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Catholic schools --- Christianity and culture --- Catholic Church --- Education

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This text highlights key aspects of the religion/church-state relationship/debate, and related hitherto marginal topics. The contributions make clear that there is no clear blueprint for an optimal relationship between religion/church and state. Individual states and countries are analysed on the granular level for example, to address mono-religious against poly-religious as well as secular societies. Among others, chapters address education, migration and politics against religion as well as the effect of LGBTQ+ communities on religion and societies. This collected volume appeals to researchers, and students working in religious studies and political science.

Human rights --- Religion and state --- State and religion --- State, The --- Religious aspects --- Religion and politics. --- Social justice. --- Religions. --- Human rights. --- Politics and Religion. --- Social Justice. --- Comparative Religion. --- Politics and Human Rights. --- Basic rights --- Civil rights (International law) --- Rights, Human --- Rights of man --- Human security --- Transitional justice --- Truth commissions --- Comparative religion --- Denominations, Religious --- Religion, Comparative --- Religions, Comparative --- Religious denominations --- World religions --- Civilization --- Gods --- Religion --- Equality --- Justice --- Political science --- Politics, Practical --- Politics and religion --- Religions --- Law and legislation --- Political aspects

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Religion can play a dual role with regard to conflict. It can promote either violence or peace. Religion and Conflict Attribution seeks to clarify the causes of religious conflict as perceived by Christian, Muslim and Hindu college students in Tamil Nadu, India. These students in varying degrees attribute conflict to force-driven causes, namely to coercive power as a means of achieving the economic, political or socio-cultural goals of religious groups. The study reveals how force-driven religious conflict is influenced by prescriptive beliefs like religious practice and mystical experience, and descriptive beliefs such as the interpretation of religious plurality and religiocentrism. It also elaborates on the practical consequences of the salient findings for the educational process.

291 --- Godsdienstwetenschap: vergelijkend --- Violence --- Peace --- Christianity --- Islam --- Hinduism --- Religion --- Philosophy & Religion --- Religion - General --- Religious aspects --- Religions --- Brahmanism --- Mohammedanism --- Muhammadanism --- Muslimism --- Mussulmanism --- Muslims --- Church history --- Peace (Theology) --- Religion and peace --- Prayers for peace --- Violence (in religion, folklore, etc.) --- Moral and religious aspects --- Christianity. --- Islam. --- Hinduism. --- Religion. --- Religious aspects. --- Tamil Nadu (India) --- India --- Religion, Primitive --- Atheism --- God --- Irreligion --- Theology --- Tamil Nadu --- Tamilnad (India) --- Tamishagam (India) --- Tamizhagam (India : State) --- Tamilnadu (India) --- Tamilanāḍu (India) --- Thamilnadu (India) --- Madras (India : State) --- humanities --- Explained variation --- Hindus --- In-group and out-group --- Monism --- Mysticism --- Religiocentrism --- Socioeconomics --- Hindus. --- Monism. --- Muslims. --- Mysticism. --- Economics --- Sociological aspects.