Introduction

The academic fields of religion and values are the focus of renewed interest in contemporary thought about human activity and its underlying motivations. Both fields of study suffered in an earlier era that saw empirical knowing privileged beyond all other knowing, sometimes to the point of any knowledge claims that could not be logically or scientifically verified being declared irrelevant to human discourse and learning. Hence, in schools and universities, mathematical and scientific curricula were seen to have a monopoly on the knowledge that mattered and by which intelligence was arbitrated.