https://bura.brunel.ac.uk/handle/2438/8612 Sun, 25 Oct 2026 13:33:57 GMT 2026-10-25T13:33:57Z https://bura.brunel.ac.uk/handle/2438/34086 Title: Godlessness in the Land of Gods: Unravelling Atheism in a Hindu Context Authors: Badiani, Feryl; Willard, Aiyana Abstract: Current literature on atheism, due to a lack of cultural nuance or specification, often assumes that religious decline in Hinduism functions similarly to Abrahamic religions. In doing so, it ignores the pluralistic nature of Hinduism, where religious practice varies by linguistic community and caste. We propose that, to understand religious decline in Hinduism, we must first understand group differences in how the religion is practiced. We conducted qualitative interviews with two Indian linguistic communities, Gujaratis and Maharashtrians, to better understand the factors that influence theism and, consequently atheism. Through 75 qualitative interviews spanning across the two communities and high, middle, and low castes, we suggest that Credibility Enhancing Displays (CREDs) and secular education influence religiosity, though their effects differ by community and caste. Gujaratis exhibited higher religiosity due to high CREDs exposure through time-consuming rituals, signalling trustworthiness in trade, but this varied by caste. Maharashtrians showed more caste-based variability in the strength of belief. Brahmins (high-caste members) maintained strong religiosity through CREDs and religious education, while middle-caste individuals engaged in fuzzy fidelity. Their religious engagement was selective, participating socially without strong belief, due to lower CRED exposure and higher secular education. Lower-caste Maharashtrians, exposed to anti-caste, secular literature and fewer CREDs, recognized that even minimal religious participation reinforced their subjugation and hence actively opposed religion. Our findings suggest that atheism within Hinduism is plural, not merely a rejection of orthodoxy, but a response to intersecting social structures (e.g. community and caste) that shape one’s identity. Description: Data Accessibility Statement: This study involves sensitive personal data; therefore, full datasets and interview transcripts cannot be made publicly available to protect participant confidentiality. However, anonymised demographic metadata and corresponding quantitative responses are accessible on our OSF repository: https://osf.io/f6qyv. Thu, 11 Jun 2026 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/34086 2026-06-11T00:00:00Z https://bura.brunel.ac.uk/handle/2438/34085 Title: Universal Cognitive Biases as the Basis for Supernatural Beliefs: Evidence and Critiques Authors: Willard, Aiyana; Turpin, Hugh; Baimel, Adam Abstract: What explains the ubiquity of religions across time and space, and why do these supernatural belief systems seem to have so much in common? Many cognitive scientists of religion have proposed that cross-cultural patterns in religious belief are, at least in part, the indirect result of reliably developing and otherwise adaptive features of the human mind. These ‘cognitive bias’ theories propose that religion is a by-product of universal mental architecture. Similar beliefs recur in unrelated cultural and historical contexts because of biases in how we perceive and interpret the word, and how we remember concepts. This chapter reviews the evidence, merits, and limitations of such theories. In so doing, the chapter addresses the most influential of the cognitive bias theories: the proposed relationships between various religious beliefs and Theory of Mind, anthropomorphism, dualism, teleological reasoning, and minimally counterintuitive concepts. Both the strengths and shortcomings of these theories in explaining religious belief are addressed and the chapter suggests future directions. Description: Oxford University Press only permits up to 25% of an accepted manuscript to be archived in our institutional repository. Please contact the author if you require the whole manuscript or request an inter library loan of the chapter (see our How do I order an Interlibrary Loan? at https://libanswers.brunel.ac.uk/faq/13645). Thu, 23 Feb 2023 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/34085 2023-02-23T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33995 Title: Research methods: A collage: Mixed methods in the study of informal teaching in Yasawa, Fiji Authors: Kline, Michelle Editors: Lew-Levy, Sheina; Asatsa, Stephen Abstract: This chapter provides a non-comprehensive overview of the research methods used in cross-cultural studies of children. We present a collage of case studies and methods summaries that outline common practices and explore their theoretical, ethical, and practical implications. ... Description: Section 4.2 is part of chapter 4, 'Research Methods: A collage', by Elena Miu (author), Michelle Kline (contributions by), Ilaria Pretelli (contributions by), Bruce Rawlings (contributions by), Katja Liebal (contributions by), David F. Lancy (contributions by), Jing Xu (contributions by). Heejung Park (contributions by), Annemieke Milks (contributions by), Felix Reide (contributions by), Roman Stengelin (contributions by), Akira Takada (contributions by), and Joscha Kärtner (contributions by). Fri, 09 May 2025 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/33995 2025-05-09T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33993 Title: Studying childhood learning across cultures Authors: Davis, Helen Elizabeth; Amir, Dorsa; Badiani, Feryl; Kline, Michelle; Ndlovu, Nokwanda; Pope-Caldwell, Sarah; Rawlings, Bruce; Rosun, Nachita; Asatsa, Stephen Editors: Wen, Nicole; Lew-Levy, Sheina Abstract: This opening chapter outlines this book’s agenda: to promote a comprehensive, culturally informed approach to studying childhood, and to critically examine the predominance of western centric methodologies in developmental research. By integrating insights from evolutionary, anthropological, and psychological viewpoints, this chapter underscores the importance of investigating the cultural factors that influence child development and learning processes during childhood. Emphasizing the significance of incorporating Indigenous and local perspectives, we advocate for a more inclusive and culturally attuned approach. Finally, we support a mixed-methods approach as a means to enhance the credibility and ecological applicability of research outcomes, paving the way for a more comprehensive understanding of childhood in diverse cultural contexts. Fri, 09 May 2025 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/33993 2025-05-09T00:00:00Z