Despite the existence of occasional shared or mixed religious spaces in the past, ‘multifaith spaces’ are relatively new phenomena and issues about their purpose, design, management, use and value are still emerging. While there is no ‘theology of multifaith spaces’, this article pursues an initial theological reading asking: how multifaith spaces relate to the heterotopias, non-spaces and Thirdspaces of some social theorists; what the theological issues around multifaith spaces are for those religious believers who use them; what theological approaches and language might begin to name and explore the potential of multifaith spaces for new shared understandings of human identity; and how multifaith spaces relate to notions of God.
Endorsing the role of Universities as caregiving organisations and following an initial report on contemplative practices (CP) in Higher Education by the Institute of Theological Partnerships (2016) and the Mindful Nation UK (2015), a Contemplative Pedagogy Working Group (CPWG) was convened to explore the possibilities to implement contemplative pedagogy and practices at the University. CP such as Buddhist meditation have direct bearings in developing and cultivating compassion. With the intention to foster a culture of gentleness within the University, a survey was administered to 301 students to: 1- probe their attitudes toward the introduction of CP at the University and 2- to collect information on their use of technology. Results indicate that 79% of students will be favourable to the introduction of CP at the University on a voluntary basis and 58% will be keen to engage with the practice. However, if short time practices were to be introduced in classes, 44% will be self-conscious and admit it will affect their practice. Seventy percent admit difficulty with their attention during lectures and exam revisions and 58% are distracted by mobile technologies used in classes, report of distractibility is more marked among the youngest.
The survey’s result highlights student’s tendency to consider learning about CP in relation to the mind and emotions should be part of their education. This awareness is indicative of a change in students’ expectation and support the CPWG initiatives in offering regular Zen meditation practices and building up a Cosmic Garden within the University premises. Challenges in fostering a compassionate learning and teaching environment and concerns related to the pervasive use of technology in classes, in particular the correlation between the variety of online multitasking and the worry of feeling self-conscious during CP will be discussed.
Traditional theological ideas, language and imagery tend to take their cue and inspiration from the Beyond: from heaven; the transcendent realm and all that is ‘above us’ that we might inspire to attain. But, given that all life arises from and is dependent upon the soil/earth, what possibilities might exist for new ‘ensoiled’ forms of thinking and practice? We are all earthlings and groundlings and our human qualities and spiritual sensitivities and aspirations must, in an evolutionary sense, arise from our connectivity to the soil and earth. What then can the soil and the life it contains teach us about living harmoniously as part of a community of planetary flourishing? This article will explore how a theology influenced by the soil – an ‘edapho-theology’ – might offer fresh perspectives for re-engaging with the need to create a sustainable future for all life on the planet.
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