This chapter introduces social scientific perspectives and methods applicable to observing the relationship between artificial intelligence (AI) and religion. It discusses the contributions that anthropological and sociological approaches can make to this entanglement of two modern social phenomena while also drawing attention to the inherent biases and perspectives that both fields bring with them due to their histories. Examples of research on religion and AI are highlighted, especially when they demonstrate agile and new methodologies for engaging with AI in its many applications; including but not limited to online worlds, multimedia formats, games, social media and the new spaces made by technological innovation such as the innovations such as the platforms underpinning the gig economy. All these AI-enabled spaces can be entangled with religious and spiritual conceptions of the world. This chapter also aims to expand upon the relationship between AI and religion as it is perceived as a general concept or object within human society and civilisation. It explains how both anthropology and sociology can provide frameworks for conceptualising that relationship and give us ways to account for our narratives of secularisation – informed by AI development – that see religion as a remnant of a prior, less rational stage of human civilisation.

Moralist, libertarian and relativist ethical positions concerning suicide and its prevention are presented in order to clarify premises upon which ethical issues in suicide research may be resolved. Ethical concerns are differentiated from legal considerations and the implications of the vulnerability of suicidology research participants are discussed. Specific issues arise in design, choice of participants, interpretation, diffusion of results and evaluative research. These include: experimental methodologies, obtaining informed consent, deception and disclosure, studying innovative and unproven interventions, special considerations for research with indigenous participants, unknown consequences of participation, rescue criteria, disclosure of information to third parties, research with prisoners and other special populations, risks in publicising results and measuring the value of human life. Digital technologies and artificial intelligence pose new challenges in risk prediction and assuring equity. When specific legal obligations are lacking, ethical premises concerning the acceptability of suicide and obligations to intervene may influence research protocols.

Im/Politeness Research is already a well stablished research field which offers interesting insights for the analysis of Ancient Greek and Latin texts, and the interpersonal dynamics of the societies that spoke those languages throughout time. This chapter gives a broad and accesible overview of the history of Im/Politeness Research, including its origins, the main stages of its development, its key concepts and methods and the current research trends. It also discusses the tools of Conversation Analysis and their possible contribution to our understanding of im/politeness, includuing the ways this methodology can help to extend the scope of study. Special emphasis is also given to the particular problems faced by classicists when examining im/politeness phenomena in ancient languages, and the ways to overcome those issues with the help of suitable methodologies. Finally, the chapter presents the structure and contents of the rest of the volume.

Both the Australian Curriculum and state and territory curricula foreground the importance of inquiry in history. The Australian Curriculum Rationale posits that history 'is a disciplined process of inquiry into the past that develops students’ curiosity and imagination' (ACARA, 2020). As a case study, the recently designed and newly implemented Queensland senior syllabus explicitly states that history uses a model of inquiry learning, which it defines as 'the process of developing knowledge and understanding by posing questions about the past, and applying skills associated with locating, analysing, evaluating and using sources as evidence to develop an informed explanation, argument or interpretation about the past' (QCAA, 2019, p. 107). One of the most effective ways to achieve this is through the use of an inquiry approach. It requires careful planning as different forms of inquiry are better suited to differing age and ability ranges. This chapter explores a number of inquiry-centred pedagogies that will facilitate the creation of an inquiry-centred classroom.

The Introduction traces the main themes of the volume: boundaries and networks, religious innovation, and violence as an agent of societal change. It offers a tribute to the inspirational scholarship and intellectual influence of Brent Shaw. An analysis of the Demna mosaic from Cap Bon in North Africa is used as an example of the types of overlapping topics that inspired Brent Shaw and this volume.