bluuebunny/crossref_metadata_2025_split huggingface dataset:
Religion and Non-Capitalist Market Analysis
Authors: Duchrow Ulrich 
Published: January 2024

Abstract
Around the eighth century bce, markets started to influence daily life with money, private property, and wage labour/mercenaries in Eurasia. At the same time, religions and philosophies of what is called the Axial Age emerged in the different regions/cultures (Daoism and Confucianism in China, Buddhism in India, Zoroastrism in Persia, pre- and post-Socratic philosophies and tragedies in Greece, prophets and Torah in Judah, and Christianity and Islam in later subsequent contexts). All these religions/philosophies responded to the social, psychological, and mental implications and consequences of the market economy. In each of the periods of the capitalist market, there were specific philosophical and religious responses to problems related to political hegemony and justice. Starting in the 1960s, liberation theologies/philosophies have been emerging in Christianity, Judaism, Islam, and Buddhism, using the critical traditions of the Axial Age in order to reject the capitalist market economy and civilization while working for alternatives—in conflict with assimilated religious majorities.
Religion and Economic Cooperation and Competition
Authors: Botos Katalin 
Published: January 2024

Abstract
The chapter discusses the role of cooperation and competition in the economic teachings of different world religions. Cooperation is important because goods and services are produced by different networks in various parts of the world. Competition must be fair as well. Religious beliefs where Big Gods attend to the actors in the market are the best guarantee of fair behaviour. Confucianism is based on traditions; in Buddhism, the belief of rebirth influences fair market behaviour. Monotheistic religions are based on an Almighty God. Christian social thought, especially the Catholic papal social encyclicals present clear guidelines for actors in the market, both as regards competition and cooperation. In Judaism, tzeddakah, and, in Islam, the zakat are characteristic features of moral conduct. Both are obligatory actions of solidarity strengthening cooperation in society. Competition is encouraged by most of these religions, even as they acknowledge a role for state supervision in controlling it.
Religion and Basic Goods Provision
Authors: Reinert Kenneth A. 
Published: January 2024

Abstract
The basic goods approach is a type of economic ethics that begins with the concept of human needs and focuses on the fulfilment of these needs through the provision of basic goods and services. This chapter uses the lens of common values to assess the extent to which the religious ethical traditions of Christianity, Buddhism, and Islam support a policy focus on basic goods provision. It also considers the relationship of the religious ethics of basic goods provision to the secular tradition of moral minimalism. Finally, the chapter considers some current practical applications of the religious ethics of basic goods provision for policies in the areas of economic globalization, development policy, and humanitarian assistance. The considerations of the chapter suggest that a common ethics of basic goods provision does exist across Christianity, Buddhism, and Islam.
Religion and Development Work
Authors: Clarke Matthew 
Published: January 2024

Abstract
More than eight out of ten people self-identify as holding religious beliefs. The majority of these people are located in the Global South. Since the middle of the last century, the international community has focused on addressing poverty and improving living standards of the most vulnerable, most often through international aid. This ‘development project’ has involved national and local governments as well as multilateral and non-state actors. Religious beliefs and practices undoubtedly affect this response, both institutionally and personally. Each of the world’s major religions includes precepts, laws, and practices related to development and poverty as currently understood. Sacred teachings from these religions speak directly to issues concerning equality, poverty, charity (including zakat (poor-due), compassion, and justice. They do so from their specific context and history. This chapter will consider how four religions, Christianity, Islam, Buddhism (Sarvodaya Movement), and Hinduism understand development work. It highlights, with examples, key intersections between religious teachings and development policy and practices.
Religion and Sociology of Wealth Accumulation
Authors: Holleman Anna , Keister Lisa A. 
Published: January 2024

Abstract
Most religious groups have well-developed teachings regarding economic morality. In this chapter, we address how religious orthodoxy, or right belief, and orthopraxy, or right action, intersect in the case of economic morality. We propose that the manifestation of this interaction is shaped by social location, including race, socio-economic status, class, gender, sexuality, and organizational affiliation. We present three case studies that illustrate the diverse ways that religious traditions construct and live out economic morality: White Conservative Protestants (CPs), the New Religious Movements (NRMs) of the Counterculture, and the contemporary Prosperity Gospel movement. These cases provide three examples of the nuanced ways that religious economic ethics and social location intersect and show that this intersection varies across types of social location.
Religion and Ecological Economic Ethics
Authors: Melcher Sarah J. 
Published: January 2024

Abstract
This chapter investigates selected religious and ethical insights from the perspective of ecological economics. In the interest of space, the chapter focuses on discernments from four world religions: Hinduism, Judaism, Christianity, and Islam. The Hinduism section includes a discussion of the thought of M.K. Gandhi and the Bhagavad Gita. The Judaism section discussions the way Jews have brought forward concepts from the Torah, Talmud, and rabbinic writings. The section on Christianity includes a discussion of the thought of J. Moltmann and others on ecology. The Islamic section draws on the work of S.H. Nasr and others who draw out the positions of the Quran and other Islamic sources relevant to environmental issues. These insights encourage readers to value all of nature and to perceive humanity as interconnected with and dependent upon nature. The religious insights examined here suggest ways to restructure economic systems so that nature is protected and nurtured.
Religion and Inequality
Authors: Madsen Richard , Sullivan William M. 
Published: January 2024

Abstract
The growth of economic inequality poses severe challenges, not only to the stability of global economic and political systems, but also to the health and viability of the social fabric of contemporary societies. Inequality is therefore a moral and spiritual as well as a technical economic problem. This chapter asks what resources the great world religions—Islam, Buddhism, Judaism, Christianity, and Confucianism—can bring to the crises occasioned by inequality. Two major problems stand in the way of effective religious engagement with the problem. First, the mindset that sees progress as ‘growth’ does not admit moral or religious concerns as legitimate policy issues. Second, the world religions themselves, though they descend from movements for universal human dignity of the axial age of the first millennium bce, often remain embedded in premodern, unequal social visions. How might they reinterpret their heritage to speak effectively to the present situation?
Religion and Feminist Economic Ethics
Authors: Al-Kohlani Sumaia A. 
Published: January 2024

Abstract
This chapter starts by analysing the feminist economics concept and the ethical economics decisions females usually encounter in patriarchal societies. It discusses the economic return of females’ education, and the economic, social, and ethical consequences of females’ illiteracy, as well as unpaid work such as domestic work and care work. After that, it analyses how male-dominant religions—Christianity, Islam, and Hinduism—contribute to females’ economic, social, and ethical status and the changes that have occurred in both religious and secular countries in relation to feminist economics ethics and gender norms. Then, it assesses what is still left to do to improve females’ economic status without decreasing the ethical aspect of the issue. Finally, the chapter provides a conclusion and suggestions for future studies.
Akan Traditional Religion and Economic Ethics
Authors: Amenga-Etego Rose Mary 
Published: January 2024

Abstract
Has the proverb, ‘A good name is better than riches’, been replaced by ‘Money is blood’ in contemporary Ghanaian society? Acknowledged as an integral part of the sacred text of Africa, proverbs serve as the repository of wisdom, religious beliefs, philosophy, and cultural norms, as well as the ethical and legal frameworks of Indigenous communities. Proverbs provide an avenue for the understanding of Indigenous communities and their religio-cultural beliefs and practices. Yet, as oral text, proverbs are dynamic and fluid, evolving with respect to time and context. Is the contemporary rush for money and the relegation of the ‘good name’ to the margins an issue of the modern economy, or is it grounded in the complex nature of the Akan religio-cultural systems and economic ethics? With reference to the above proverbs, including those imbedded in Akan marriage and inheritance, this chapter examines how proverbs have created a paradigm shift in the economic ethics of Akan society, also known as the Ashanti.
Christian Economic Ethics
Authors: Barrera Albino 
Published: January 2024

Abstract
Building on the Hebrew Scriptures, the Christian faith’s instructions on proper economic conduct range from the New Testament’s caution on the idolatry of wealth, to the Patristic indictment of usury, to the Scholastic natural-law account of economic life, all the way to the modern Christian social thought’s proposed solutions to the problems spawned by the modern industrial marketplace and by global economic integration. Economic life is merely instrumental in the pursuit of the common good and integral human development. Such human flourishing is characterized by an ethos of stewardship, accountability, moderation, and mutual compassion. Socio-economic life is lived within the self-understanding (1) that humans are made in the image and likeness of God with Jesus Christ as the model of what it is to be truly and fully human and (2) that all humanity is one family in God, brothers and sisters to one another. Authentic human freedom is actualized only to the degree that the human person is truly and fully alive to God. This is the ultimate end served by socio-economic life.
Islamic Economics
Authors: Hassan M. Kabir , Muneeza Aishath 
Published: January 2024

Abstract
Islamic economics is ethical as its principles are derived from the religion Islam that gives paramount consideration to application of moral principles in all aspects of human lives. As such, there is no need to mention the word ethics with Islamic economics to describe its moral dimension since ethical values are inherently included in Islamic economics. This chapter provides a basic overview of the lex loci applicable to Islamic economics, which is Shariah, in order to understand the Islamic world view surrounding the subject and its economic teachings derived from tawheed. Furthermore, the differences between an Islamic economic system, on the one hand, and socialism and capitalism, on the other hand, are also provided, followed by a discussion of Islamic economic governance via the institution of hisbah and the practice of Islamic economics in classical and contemporary times. This chapter aims to provide readers with an understanding of Islamic economics by presenting the theoretical foundations undergirding its contemporaneous practical application.
Daoist Economic Ethics
Authors: O’Neill Rory , Moeller Hans-Georg 
Published: January 2024

Abstract
This chapter describes an economic ethic implicit in the Daoist tradition that envisages economic health, not as synonymous with growth, but akin to stability. The Daoist notion of health aspires to achieving longevity of body, of political rule, and, in contemporary applications, of our natural environment. Longevity is possible through alignment with patterns of nature, and by shunning anthropocentric urges to dominate. In the context of contemporary economic discussion, the Daoist maxim of ‘noncoercive action’, or wuwei, is often likened to the notion of laissez-faire in classical liberal economics. While both traditions advocate a lack of intervention, Smithian classical economics views self-interested desire as a positive force for increasing economic prosperity within society. By contrast, the Daoists of ancient China cautioned against excessive desire and self-interest. This chapter begins with a very brief history of Daoism and goes on to draw primarily from the core teachings of the Daoist tradition: the Zhuangzi and particularly the Daodejing.
Jain Economic Ethics
Authors: Shah Atul K. 
Published: January 2024

Abstract
As one of the world’s oldest living cultures, Jainism provides a unique cultural and philosophical lens on contemporary economic issues like selfish capitalism, inequality, and unsustainability. Through the core principles of Satya, Asteya, Ahimsa, Tapas, and Brahmacharya, the Jains have developed a unique theory and practice of interdependence. In addition, it is also one of the world’s most inclusive ‘successful’ business cultures, with a track record of sustained success in business, finance, and enterprise. The primary philosophy of the Jains is Ahimsa or non-violence towards all living beings—a recognition of profound interdependence, and it has a vast literature ranging from philosophy to narrative and poetry, including music and bhakti which has a very important bearing on economic ethics. Jains today live all over the world and have been extremely adaptable to different cultures and lifestyles without compromising their own principles and virtues, often operating quietly and becoming role models for others. The Jains provide integrity to economics and have thousands of years of lived experience to share with the world about respectful, compassionate, and sustainable economics. They also show how humans can become responsible and accountable trustees of the planet, rather than extractors and exploiters of its resources. A key part of their success has been in replenishing moral trust and social capital through the work they do and the character of their enterprise.
Marginalized No More
Authors: Kaschub Michele 
Published: January 2024

Abstract
The complex challenges of marginalization cannot fully be solved in music classrooms, but a thoughtful approach to teaching and learning can serve to counter its negative effects. Music composition teaching, for example, can be tailored to focus on the unique background, needs, and interests of each student. This approach allows teachers to engage in an emergent curriculum that honors the different ways that students musically communicate how they think and feel alongside what they know and can do. This chapter explores the impact of social, economic, political, psychological, and educational marginalization and then offers specific strategies to welcome diversity and foster inclusivity through composition pedagogy.
Skills Successful Songwriters and Producers Utilize and Why It Matters to Music Educators
Authors: Carter Bruce Allen 
Published: January 2024

Abstract
Musicianship training in most colleges and universities in the United States places emphasis on the learning of music theory as it has been taught for centuries. The practice maintains a system that values the tonal system central to white European traditions while other cultures and musical practices are largely ignored. This had led some music education to question what is required to sustain and advance the musical life of today’s musicians. What is truly relevant and what persists as the common practices of tradition? These questions are particularly important to educators working with music producers and songwriters as their practices are ultimately extensions of and extenders of music composition practices. To gain insight into modern generative practices, I present interviews with two prominent songwriters/music producers. I ask them to identify the skills they are using and the role their musical training plays in forming their output. I then examine their answers to map the musical skills that educators might emphasize when engaging young people in learning about music-making.
Addressing Creative Intentions through Revision and Editing
Authors: Riley Patricia Ajamie 
Published: January 2024

Abstract
This chapter explores how to address student creative intentions through the compositional step of revising and editing. It is examined through the lens of both student composer and teacher mentor within the context of the online music composition community, Music-COMP (https://music-comp.org). Two student compositions at different levels of compositional skill are shared, analyzed, and discussed. They exemplify students revising and editing their pieces to achieve their creative intentions, as well as teacher mentors working to help the students achieve those intentions, develop their compositions, and further their compositional skill. Both the music notation and written dialogue between the student composers and mentors are presented. Also included are recommendations for teachers to use as they mentor students during revision and editing.
Developing Compositional Capacities
Authors: Kaschub Michele , Smith Janice 
Published: January 2024

Abstract
The primary purpose of education is to develop capacities of many kinds across an array of human endeavors. This chapter defines and offers examples of a capacities-based approach to teaching composition and learning how to compose. The approach is predicated on a belief that all humans have an innate ability to create music and that this potential can be encouraged and nurtured in many settings with students of diverse backgrounds, interests, and dis/abilities. Musical capacities find root in the universal experiences of feeling, knowing within the body via somatic perception, and interaction with sounds framed as music. These three points comprise the basis for the compositional capacities of feelingful intention, musical expressivity, and artistic craftsmanship. To engage in the act of composition is to step into an open-ended process in which the musical and human products cannot be predicted in advance of their creation. As such, composition requires a different type of pedagogy—one that is itself more open. In recognizing that students are artists with different perspectives and unique voices, the teacher’s role shifts from authoritative director to supportive guide. From this shifted vantage point, the teacher seeks to advance students’ artistic autonomy through the use of prompts and questions that encourage critical and creative thinking to invite a deeper and richer understanding of music, self, and others. The chapter concludes with examples drawn from classroom experiences.
Movement → Improvisation → Composition through Dalcroze Eurhythmics
Authors: Butke Marla A. , Frego R. J. David 
Published: January 2024

Abstract
This chapter outlines the Dalcroze philosophy and connects its framework to the process of musical composition. Information about the life of Jaques-Dalcroze, the historical context of the evolvement of the approach, and the tenets of the philosophy are first addressed. The philosophy of eurhythmics provides the structure and support to create musical goals for the general music classroom, choral or instrumental rehearsal, or private studio. Those goals include sensitivity and expressivity accomplished through purposeful movement. The components of the Dalcroze philosophy are identified as eurhythmics, rhythmic solfège, improvisation, and plastique animée and are described in detail in the chapter. The application of this philosophy to music composition is delineated by providing lesson activities, specifically in the areas of physical exploration and purposeful movement. Providing a foundation through activities of music concepts, the chapter then describes the linear sequence to composition activities achieved through movement. The nature of a Dalcroze setting being rooted in risk-taking, creativity, and freedom to express provides a fruitful opportunity for composition.
Constructing a Pedagogy for Music Improvisation and Composition
Authors: Houlahan Micheál , Tacka Philip 
Published: January 2024

Abstract
The inclusion of an increasingly expansive array of repertoires informs how we teach music in the twenty-first century. Creating effective pedagogical paths that guide students to audiate and perform these repertoires in authentic and culturally appropriate ways has become a standard practice for music educators. This has created an opportunity to reimagine how music teacher’s musicality and musicianship can be transmitted to their students through the teaching of repertoire using the skill of audiation. One of the end goals is to develop students’ improvisation and composition voice. We use the Performance Through Sound Analysis model for learning repertoires through recordings or live performances. This model adopts practices that folk and commercial musicians use to audiate, learn, and perform the repertoire. The Houlahan and Tacka Model of Learning and Instruction is used to develop audiation and strengthen music literacy by improving aural and visual fluency with rhythm and solfège syllables. This model adopts practices that classical musicians use to audiate, learn and perform repertoire through notation. We use the Performance Through Sound Analysis and Notation model for learning repertoires through both aural analysis and notation. This model adopts practices that classical musicians use to audiate, learn, and perform the repertoire. Using these pedagogical models, students discover their unique improvisational and compositional voices.
Gordon Music Learning Theory
Authors: Erős John 
Published: January 2024

Abstract
Music composition is viewed as an essential component of a child’s music education, as evidenced in both national (National Coalition for Core Arts Standards, 2014) and state standards (i.e. California State Board of Education, 2019), as well as in research and discussion in music education. The purpose of this chapter is to explore the pedagogy of music composition as viewed through the lens of Music Learning Theory, an approach to music teaching and learning developed by Dr. Edwin E. Gordon. Gordon Music Learning Theory has for decades been recognized as one of the major approaches to music education (Shehan, 1986). Therefore, as a major and influential framework for music teaching and learning, it behooves music educators to develop knowledge of and the capacity to utilize Music Learning Theory as a resource for teaching music composition in their K–12 curricula.
The Music No One Has Heard Yet
Authors: Kratus John 
Published: January 2024

Abstract
Although student performance is at the heart of music education, the addition of student composition can provide a more meaningful form of music education. This chapter uses personal narrative and reviews of anthropological, psychological, and philosophical literature to support the inclusion of composition in children’s music education. The word “composition” is deconstructed to examine its meaning and unintended consequences. The impediments to teaching composition (musical, pedagogical, psychological, and sociological) are described, as are the means to overcome these impediments. Without student composition, music education fosters technique and precision, which some students may find gratifying but does not provide for a sustainable music education.