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Material Type: Notes; Professor: Moreau; Class: Contextualization; Subject: Intercultural Studies-MA; University: Wheaton College; Term: Unknown 1989;
Typology: Study notes
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DREEMS: The Six Dimensions of Religion
octrine: Important truths expressed in religious form. These may be propositional or experiential, objective or subjective. They teach about the world, the universe, and the relationship of people within the larger structures. May or may not be directly related to “real life”. They may be organized in a stand-alone fashion, or scattered within the mythic, ethical, and ritual structures. Answer “What is truth about the world, people, and the unseen powers?”
thics: Values of how people are to behave as they relate to other people, animals, and the world. These are found on the personal, group, and social level. They are deeply interwoven into the cultural values and doctrine, and often enshrined in heroic (or evil) acts discussed in cultural myth. They provide the maps which we negotiate as we live and interact with others.
xperience: How we feel the transcendent in our lives and whether we consider that experience to be a significant element of our religious lives. Can range from the mundane to the sublime, though generally focused more on the latter. Includes such things as dreams, visions, out-of-the-body events, trance, possession, shamanic journeys, and so on.
yth: The stories of a culture which reflect its thinking about the world, itself, its laws and values. Myth concretizes important values for the culture and enables those values to be passed from generation to generation. Technically focused in timeless stories of creation, redemption and human/divine drama (Scripture, epics and classics). On an informal level found in folklore, fairy stories, and proverbs.
ocial: The element of religion that expresses the linking of people to each other , built on the cultural values of how people are to relate socially in religious contexts. Includes social institutions (see below) as well as the sense of belonging inculcated through socially -experienced religious events. For the types of institutions and their importance, see the AKEEL system description below and overleaf.
Social Institutions: A Summary Chart of the AKEEL System
Polarization of people with similar purposes and/or objectives
Symbols of identification (e.g., dress codes), religious functions of groups (formal or informal)
Descent, authority, residence, inheritance, marriage all as seen within religious teachings/regulations
To provide new members with the knowledge, values, and skills of the society
Formal: religious schools Informal: books, Nonformal: Kin, friends, religious peers
To distribute the goods and services which sustain the livelihood of its members
Systems of exchange and means of payment in religious settings
To maintain internal order and to regulate relations with others
Means of regulating religious systems: administrative, policies, statements of faith, taboos, sanctions, disciplinary means
The Social Dimension of Contextualization:
Human Social Institutions
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