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Religious Fundamentalism In The Middle East: A Cross-national, Inter-faith, And Inter-ethnic Analysis: Studies in Critical Social Sciences, Volume 51

(Paperback)


Publishing Details

Full Title:

Religious Fundamentalism In The Middle East: A Cross-national, Inter-faith, And Inter-ethnic Analysis: Studies in Critical Social Sciences, Volume 51

Contributors:

By (Author) Mansoor Moaddel
By (author) Stuart A. Karabenick

ISBN:

9781608463800

Publisher:

Haymarket Books

Imprint:

Haymarket Books

Publication Date:

5th August 2014

Country:

United States

Classifications

Readership:

General

Fiction/Non-fiction:

Non Fiction

Other Subjects:

Islam
Christianity

Dewey:

200.956

Physical Properties

Physical Format:

Paperback

Number of Pages:

318

Dimensions:

Width 152mm, Height 229mm

Weight:

472g

Description

In Religious Fundamentalism in the Middle East, Moaddel and Karabenick analyse fundamentalist beliefs and attitudes across nations (Egypt, Iran, Lebanon and Saudi Arabia), faith (Christianity, Islam) and ethnicity (Azari-Turks, Kurds and Persians among Iranians), using comparative survey data. The authors' analysis reveals a 'cycle of spirituality' that reinforces the critical importance of taking historical and cultural contexts into consideration to understand the role of religious fundamentalism in contemporary Middle Eastern societies.

Author Bio

Mansoor Moaddel, Ph.D. (1986), the University of Wisconsin-Madison, is Professor of Sociology at Eastern Michigan University. He has published several books and many articles on revolution, religion and ideology, including Islamic Modernism, Nationalism, and Fundamentalism: Episode and Discourse (The University of Chicago Press, 2005). Stuart A. Karabenick, Ph.D. (1967), University of Michigan, is Research Professor in the Combined Program in Education and Psychology at the University of Michigan. He has published numerous articles and books on a variety of topics that include personal epistemological beliefs in the Middle East, students' perceptions of classroom goal structures, student and teacher responsibility, and the role of help and information seeking in educational contexts.

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