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E-raamat: Secularization Revisited - Teaching of Religion and the State of Denmark: 1721-2006

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Secularization Revisited - Teaching of Religion and the State of Denmark: 1721-2006Suurem pilt
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?The book argues that a significant reason for the problems of the secularization theories are to be found in the general sociological conceptual framework and particularly in sociology's Durkheimian legacy. The theories of secularization have neglected to take the importance of state agency on the macro-level and the fact that modern societies consist of a dynamic field of religions instead of just one religion as it was the case in Emile Durkheim's thinking. The book thus presents the only attempt to find the conceptual blind spots in the theories of secularization and proposes a new relational concept of religion.   In addition to the conceptual analysis and the theoretical parts, the book presents the only long historical sociological case-study of the teaching of religion of a European state. The author analyses the political decision-making process from 1700 until today. In contrast to the overwhelming bulk of sociological studies of secularization, the book does not assume that the existence of an authentic religion or a Sacred Canopy in early modernity. Rather, the analysis shows that the Danish state has been deeply concerned with the religion of its inhabitants and that it has tried to influence the religion of its inhabitants according to its vital interests. In the Danish case this influence is not limited to the absolutistic period but has re-emerged especially after the Nine-Eleven 2001, where the teaching of religion in Danish public schools have been used in an attempt to avoid anti-democratic fundamentalism. Consequently, state politics of religion should throughout the period be seen as closely connected to the vital interests of the state. The book is intended for students and scholars of religions and history (as well as the general public).

Arvustused

This work analyzes the agency of the state in a long-term historical perspective and presents religious education being constructed in the interest of the state. Reehs work is important, innovative and interesting, especially as it is done on the subject of religious education in a long-term historical perspective. Reehs work is important reading for students in religious studies as well as in education, not least for students preparing to become teachers in religious education. (Kerstin von Brömssen, Nordic Journal of Religion and Society, Vol. 30 (1), 2017)

1 Introduction
1(16)
1.1 The State, External Relations and Internal Organization
6(4)
1.2 Disclaimers and Remarks on the Limitations of the Perspective
10(7)
References
11(6)
Part I Theory
2 The Blind Spots of the Dominant Secularization Theories
17(16)
2.1 From Secularizatio to Secularization
18(1)
2.2 Comte's Framing of Sociology and Break with the Natural Law Tradition
19(2)
2.3 Consequences of Emile Durkheim's Foundation of the Discipline of Sociology
21(1)
2.4 The German Approach to Sociology and Talcott Parson's Transformation of Max Weber's Sociology
22(3)
2.5 Consequences of the Concept of Differentiation
25(1)
2.6 The Implicit Notion of Religion in the Concept of Differentiation
26(1)
2.7 On the Absence of War in Sociology
27(1)
2.8 Blind Spots of Classic Secularization Theories
28(5)
References
30(3)
3 A New Theoretical Approach to Religion
33(34)
3.1 Introduction
33(1)
3.2 Towards a New Theory of Religion
34(1)
3.3 Preliminary Remarks to a Relational Notion of Religion
35(2)
3.4 Norbert Elias' `Survival Unit' and `the Extended "I-and-We" Consciousness'
37(1)
3.5 Towards a Sociology of the Social `We' as a Relational Category
38(1)
3.6 On the Relations Between Religions
39(2)
3.7 Mimicking, Imitation, and Copying in Social Life: A Modification of the Conflict Perspective
41(1)
3.8 On the Historical Development of the Split Between the Survival Unit and Religious Entities
42(4)
3.9 The Field of the Religious Survival Units as a Point of Departure in Defining Religion
46(2)
3.10 Counter-Religions in the Present Field of Religions
48(4)
3.11 Myth and Ritual
52(1)
3.12 A Short Note on the Distinction Between Religion and Science
53(1)
3.13 Three Kinds of Survival Units
54(2)
3.14 The Call of the State: Civil Religion or Nationalism as the `Religion' of the Danish Survival Unit
56(1)
3.15 Contested Myths and Life Histories of the US and Denmark
56(4)
3.16 The Myth and Life History of the Danish Church in Its Liturgical Year
60(1)
3.17 On the State, Group, and Individual
61(1)
3.18 Concluding Theoretical Remarks
62(5)
References
63(4)
4 Further Implications of the Relational Approach to the Study of Religion
67(14)
4.1 Historical Differentiation of Religious and Sovereign Survival Units
67(2)
4.2 Miracles as a Discursive Weapon in the Religious Struggle
69(2)
4.3 State Agency Elsewhere Than Denmark: The Glorious Revolution in England and Beyond
71(10)
References
76(5)
Part II The Danish Road through Modernity -- Transformations of the Sacred Canopy in Danish Schools from 1721--2006
5 Despotic Absolutism: 1721--1784
81(18)
5.1 The Teaching and Politics of Religion from 1721 to 1784
82(1)
5.2 State Mythology--A Christian State Under a Christian King
83(1)
5.3 Historical Background--The Wars Against Sweden 1657--1660
83(1)
5.4 The Absolutist State After 1660
84(1)
5.5 The Military and Compulsory Schooling
85(1)
5.6 The Re-Established Country Militia of 1701
85(1)
5.7 The Establishment of the Equestrian Schools
86(2)
5.8 Education, State, and Individual
88(1)
5.9 The Law of Adscription of 1733 and What Followed
89(1)
5.10 The 1736 Statute Regarding Confirmation
90(2)
5.11 The Use of Religion Under Early Absolutism in Denmark
92(1)
5.12 Arguments Concerning the Law of 1739
92(2)
5.13 The School Law of 1739
94(1)
5.14 Instructions for the Schoolmaster
94(1)
5.15 The School Law of 1740 and the Retreat of the State
95(1)
5.16 The Sacred Canopy Under Despotic Absolutism. 1721--1784
96(3)
References
97(2)
6 Enlightened Absolutism: 1784 to 1849
99(12)
6.1 Towards the Elementary School Reforms of 1806 and 1814
99(1)
6.2 The Military and Economic Situation of the Danish Crown
99(2)
6.3 Peasantry and Power Relations Within the Danish State
101(1)
6.4 The Small and the Great Land Commissions
102(1)
6.5 The Great Agrarian Reforms and the School Reforms of 1814
103(1)
6.6 The School Act of 1814 -- Education, the State, and the Individual
104(1)
6.7 School Discipline
104(1)
6.8 The Curriculum and the Supervisory System of the Law of 1814
105(1)
6.9 The Schoolmaster -- Betwixt and Between
106(2)
6.10 The Sacred Canopy Under Enlightened Absolutism, 1784 to 1814
108(3)
References
110(1)
7 Constitutional Monarchy: 1849--1901
111(14)
7.1 Towards 1849
111(1)
7.2 A New State-Form
112(2)
7.3 Schooling and the Act Concerning Marriage 1851
114(1)
7.4 The Organization of the Church and Education Departments
115(2)
7.5 The Act Concerning Local Administration of 1855
117(1)
7.6 The Free Schools Act (Friskoler) of May 2, 1855
118(1)
7.7 An Overview of the Period from 1849 to 1864
119(1)
7.8 From 1864 to 1901
120(1)
7.9 The Circular of H.V. Sthyr
121(1)
7.10 Transformation of the Sacred Canopy Under Constitutional Monarchy, 1849--1901
122(3)
References
123(2)
8 Parliamentary Democracy: 1901--1945
125(18)
8.1 The Push for Democratization
125(1)
8.2 Society as Defence of the State
126(3)
8.3 The Act of 1904
129(1)
8.4 The Battle Over Christianity in Schools in 1930s
129(1)
8.5 The Act of 1933
130(1)
8.6 The Positions of the Four Political Parties in 1933
131(3)
8.7 Important Aspects of the Act of 1933
134(1)
8.8 Denmark for the People---The Turnaround of the Social Democrats
134(2)
8.9 The Act of 1937
136(1)
8.10 World War II---An Exception?
137(1)
8.11 The Sacred Canopy Under Parliamentary Democracy and the Nazi Occupation, 1901--1945
138(5)
References
140(3)
9 The Welfare State: 1945 to 1989
143(14)
9.1 Beneath the `Nuclear Umbrella'
143(1)
9.2 The Act of 1949 and the Positions in the Debate
144(1)
9.3 The Blue Consideration 1960
145(1)
9.4 Towards the Schools Act of 1975
145(2)
9.5 The Debate on Political Indoctrination
147(1)
9.6 The Act of 1975
148(1)
9.7 The Right of Exemption
149(1)
9.8 Intellectual Liberty as Ideological Defence
149(1)
9.9 The External Environment from 1975 to the End of the Cold War
150(1)
9.10 The Internal Situation from 1975 to the End of the Cold War
151(1)
9.11 Globalisation and Guidelines for the Teaching of Christianity
152(5)
9.11.1 The Sacred Canopy Under the Welfare State, 1945 to 1989
154(1)
References
155(2)
10 The Public Management State: 1989 to 2006
157(22)
10.1 The External Situation of Denmark in 1989 Until 2001
157(3)
10.2 Legislation Pertaining to the Teaching of Christianity from 1993 Until 2001
160(2)
10.3 On the Importance of Culture (Including Christianity) in a Shrinking World
162(1)
10.4 The New Public Management State, the War on Terror, and the Cartoon Crisis
163(11)
10.4.1 Externally: Towards September 11, 2001
163(1)
10.4.2 Internally: Towards the So-Called Change of Systems in 2001
164(3)
10.4.3 The Governments of Anders Fogh Rasmussen
167(1)
10.4.4 Common Goals
168(1)
10.4.5 The Teaching of Christianity According to Common Goals
169(1)
10.4.6 Farewell to the Welfare State?
170(2)
10.4.7 The Cartoon Crisis, the Teaching of Democracy, and Leviathan
172(2)
10.5 The Sacred Canopy Under the Public Management State, 1989 to 2007
174(5)
References
176(3)
11 Overview of the State Religious Politics in the Danish Elementary Schools from 1721 to 2005
179(12)
11.1 Conclusion to the Case Study
183(8)
References
187(4)
Part III Conclusion
12 Conclusion
191(10)
References
198(3)
Index 201
Dr. Neils Reeh received his Ph.D. in 2007 from the University of Copenhagen. He has received several grants from the Danish Research Council and has been a one year visitor at the Institute for Advanced Study, Princeton New Jersey and is currently Associate Research-Professor at the University of Copenhagen.
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