Film and Religion in America

Author(s):  
Eric Michael Mazur

Religion intersects with film not only in film content, but also in the production and experience of film. From the earliest period, religious attitudes have shaped how religious individuals and communities have approached filmmaking as way to present temptation or salvation to the masses. Individual religious communities have produced their own films or have sought to monitor those that have been mass produced. To avoid conflict, filmmakers voluntarily agreed to self-monitoring, which had the effect of strongly shaping how religious figures and issues were presented. The demise of this system of self-regulation reintroduced conflict over film content as it expanded the ways in which religious figures and issues were presented, but it also shifted attention away from the religious identity of the filmmakers. Built on a foundation of “reading” symbolism in “art” films, and drawing from various forms of myth—the savior, the end of the world, and others—audiences became more comfortable finding in films religious symbolism that was not specifically associated with a specific religious community. Shifts in American religious demographics due to immigration, combined with the advent of the videocassette and the expansion of global capitalism, broadened (and improved) the representation of non-Christian religious themes and issues, and has resulted in the narrative use of non-Christian myths. Experimentation with sound and image has broadened the religious aspect of the film experience and made it possible for the viewing of film to replicate for some a religious experience. Others have broadened the film-viewing experience into a religious system. While traditional film continues to present traditional religions in traditional ways, technology has radically individualized audio-visual production, delivery, and experience, making film, like religion, and increasingly individualized phenomenon.

2018 ◽  
Vol 12 (3-4) ◽  
pp. 440-454
Author(s):  
Adrianus Sunarko

Abstract In order that religions in a multicultural modern democratic society like Indonesia do not become a source of conflict, the adherents of religions must develop a certain rationality of faith. That rationality is related to the attitude towards other religions and beliefs, to the autonomy of science, and to the procedures inherent in the democratic system. Hopefully, religious communities can develop a positive attitude towards those three things, without denying their religious identity. The learning process associated with them cannot be imposed from outside, but must be born of the dynamics within the community of the faith/ religious community itself. If the learning process is successfully pursued, the adherents of the religions can give an important contribution to the development of democracy in Indonesia.


2021 ◽  
pp. 126-135
Author(s):  
AZAMAT ZH. IDRISSOV ◽  

This article studies the role of religion in the formation of new identities. Religion is presented as an alternative to secular nationalism and the revival of new religious identities as a reaction to the crisis of the secular type of nation-building. The first part of the article shows the historical background of the crisis of the theory of secularization and the “religious renaissance”, which was an attempt to return religion to public discourse. Religious identity is considered as a strict construct that is formed by certain actors using various mechanisms. The types of construction of religious identity are considered from three sides using the terms of M. Castells as the problem of “legitimizing identity”, “resistance identity” and identity as a “project”. Analyzing the role of religion in the formation of new identities the author comes to the following conclusions: 1) religion acts as a factor of legitimacy in new religious communities, where religion offers a sacred justification for power; 2) religion acts as a factor of protection of one's own identity under the wave of globalization, which acts as a hostile dominant identity; 3) the religious community acts as a separate “imagined” construct, which in the global dimension erases linguistic and ethnic boundaries, but acts as a dividing factor in local conflicts...


ADALAH ◽  
2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Dana Riksa Buana

Abstract:A religious community in a religious context will find it easier to blame other religious communities because it is different in interpreting the concept of God. This is based on the existence of an excessive sense of ownership of groups that are consciously or not involved in it. This situation is used by ISIS to search for the masses by selling religious similarities, the same boat and the same harmony. In this article the author wants to analyze the background of the cause of the emergence of the ISIS movement from a religion that teaches mercy to all nature namely Islam. There is a wrong understanding of the accepted doctrine, so that it makes it extreme and then becomes a group of ISIS who aspire to form an Islamic state on Iran and Syria.Keywords: ISIS, Terorisme, IslamAbstrak:Seseorang umat beragama dalam konteks beragama akan lebih mudah untuk menyalahkan umat beragama lainnya karena berbeda dalam memaknai konsep ke-Tuhanan. Hal inilah didasarkan adanya rasa kepemilikan yang berlebihan terhadap kelompok yang secara sadar ataupun tidak terlibat didalamnya. Situasi inilah yang dimanfaatkan ISIS untuk mencari massa dengan menjual kesamaan agama, senasib, dan sepenanggungan. Dalam artikel ini Penulis ingin menganalisis latar belakang penyebab timbulnya gerakan ISIS dari sebuah agama yang mengajarkan rahmat bagi seluruh alam yaitu Islam. Adanya pemahaman yang salah dari doktrin yang diterima, sehingga menjadikannya ekstrim dan kemudian menjadi kelompok ISIS yang bercita-cita membentuk sebuah negara Islam di atas tanah Iran dan Syiria.Kata Kunci: ISIS, Terorisme, Islam 


1989 ◽  
Vol 23 (2) ◽  
pp. 209-231 ◽  
Author(s):  
Romila Thapar

My choice of subject for this lecture arose from what I think might have been a matter of some interest to Kingsley Martin; as also from my own concern that the interplay between the past and contemporary times requires a continuing dialogue between historians working on these periods. Such a dialogue is perhaps more pertinent to post-colonial societies where the colonial experience changed the framework of the comprehension of the past from what had existed earlier: a disjuncture which is of more than mere historiographical interest. And where political ideologies appropriate this comprehension and seek justification from the pre-colonial past, there, the historian's comment on this process is called for. Among the more visible strands in the political ideology of contemporary India is the growth and acceptance of what are called communal ideologies. ‘Communal’, as many in this audience are aware, in the Indian context has a specific meaning and primarily perceives Indian society as constituted of a number of religious communities. Communalism in the Indian sense therefore is a consciousness which draws on a supposed religious identity and uses this as the basis for an ideology. It then demands political allegiance to a religious community and supports a programme of political action designed to further the interests of that religious community. Such an ideology is of recent origin but uses history to justify the notion that the community (as defined in recent history) and therefore the communal identity have existed since the early past.


2017 ◽  
Vol 6 (3) ◽  
pp. 89-94
Author(s):  
Erjon Papagjoni

Abstract The Albanian state sanctioned after the Lushnja Congress in 1920 applied a liberal and wise policy to religious communities, aiming to create ethnic, social and national cohesion among the people through the recognition of the plurality of religious beliefs, their mutual respect, of correct relations with the state and the strengthening of national unity, according to the advanced conventions of modern European states. The new Albanian state committed itself to recognizing all the rights of religious communities in Albania so that they would normally practice their religious activity with all rituals and prayers according to their faith, dogmas, and sacred canons, enhancing spiritual influence in people. To provide legal support to four main religious communities - Muslim, Bektashi, Orthodox, and Catholic - the state sought the design and approval of the correspondent statutes of each religious community. The new political situation required that the new statutes include the need for the independence of religious communities from the type of their former legal structures and reports that they had under the Ottoman Empire. On the other hand, the Albanian state openly proclaimed its secular character in relation to religions. In the statutes of the four main religious communities, with their peculiarities, were included the rights and obligations to believers, the way of organizing hierarchy and clerical forums, the correct legal relations with the state, which ensured and guaranteed their normal functioning, education religious programs, schools at their various ranks, staff and administration, their wealth, their administration and publications, in order to realize the spiritual impacts and the educational power that religion aims to offers to the masses of believers (Albanian Encyclopaedia Dictionary, 2009).


Author(s):  
Ni Kadek Ayu Kristini Putri ◽  
I Gusti Ngurah Sudiana ◽  
I Nyoman Yoga Segara

<p>Religious harmony in Indonesia and Bali was still a severe problem marked by the high potential for social conflicts with religious backgrounds. However, the people of Ekasari Village could maintain religious harmony in their area from generation to generation while at the same time providing space for every religious community to articulate their religious identity without pressure from other people. Religious harmony in Ekasari Village showed a strong relationship between education, social values, and religion. This study was conducted to analyze the education system for religious harmony in Ekasari Village from a sociological review of religious education based on the theory of structural functionalism, constructivism, and social action. The research was carried out by applying qualitative methods through observation, in-depth interviews, and document studies. The data were analyzed descriptivelyinterpretatively through three stages, namely data reduction, data presentation, and verification. This study found that the education system for religious harmony in Ekasari Village takes place in the realm of family, school, community, religious institutions, state, and civil society, as well as the mass media. This education system holistically encourages the internalization of knowledge, attitudes, and harmonious behaviour within religious communities.</p>


2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.


Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 367
Author(s):  
Raymond Detrez

Premodern Ottoman society consisted of four major religious communities—Muslims, Orthodox Christians, Armenian Christians, and Jews; the Muslim and Christian communities also included various ethnic groups, as did Muslim Arabs and Turks, Orthodox Christian Bulgarians, Greeks, and Serbs who identified, in the first place, with their religious community and considered ethnic identity of secondary importance. Having lived together, albeit segregated within the borders of the Ottoman Empire, for centuries, Bulgarians and Turks to a large extent shared the same world view and moral value system and tended to react in a like manner to various events. The Bulgarian attitudes to natural disasters, on which this contribution focuses, apparently did not differ essentially from that of their Turkish neighbors. Both proceeded from the basic idea of God’s providence lying behind these disasters. In spite of the (overwhelmingly Western) perception of Muslims being passive and fatalistic, the problem whether it was permitted to attempt to escape “God’s wrath” was coped with in a similar way as well. However, in addition to a comparable religious mental make-up, social circumstances and administrative measures determining equally the life conditions of both religious communities seem to provide a more plausible explanation for these similarities than cross-cultural influences.


2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.


2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.


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