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A reluctance of social studies teachers to address religious matters prevents students from understanding the intersection of two important American institutions: slavery and Christianity. The continuing importance of religion in American life and the tension centered around race relations in this country make instruction in the connections between these two institutions invaluable. Evidence for the rich spiritual experience of enslaved African Americans is both ample and easily accessed; conversely, the misuse of Christianity by the oppressors and the biblical support for abolition commonly referenced during that period can be easily explored. The paper aims to discuss these issues.

In addition to these historical matters, modern results of the intersection of slavery and religion prove beneficial for study. While slavery itself is an irredeemable wound on American history, one that has repercussions even to this day, the encouraging impact of Christianity in the lives of enslaved African American and their progeny is worth noting.

Finally, this topic lends itself to progressive and engaging learning activities that are cooperative, project-based and authentic.

The teaching of history, which wrongly has a reputation for being lifeless and dull, can be improved and energized with this content of two topics still vital in America today: race and religion.

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.

Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.

The findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.

By highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

The purpose of this narrative is to share insights on the little-known two-by-two evangelical sect, specifically its use of English teaching in South Korea and China as a missionary tool of conversion.

This narrative is written in memoir-style, with sections that analyze the author’s experiences. The analysis looks at the two-by-two sect through the lens of Gee’s Theory of Discourse.

Based on the author’s experiences as an insider for 35 years in the two-by-two evangelical sect, four of those in China and S. Korea, she discusses the use of English teaching as a missionary tool of conversion. The paper questions the ethicality of this practice.

The author suggests that global English teachers should carefully examine their own religiosity to make sure they are not ethically compromising opportunities for their students in an effort to create converts.

This paper sheds light on the global nature of the two-by-two sect, a religion that has very little written about it in the scholarly realm.

This chapter offers a speculative essay regarding how religion may foster intellectual humility in public life, drawing on case studies from faith-based community organizing in the United States. and liberation theology in Latin America. Despite a plethora of religious teaching about the virtue of humility across a variety of traditions, I do not think there is anything inherent in religious belief – in any tradition – that predisposes believers toward authentic humility in their personal or public lives. I argue instead that religious conviction – when embodied in particular kinds of religious practice – does help drive us toward the balance of confidence and intellectual humility required for vigorous engagement in democratic public life. My argument draws on the concept of focal practices and insights from philosophy, theology, and social theory as I consider religious practices, religious conversion, and the nature of human passions as they relate to democratic life.

The purpose of this paper is to reconsider the impact of conservatism on political liberty and liberal democracy in contemporary society. It applies Weber's description of capitalism as the “most fateful” social force in modern society to analyzing conservatism in relation to political liberty and liberal democracy. The paper posits and finds that conservatism primarily (with secondary variations) negatively impacts political liberty and so modern liberal democracy. Alternatively, it argues and shows that conservatism almost invariably generates political repression and elimination or subversion of liberal democracy and society. It concludes that conservatism, especially in America, becomes from the “most fateful” to the “most fatal” social force on the account of its adverse impact on political liberty and democracy.

The paper aims to contribute to a better understanding of conservatism and its essentially destructive effects on political liberties and liberal democracy in contemporary society.

The paper finds that conservatism, especially in America, becomes from the “most fateful” to the “most fatal” social force on the account of its adverse impact on political liberty and democracy.

The paper posits and finds that conservatism primarily (with secondary variations) negatively impacts political liberty and so modern liberal democracy. Alternatively, it argues and shows that conservatism almost invariably generates political repression and elimination or subversion of liberal democracy and society.