Religion of Love




Basics » 31 Questions » Part 3: Humanity and Society » Question 29  (Previous | Next)



Question 29

[1711] Question 29: "In which relation is, on the one hand, theology and, on the other hand, religious studies to the idea of university? Does only the teaching and research of religious studies, tied to no particular religious order, belong to university, or has there also the instruction and training of confessors of a certain faith its legitimate place?

[1712] Answer: Theology views the university as an important traditional institution in addition to others to deal scientifically with the problems in the world, but points out that the scientific debate is only a part of dealing with or solving of problems, both to deepen in the relationship with L in order to achieve the solution, best possible in the circumstances. [1713] Religious studies belong to the neighbouring sciences of theology, for which it is more difficult because of the justice towards single religions to take up an individual or particulate position, since it works rather comparative and descriptive. Since religious studies are predominantly taught at universities, these invest it widely with existence, so that can be spoken of a relationship of dependency, which still strengthens if one considers the minor dissemination compared to theology. [1714] Both, however, welcome the idea of university, since this represents an effective means to convey the content of both subjects to students. Although they have many commonalities, they yet set different priorities that can dispose one rather to decide upon the one than the other subject. Who wants deeply to devote zerself to a religion wants something else than the one who wants deeply to devote to several religions. Both subjects have their eligibility and should be represented after their needs. [1715] The question is extended by the posing of the question how the teaching and research belonging to religion is to shape. The teaching should correspond to the state of available and affordable technology, i.e. there should be developed modular multimedia units by employees, specially qualified for this, according to international standards and certificates, which prepare targetedly for the examinations associated with them to acquire the associated qualifications. [1716] An exchange of the students among themselves and with the teachers (also qualification coaches) or the developers of these units should be possible without problems in times freely agreed upon (e.g. via internet). Everybody should ration zis study periods and stints as freely and flexibly as possible in order to be able to pass the examinations preferably taking place at the same time. The teaching is to be student centred, not teacher centred. [1717] Competing offers may usefully improve the quality by competition, as long as the standards are met. A study may disadvantage nobody because of zis financial circumstances, but must be equally affordable for everybody. The expenses, however, are adequately to be covered. [1718] Research is based on the qualifications of the employees and the ranking of the most important problems to be solved, which a regular needs analysis has identified as a matter of urgency and eligibly reliably and impartially. It uses the best available methods (e.g. in relationships with L) and avoids multiple research through well-matched and, where appropriate, interdisciplinary cooperation and coordination by central offices, specially qualified for this, under the supervision of a central (world) government.

© 2009 by Boris Haase


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