Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang

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may be obvious to many of our readersItreligious knowledge has sometimesthatenhanced, and at other times utterlygreatlythe wellbeing of peoples, nationsdevastated,cultures throughout history. Religion isandbrought up in casual as well as formalfrequentlyas necessarily entangled withconversationsof conflict, conquest, subjugation andforcesWhether God exists or whetherimperialism.is a force for good or evil are interestingreligionbut not quite within the scope ofquestionsRather, we ask questions such as “HowTOK.are we that God exists?” and “How cansureuntangle causation from correlation whenweat the consequences and implications oflookingreligiousknowledge?”WRETCHED man, earth-fated to be cursed;OHof plagues, and miseries the worst!Abysson horrors, griefs on griefs must show,Horrorsman’s the victim of unceasing woe,Thatlamentations which inspire my strain,Andthat philosophy is false and vain.Provein crowds, and meditate awhileApproachshattered walls, and view each ruinedpile,Yonand children heaped up mountain high,Womencrushed which under ponderous marble lie;Limbsunnumbered in the pangs of death,Wretchesmangled, torn, and panting for their breath,Whobeneath their sinking roofs expire,Buriedend their wretched lives in torments dire.Andwhen you hear their piteous, half-formed cries,Say,from their ashes see the smoke arise,Orwill you then eternal laws maintain,Say,God to cruelties like these constrain?Whichyou these facts replete with horror view,Whilstyou maintain death to their crimes was due?WillIV. EthicsIII. Methods and toolsIV. Ethics(Voltaire 1755)I V. E T H I C SOur situation at the beginning of the 21st centuryis like that of Europe at the beginning of the 17thcentury. Then, as now, the landscape was litteredwith the debris of religious conict. It is fair to saythat religion did not distinguish itself at that time.The secularization of Europe grew directly out of thefailure of religion to meet the challenge of change. Asone who deeply believes in the humanizing power offaith and the stark urgency of coexistence at a timewhen weapons of mass destruction are accessible toextremist groups, I do not think we can aord to failagain. Time and time again in recent years we havebeen reminded that religion is not what the EuropeanEnlightenment thought it would become: mute,marginal, and mild. It is re, and like re, it warms butit also burns. And we are the guardians of the ame.(Rabbi Sacks 2003)161

IV. Ethicswe have an ethical responsibility to gainDoof different religions to help usknowledgethe world and those around us?understandquestion seems straightforward but inThisinvolves a few assumptions that havefactrelating to the ethics of knowledgeimplicationsidea that the modern state, through a secularTheto the study of different religions,approachpromote tolerance and interculturalcanis fairly widespread amongunderstandingand educators, especially in the West.politicianswhere does this idea come from? Why isButtolerance assumed to be the result ofreligiouseducation about religious differences ratheranan education in religious belief? And finally,thanwhat extent is this kind of education abouttothe intellectual roots of this idea,TracingEaghll (writing in Stoddard, MartinTenzansuggests that this is in fact a close2017)on Christian ecumenism—the effort ofvariationChristian churches to promote mutualdifferentand develop good relations.understandingout of an urgent need to calm tensionsArisingChristian denominations in thebetweenof the Reformation, it is understandablemidstit was an attractive idea, that exploringwhycommonalities among religions can helpthedifferences—be they cultural orovercomeBut to what extent is this applicablepolitical.a global level today? Given its origins in aoncontext, Eaghll argues, this approach tospecificeducation should not be uncriticallyreligiousglobally, at least not as a politicallyexportedoption.neutralalternatives are there? Rather than learningWhatthe different dimensions of religiousaboutand belief through descriptions ofpracticerituals and teachings of Sikhs, Jains, JewstheBuddhists, we would … do what? Eaghll,orexample, suggests a critical approach toforhow religion functions ideologicallyexaminingsociety. Rather than assuming that exposureindescriptions about religious diversity willtoto tolerance and empathy, he suggests weleadanalyse how religion is conceptualizedshouldcategorized, how it is used and misused, andandrevisiting the question at the beginning of thisSo,perhaps we should be asking instead:section,kind of knowledge about religion do wewhatan ethical responsibility to pursue? Andhavekind of approach to learning about religionwhatin service of a global ethic of justice? In relationisthese questions, consider how the ways youtolearned about different religions—includinghavechapter—have influenced your attitudesthisandbeliefs.6IV.1 Religious education for toleranceand mutual understandingand religion.religion value-neutral?how power and politics affect all of this.162

may be obvious to many of our readers

It

religious knowledge has sometimes

that

enhanced, and at other times utterly

greatly

the wellbeing of peoples, nations

devastated,

cultures throughout history. Religion is

and

brought up in casual as well as formal

frequently

as necessarily entangled with

conversations

of conflict, conquest, subjugation and

forces

Whether God exists or whether

imperialism.

is a force for good or evil are interesting

religion

but not quite within the scope of

questions

Rather, we ask questions such as “How

TOK.

are we that God exists?” and “How can

sure

untangle causation from correlation when

we

at the consequences and implications of

looking

religiousknowledge?”

WRETCHED man, earth-fated to be cursed;

OH

of plagues, and miseries the worst!

Abyss

on horrors, griefs on griefs must show,

Horrors

man’s the victim of unceasing woe,

That

lamentations which inspire my strain,

And

that philosophy is false and vain.

Prove

in crowds, and meditate awhile

Approach

shattered walls, and view each ruinedpile,

Yon

and children heaped up mountain high,

Women

crushed which under ponderous marble lie;

Limbs

unnumbered in the pangs of death,

Wretches

mangled, torn, and panting for their breath,

Who

beneath their sinking roofs expire,

Buried

end their wretched lives in torments dire.

And

when you hear their piteous, half-formed cries,

Say,

from their ashes see the smoke arise,

Or

will you then eternal laws maintain,

Say,

God to cruelties like these constrain?

Which

you these facts replete with horror view,

Whilst

you maintain death to their crimes was due?

Will

IV. Ethics

III. Methods and tools

IV. Ethics

(Voltaire 1755)

I V. E T H I C S

Our situation at the beginning of the 21st century

is like that of Europe at the beginning of the 17th

century. Then, as now, the landscape was littered

with the debris of religious conict. It is fair to say

that religion did not distinguish itself at that time.

The secularization of Europe grew directly out of the

failure of religion to meet the challenge of change. As

one who deeply believes in the humanizing power of

faith and the stark urgency of coexistence at a time

when weapons of mass destruction are accessible to

extremist groups, I do not think we can aord to fail

again. Time and time again in recent years we have

been reminded that religion is not what the European

Enlightenment thought it would become: mute,

marginal, and mild. It is re, and like re, it warms but

it also burns. And we are the guardians of the ame.

(Rabbi Sacks 2003)

161

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