Exploring contemporary issues in the
academic study of religion through podcasts.

The Religious Studies Project is a Scottish Charitable Incorporated Organization (SCIO) devoted to producing engaging and accessible resources for the contemporary study of religion.

Since 2012, our weekly podcast and written response essays have featured hundreds of scholars sharing their research and expertise in religious studies.

 Use our resources including new playlists to help you pursue some of the major questions in religious studies.

Explore our archive of 400 podcasts. Listen or read transcripts. Go deeper with scholarly responses.

 Make a donation to support our open-access work.

Harm, AI, and Religion | Discourse! June 2023

In our final #RSPdiscourse of the season, editor Andie Alexander, Craig Martin, and Paul-François Tremlett consider the concept of "harm" & religion in recent legislation, Scotland elections, and AI & Religion.

More Podcasts

What’s Sincerity Got to Do With American Secularism?

Join Matt Sheedy and Charles McCrary as they discuss a cultural history of “sincerely held religious beliefs.” McCrary explores how SCOTUS has determined who and what gets to count as ‘religious’ and traces the historical development of American secularism. Be sure to tune in!

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Our Latest Response

To My Comrade in Deconstructive Critique

Mitsutoshi Horii, in his response to our season 11 episode with Jason Ā. Josephson Storm, furthers Storm's discussion of the importance of problematizing our systems of classification and highlights the critical scholarship in religious studies doing some of this work.

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Earlier Responses

Nothing Is Perfect, but Is Anything New?

K. Merinda Simmons nuances and furthers Jason Josephson Storm’s episode from Season 11 by reflecting critically on the ways in which postmodernism is explicitly—or even implicitly—dismissed in religious studies scholarship.

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Textbook in Today’s University

Responding to our interview with Paul Hedges, Steven Ramey builds on the discussion by arguing for the necessity of unpacking the authority associated with textbooks and shifting pedagogical approaches from presenting information to training students to think critically about the information presented.

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