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This essay examines pantheism within the framework of the 'faith and reason' field in the philosophy of religion, with an emphasis on the question of the relationship between pantheism and empirical–scientific rationality. I address this question from what I call the Wittgensteinian Nonoverlapping Magisteria (WNOMA) approach to religion and science. WNOMA affirms a categorial difference between religious and scientific language and attitudes. This difference is interpreted with the help of Wittgenstein's distinction between religious and scientific beliefs and van Fraassen's distinction between religious and empiricist stances. This means that WNOMA is antievidentialist regarding religious beliefs and sees the experiential and instinctive aspects of religion as more fundamental than the systematic–intellectual aspect. Part of the variety in contemporary pantheism relates to the question of whether the emphasis is on the experiential–spiritual side of pantheism or its intellectual side, i.e., whether pantheism is 'hot' or 'cold'. I examine a few telling examples: Spinoza, Einstein, the World Pantheism Movement and a recent awe-some argument for pantheism by Ryan Byerly. The main contribution of this paper is a critical reading of these versions of pantheism from a WNOMA perspective, through which I hope to establish the plausibility and show some of the persuasive force of the WNOMA approach to pantheism, focusing on the relation of pantheism to scientific rationality on the one hand and felt experience on the other. I argue that hotter kinds of pantheism can be intellectually virtuous if they find a way to combine the empiricist stance and pantheist religious stance, even without a developed philosophical or theological system. I also argue that colder and philosophically rigorous pantheism can be problematic if it assumes religious evidentialism, neglects the experiential part of pantheism in favor of intellectualism or/and confuses the spheres of science and religion. [ABSTRACT FROM AUTHOR]

This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the 'conventional wisdom' associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By providing conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than 'radicalization studies' has been eager to acknowledge. [ABSTRACT FROM AUTHOR]

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