THE ROLE OF RELIGIOUS THOUGHT LEADERS IN DEMYSTIFYING TRADITIONAL PRACTICES (A CASE STUDY OF ABEL DAMINA TEACHINGS)

THE ROLE OF RELIGIOUS THOUGHT LEADERS IN DEMYSTIFYING TRADITIONAL PRACTICES (A CASE STUDY OF ABEL DAMINA TEACHINGS)

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Religious thought leaders serve as interpreters of doctrine and tradition, guiding communities through evolving social landscapes. Abel Damina’s ministry exemplifies this role: he actively deconstructs opaque or outdated practices—such as ritual purity laws, healing taboos, and guilt-based moralizing—reframing them through scriptural exegesis and contemporary ethical lenses (Adhikari, 2020). By translating complex theological concepts into accessible language, Damina empowers congregants to question superstitions and harmful customs, promoting a form of “religious literacy” that bridges faith and reason.

 

Educational theorists assert that demystification of tradition can reduce fear-based compliance and foster autonomous moral agency (Clair, 2018). Damina’s workshops and multimedia content often juxtapose historical origins of certain rites with modern scientific understanding, encouraging believers to retain the spirit of tradition while discarding elements that perpetuate stigma or harm. This pedagogical approach positions thought leaders as crucial agents in ensuring that religious traditions evolve in ways that enhance, rather than hinder, human dignity.

 

1.2 Statement of the Problem

Despite growing interest in the educational role of religious authorities, there is limited research on how thought leaders like Abel Damina effectively demystify traditional practices and the impact of such efforts on congregational beliefs and behaviors. Without systematic study, faith communities lack best-practice models for integrating doctrinal education with cultural sensitivity, risking either intellectual alienation or uncritical perpetuation of harmful traditions.

 

1.3 Objectives of the Study

To examine the pedagogical strategies Abel Damina employs to elucidate and reinterpret traditional religious practices.

 

To assess the extent to which his demystification efforts alter congregants’ acceptance of or resistance to specific rituals.

 

To derive lessons and guidelines for other religious thought leaders aiming to balance tradition with critical engagement.

 

1.4 Research Questions

What specific educational techniques does Abel Damina use to explain the historical and ethical contexts of traditional practices?

 

How do congregants report changes in their attitudes or participation in rituals following his teachings?

 

Which elements of Damina’s approach are most effective in fostering critical reflection without undermining communal solidarity?

 

1.5 Significance of the Study

Religious Educators & Leaders: Can adopt proven methods for teaching that maintain respect for tradition while encouraging informed critique.

 

Congregational Members: Benefits from increased understanding of their heritage, reducing fear and misinterpretation.

 

Academics & Policy Makers: Insights can inform interfaith and intercultural programs aimed at promoting religious literacy and reducing harmful ritual practices.

 

1.6 Scope and Limitation of the Study

Scope: Involves adult attendees of Abel Damina’s Sunday services and online seminars who have engaged with his deconstructive teaching modules over the past two years.

 

Limitations:

 

Response Bias: Participants may overstate positive changes to align with perceived expectations.

 

Generalizability: Findings may not apply to leaders working in vastly different cultural or doctrinal contexts.

 

1.7 Definition of Terms

Demystification: The process of making complex or mysterious traditions understandable through explanation and context (Adhikari, 2020).

 

Religious Literacy: Competence in understanding, interpreting, and critically engaging with religious texts and practices.

 

Pedagogical Strategy: Deliberate methods and practices used by educators to transmit knowledge.

 

Cultural Sensitivity: Respectful awareness of and adaptation to cultural differences and values.

 

Moral Agency: The capacity of individuals to make ethical choices based on informed understanding.

 

List of References

Adhikari, B. S. (2020). Fear in religion. Misión Jurídica, 13(18).

 

Clair, M. (2018). Stigma. In Core concepts in sociology (pp. 318–321).

 

Juergensmeyer, M. (2017). Terror in the mind of God: The global rise of religious violence (Vol. 13). University of California Press.

 

Schwadel, P., & Anderson, A. L. (2022). Religion and Americans’ fear of crime in the 21st century. Review of Religious Research, 64(1), 145–162.