Why fear the history of science? A brief response to Don Wiebe

The Problem of Disenchantment: Scientific Naturalism and Esoteric Discourse, 1900-1939 (Brill, 2014)I am more used to being labelled a “scientistic reductionist” than an “anti-science relativist”. While neither is particularly accurate, I was certainly surprised to see Don Wiebe review my book, The Problem of Disenchantment, as a “full-scale attack on modern Western science” (p. 1). Ironically, the review (published online in the journal Religion) appears side by side with an article of mine [free postprint here] that argues for consilience between the humanities and the sciences, so readers are likely to walk away a bit puzzled.

Since the charge of anti-science is a serious one, however, and since it comes from a well-respected scholar whose ardent support for a scientific and secular study of religion I have, in fact, admired since my undergraduate days, it seems necessary to take a moment to clarify some crucial issues that appear to get mixed up in the review.


Towards Esotericism 3.0 – W. J. Hanegraaff reviews seven esotericism textbooks

If you’re new to the field of Western esotericism, planning to set up an introductory course somewhere, or wondering what to  read as a crash-course to the field, here is something you have to read first. The upcoming issue of the journal Religion (“iFirst” version available online now for subscribers) publishes a lengthy review article by Wouter J. Hanegraaff, a leading expert in the field, going through as many as seven introductory level textbooks that have been published over the last eight years (since 2004). More than just a review of introductions, the article engages critically with the theoretical and methodological challenges of the field, and takes a clear stand on where one should go from here. The result is an article that analyses the present situation of esotericism research, provides an overview of strengths and weaknesses in the basic literature that newcomers are likely to encounter, and offers a pronounced and programmatic statement for future researchers and teachers.