1. RELIGIOUS MARKET THEORY
LO: To understand Stark and
Bainbridge’s ‘Religious Market
Theory’

2. Learning Outcomes
• To understand the key concepts of Stark and Bainbridge’s
‘Religious Market Theory’ . (Grade D/E)
• To be able to explain why Stark and Bainbridge believe that
religion is not declining in America. (Grade C/D)
• To be able to clearly evaluate the ‘Religious Market Theory’
(Grade A/B)

3. RECAP QUIZ
• What is post modernity?

4. RECAP QUIZ
• What is meant by the term ‘believing without
belonging?’

5. RECAP QUIZ
• What is ‘vicarious religion’?

6. RECAP QUIZ
• What does Hervieu Leger mean by the term
‘cultural amnesia’?

7. RECAP QUIZ
• What is ‘spiritual shopping’?

8. RECAP QUIZ
• What is a meta-narrative?

9. RECAP QUIZ
• What does Lyon mean by re-enchantment of
the world?

10. RECAP QUIZ
• Give one criticism of Davies theory of
‘believing without belonging’.

11. Slugs to snails
• Colour in where you think your knowledge and understanding
for each objective is currently.
• As we progress through the lesson colour in the squares as
you become more confident and you should hopefully go
from slimy slugs to beautiful snails 

12. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E)
• Stark and Bainbridge – Religious Market Theory
• Also known as rational choice theory.
• They are very critical of secularisation theory, which they see as
Eurocentric.
• What do they mean by the term ‘Eurocentric?’

13. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E)
• Stark and Bainbridge also believe that secularisation theory
puts forward a distorted view of the past and the future.
• They believe that there was no ‘golden age’ of religion in the
past, as secularisation theory implies, nor is it realistic to
predict a future end point for religion when everyone will be
an atheist.

14. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E)
• Stark and Bainbridge propose religious market theory. The
theory is based on two assumptions. What are these?

15. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E)
• 1) People are naturally religious and religion
meets human needs. Therefore the need for
religion remains constant (even though
demand for particular types of religion may
vary).

16. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E))
2) It is human nature to seek rewards and avoid
costs. When people make choices, they weigh
up the costs and benefits of the different
options available.

17. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market Theory’ .
(Grade D/E)
According to Stark and Bainbridge religion is attractive
because it provides us with compensators.
When real rewards are scarce or unobtainable religion
compensates us by promising supernatural ones.

18. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market
Theory’ . (Grade D/E)
• E.g. Immortality is unobtainable, but religion compensates us
by promising life after death. Only religion can provide such
compensates us.

19. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market
Theory’ . (Grade D/E)
• As an alternative to secularisation theory, which sees a one-way process of
continuous decline. Stark and Bainbridge put forward the idea of a perpetual cycle
of religious decline, revival and renewal.
Decline Religion is always
changing. Instead of
disappearing completely
new forms of religion
Revival and replacing old ones.
renewal

20. Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s ‘Religious Market
Theory’ . (Grade D/E)
• According to Stark and Bainbridge churches operate like
companies selling goods in a market.
• Why is this?

21. Summary
• Why do Stark and Bainbridge think that
Secularisation theory is ‘Eurocentric’?
• What are compensators?
• What is the perpetual cycle?
• Why is it named Religious ‘market’ theory?

22. Slugs to snails
• Learning Outcome 1:
To understand the key concepts of Stark and Bainbridge’s
‘Religious Market Theory’ . (Grade D/E)
• Colour in where you think your knowledge and understanding
for Lesson objective 1 is now.
• Has your understanding increased?

23. Learning Outcome 2: To be able to explain why Stark and Bainbridge believe
that religion is declining in Europe but not in America. (Grade C/D)
America vs. Europe
The demand for religion increases when there are different sorts to chose
from because consumers can find one that meets their needs. By contrast
where there is a religious monopoly it leads to decline.
With no competition a church has no incentive to provide people with what
they want.
What is meant by a religious monoploy?

24. Learning Outcome 2: To be able to explain why Stark and Bainbridge believe
that religion is declining in Europe but not in America. (Grade C/D)
AMERICA EUROPE
Carla and Fiyin – look at the reasons why religion is not declining in America
Ryan and Amy – look at the reasons why religion is declining in Europe

25. Learning Outcome 2: To be able to explain why Stark and Bainbridge believe
that religion is declining in Europe but not in America. (Grade C/D)
AMERICA EUROPE
Religion thrives because there is no Most European countries have been
religious monopoly. dominated by an official state church
which had a religious monoploy. E.g.
There has always been a great variety of Church of England.
denominations to chose from.
Competition has been held back. Lack of
This has encouraged the growth of a choice has led to decline.
healthy religious market where religions
grow or decline according to consumer
demand.

26. Slugs to snails
• Learning Outcome 2: To be able to explain why Stark and
Bainbridge believe that religion is declining in Europe but not
in America. (Grade C/D)
• Colour in where you think your knowledge and understanding
for Lesson objective 2 is now.
• Has your understanding increased?

27. Learning Outcome 3: To be able to clearly evaluate the ‘Religious Market
Theory’ (Grade A/B)
Evaluation
Supporting evidence:
• Hadden and Shupe (1998)
• Finke (1997)
Criticisms:
• Bruce –
• Norris and Inglehart (2004) -

28. Slugs to snails
• Learning Outcome 3: To be able to clearly evaluate the
‘Religious Market Theory’ (Grade A/B)
• Colour in where you think your knowledge and understanding
for Lesson objective 3 is now.
• Has your understanding increased?

29. Slugs to snails?