Attitudes toward Religious Diversity among American Exemplars of Christian Virtue

Autor/inn/en	Kennedy, Paul; Reid, Malcolm
Titel	Attitudes toward Religious Diversity among American Exemplars of Christian Virtue
Quelle	In: Journal of Beliefs & Values, 26 (2005) 3, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-7672
Schlagwörter	Protestants; Religion; Identification; Catholic Schools; Christianity; Religious Cultural Groups; Interviews; Social Attitudes + Suchen Sie Ihr Suchwort? Protestantism; Protestantismus; Identifikation; Identifizierung; Katholische Schule; Christentum; Kirchliche Gruppe; Religionszugehörigkeit; Interviewing; Interviewtechnik; Social attidude; Soziale Einstellung
Abstract	An important concern within contemporary Western societies is how religious adherents view and engage religious diversity. This study attempts to further understandings regarding religious diversity in contemporary society through the accounts of American Christian religious exemplars whose religious identification spans the conservative evangelical, liberal Protestant and Roman Catholic traditions. Ninety-six in-depth interviews were conducted with individuals recognized by their congregational leadership as exemplifying Christian virtues and thereby Christian commitment. Weak denominational allegiances, accompanied by salient identification with broad Christian religious traditions were found. Mainline/liberal Christians tended to identify conservative/evangelical Christians as "others", while conservative/evangelical Christians identified Mormons as "others." Also, a shift in attitudes toward Catholics was found among Protestants, and attitudes toward non-Christian religions were respectfully civil across a range of theological understanding of these religions. The implications of these findings for religious identity in contemporary society are explored with particular attention to religious diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10