so boring”; “Don’t tell us what to think”; “Let us ask our big questions. Help us find some answers”; and “Don’t exclude us. Let us have a say. Let us help you.” In the light of the research two additional Sensings are strongly indicated: Sensing Stillness (p 192) and Sensing Community (p 200). Sensing Community in particular was identified as offering significant potential benefits for RO (p 206): creating a beneficial group identity or ethos for the school community, building pupil capacity as responsible citizens able to take their place in the wider community beyond the school gates, enabling individual and group resilience in the face of crisis, sharing emotional and spiritual experiences that could enrich the lives of all the participants, and the acquisition and exploration of values together in a safe and protected environment. The final section (p 210) explores the creation and use of a tool for teaching practitioners to identify and explore the Sensings: the ‘Spiritual Moments’ box. / In Educating school staff to experience and deliver the sensings (p 223), it merged that the issue is one of helping secular staff in particular to find a spiritual context for exploration and development of the sensings. In training faith representatives to experience and deliver the sensings (p 227) the issue is one of helping faith practitioners to explore and develop the sensings in the secular educational framework.

This thesis is an in-depth critical analysis of the nature of the science/religion relationship. The purpose of this project is to expose the problems associated with the many fallacies related to these phenomena, and to evaluate the reasons behind certain perceptions. It outlines the damage done through years of misconceiving and misunderstanding the concepts of science and religion, and to address what led to such inadequacies in interpretation, emphasizing the use of insufficient and archaic methodologies. A number of the methodological problems that will be assessed are the following: Chapter One will focus primarily on the issues related to the definition of religion and will evaluate how this was/is a contributing factor in how ‘religion’ is received and recognized in the academic community as well as in more popular circles. The main emphasis here will be on the false conception that ‘religion’ is a stagnant concept rather than a dynamic one, and will be examined through an appraisal of its chromatic history. This will be followed by an examination of the primarily Christocentric and Western ideologies that are endemic to this field of study, and will demonstrate how these beliefs are related to the Western construction of ‘religion’ and are tied strongly to the spread of imperialism throughout the world. Chapter Two will build on these issues, through highlighting the Western conceptualizations of religion and science, especially the erroneous belief that these phenomena are universally shared. Similarly evaluated in this chapter will be a number of other factors: (1) The subjective approaches taken by some scholars who insist on making ‘science’ sound more like ‘religion’ through the use of clever machinations. (2) Related to this is the concept of inclusivism, which will call attention to the negative effects that Western biases (in academia) have on non-Western practices, mainly denuding them of their cultural uniqueness. (3) Furthermore, this chapter will examine the over simplification of complex cultural phenomena in academia and will evaluate the inefficacy of certain works in dealing with these phenomena. This will be garnished with a critical assessment of this scholarship and will gauge how years of misinformation and negligence (within the academy) has led to a troubling relationship between science and religion. This will be proceeded by a case-study of the ‘scientific movement’ known as transhumanism as a means to demonstrate the long lasting and problematic effects that years of misinterpretation has had on the popular understanding of the science/religion phenomena, from at least one perspective. This will be concluded with an examination of the future of this evolution. Evidenced here through the use of SF film, is how transhumanism, because of its relationship to science and religion and its communion with popular transcultural SF ideas, has the potential to become a site for a belief system that translates well cross-culturally and incorporates both of these phenomena.