Showing papers on "Religious education published in 1979"
TL;DR: In this article, a study of attitudes towards religion of 2,272 third and fourth year junior pupils were studied in relation to the type of religious education provided by their school, and comparisons were made between Roman Catholic aided, Church of England aided, and Local Education Authority schools.
Abstract: Summary. Attitudes towards religion of 2,272 third and fourth year junior pupils were studied in relation to the type of religious education provided by their school. Comparisons were made between Roman Catholic aided, Church of England aided, and Local Education Authority schools. Comparisons were also made between schools which provide no religious education, schools which follow a ‘traditional’ syllabus, and schools which follow a ‘modern’ syllabus. It was found that there was no difference in pupil attitude in State schools which provide no religious education, State schools which follow the ‘traditional’ syllabus, State schools which follow the ‘modern’ syllabus, and Church of England Schools which follow the ‘traditional’ syllabus. Pupils in Roman Catholic schools scored higher on the attitude scale and pupils in Church of England schools which followed the ‘modern’ syllabus scored lower. These findings question both the effectiveness of syllabus revision in religious education, and the specifically religious contribution of certain Church of England aided primary schools.
44 citations
TL;DR: In this article, the authors propose to organize the scattered research into two sections: the first section is concerned with the place that religious education holds in the child's estimation in comparison with other school subjects, and the second section is a wider issue of the factors associated with the children's attitude towards religion.
Abstract: Summary Rosen (1965) argues that the study of the child's attitude towards religion is ‘possibly one of the least researched areas in contemporary American life’. The more recent studies by Bealer and Willetts (1967), Friend (1971) and Hepburn (1971), as well as the comprehensive review assembled by Strommen (1971), confirm that this remains the case. In England some interesting research findings have been produced in this area, but these findings have tended to remain scattered. The present paper proposes to organize the scattered research into two sections. The first section is concerned with the place that religious education holds in the child's estimation in comparison with other school subjects. The second section is concerned with the wider issue of the factors associated with the child's attitude towards religion.
37 citations
Dissertation•
01 May 1979
TL;DR: A detailed account is given of an empirical experiment in two comprehensive schools in South Yorkshire in which data is obtained from a sample of 2,096 pupils and the results show statistically significant differences in the test scores for religious attitudes, religious behaviour and religious thinking related to school, school year, and pupil's sex.
Abstract: A review is given of recent writing in religious education
with particular reference to research into children's religious attitudes, behaviour and cognition Key concepts of religious experience, the view of religion as multi-dimensional, and the problem of definition are discussed The work of Hyde (1965) as a point of departure for the present research is indicated
A description is given of the development of two attitude
scales using the scale discrimination technique, and of the
construction and revision of a religious behaviour questionnaire and a religious thinking test Material for use in individual interviews is described and a small pilot study is reported Additional instruments to be used in the research are identified, and five general hypotheses to be tested by the research are stated
A detailed account is given of an empirical experiment in
two comprehensive schools in South Yorkshire in which data is obtained from a sample of 2,096 pupils Marks awarded by a team of judges are shown to be reliable and raw scores from the experiment are analysed by item analysis, analysis of variance and factor analysis The results are described and discussed; they show statistically significant differences in the test scores for religious attitudes, religious behaviour and religious thinking related to school, school year, and pupil's sex Three separate components identified by factor analysis are labelled
religious behaviour, compassionate attitude, and cognition
The results of follow-up interviews with a cross-section of 58 pupils are analysed and it is demonstrated that pupils have considerable interest in questions of religious belief, interpretation of the Bible, and the significance of religious belief in relation to human suffering
The aims of religious education in the two schools which
participated in the research are evaluated in the light of the research results Points for further investigation arising from the research are indicated It is stated in conclusion that clear trends and factors in the cognitive framework of the adolescents' religious world which have been established by this research, provide a strong impetus for curriculum change in religious education in the secondary school
28 citations
TL;DR: In this article, the implications of pluralism in religious education are discussed, and a discussion of the role of faith in education is presented, with a focus on the implications for pluralism.
Abstract: (1979). Truth in Religious Education: Further reflections on the implications of pluralism. British Journal of Religious Education: Vol. 1, No. 3, pp. 102-107.
10 citations
TL;DR: A survey of Catholic laity in three suburban Virginia parishes asked about preferred models and priorities of the church as mentioned in this paper showed that the laity had personal and family concerns in mind more than any of the Dulles models when they selected church priorities.
Abstract: A survey of Catholic laity in three suburban Virginia parishes asked about preferred models and priorities of the church. When asked to select from statements describing Dulles' models of the church, they preferred the mystical communion and servant models most, the sacramental and institutional models least. When asked to rate 21 church priority statements, they selected religious education and counseling as highest, social action and evangelism as lowest. The laity had personal and family concerns in mind more than any of the Dulles models when they selected church priorities. The main determinants of views about church models and priorities are theological orientation and age. Younger laity, more concerned with ethicalism and more democratically-inclined, stressed social action and solidarity disproportionately; the same laity preferred the mystical communion model and underchose the institutional model. Lay influence in the suburban Catholic church probably will be in the direction of the mystical communion model.
9 citations
TL;DR: In this article, the basic question whether religious education in schools is justifiable has received less than its due attention and the author critically discusses some arguments advanced for such education and puts forward another, based on the concept of personal autonomy.
Abstract: This article is written in the belief that the basic question whether religious education in schools is justifiable, while not ignored, has received less than its due attention. The author critically discusses some arguments advanced for such education and puts forward another, based on the concept of personal autonomy.
8 citations
Posted Content•
TL;DR: This paper examined the relationship between occupational structure, dissent, and educational commitment in a sample of seventeen commercial and manufacturing localities in Lancashire in 1841 and found that Sunday schools specialized in religious instruction and moral regeneration, day schools in writing and arithmetic as well as reading, and different occupational clusters had different relative demands for these two types of outputs.
Abstract: This paper examines the relationships between occupational structure, dissent, and educational commitment in a sample of seventeen commercial and manufacturing localities in Lancashire in 1841. In this sample the structure of educational systems as measured by the mix of Sunday and day schooling varies systematically with differences in occupational structure, independently of differences in rates of population increase (which do not have a statistically significant effect on such structures) and measures of religious dissent (which do). This statistical evidence in conjunction with documentary evidence (also discussed) leads to the rejection of a class of hypotheses based on the proposition that Sunday schools were primarily an imperfect substitute for day schools, relied on in certain areas because of (1) high foregone earnings associated with day schooling, or (2) inelastic supply curves for day schools in the face of rapidly growing populations, or (3) relatively low income levels. Rather, it is argued that Sunday schools specialized in religious instruction and moral regeneration, day schools in writing and arithmetic as well as reading, and that different occupational clusters had different relative demands for these two types of outputs. The paper includes a discussion of how these results modify the conclusions of previous research in this area, as well as a brief comparative discussion of educational development in Lancashire and Massachusetts, in the light of a comparison of the occupational structure of the two regions.
8 citations
5 citations
TL;DR: In this paper, Assumptions Underlying Religious Instruction in Indonesia are discussed, and a comparison of the two types of instruction is presented. But the authors focus on the assumption-underlying religious instruction in Indonesia.
Abstract: (1979). Assumptions Underlying Religious Instruction in Indonesia. Comparative Education: Vol. 15, No. 3, pp. 325-339.
5 citations
TL;DR: In this paper, the authors discuss the importance of religious education in the development and management of faith development and propose a methodology for developing faith development at the university level, which is called faith development.
Abstract: (1979). FAITH DEVELOPMENT AND CAMPUS MINISTRY. Religious Education: Vol. 74, No. 3, pp. 314-324.
TL;DR: In this article, a revised version of a presentation to the International Convention of the Religious Education Association, November 21, 1977, St. Louis, Missouri, was presented, which was supported by a grant to the author and the Institute of Religion from the Lillian Kaiser Lewis Foundation, and St. Paul's Presbyterian Church.
Abstract: 1This paper is a revised version of a presentation to the International Convention of the Religious Education Association, November 21, 1977, St. Louis, Missouri. The research on which this paper is based was supported by a grant to the author and the Institute of Religion from the Lillian Kaiser Lewis Foundation, and St. Paul's Presbyterian Church, both of Houston, Texas.
TL;DR: A survey of secondary religious education in Lincolnshire indicates the qualifications and experience of the teaching staff, the provision made for the subject, the understanding of the tasks of religious education, and other features as mentioned in this paper.
Abstract: This survey of secondary religious education in Lincolnshire indicates the qualifications and experience of the teaching staff, the provision made for the subject, the understanding of the tasks of religious education, and other features. Some comparisons are made with the similar enquiry conducted in Lancashire in 1972.
TL;DR: In most cultures of the world, religion and literature are still indistinguishably linked at the moment when they emerge from the mists of pre-history as discussed by the authors, from the earliest Egyptian pyramid inscriptions to the liturgical poetry of Old Church Slavonic, man has usually consecrated his first poetic efforts to the service of his worship.
Abstract: In most cultures of the world, religion and literature are still indistinguishably linked at the moment when they emerge from the mists of prehistory. From the Vedic hymns of ancient India to the chants and incantations of the Amerindians, from the earliest Egyptian pyramid inscriptions to the liturgical poetry of Old Church Slavonic, man has usually consecrated his first poetic efforts to the service of his worship. Early epic, in keeping with the folktales underlying it, often fulfilled the dual function of entertainment and religious instruction: the Gilgamesh Epic incorporates ancient Babylonian astro-theology with its myths of creation and annual regeneration into the adventures of Gilgamesh and his friend Enkidu; the Old Saxon Heliand translates the story of Jesus into aggressive terms intelligible to Germanic warriors newly converted to Christianity. Drama, as we know it in the West, emerged from rituals associated with religious celebrations-first in Greek antiquity and then again during the Latin Middle Ages. In European literature, this religious impulse remained dominant for many centuries. Most of the landmarks of postclassical Western literature down to the eighteenth century are generally Christian in their orientation-from the medieval mystery plays to Milton's epics and the meditative poetry of the European baroque. The history of German literature, for instance, begins with Bible translations, paraphrases, and commentaries (e.g., Otfried's ninth-century versified harmony of the Gospels, the eleventh-century rhyming Vienna Genesis, and so forth).1 Until the twelfth century, in fact, written German literature-in contrast to that transmitted orally-is virtually coterminous with religious literature. Even in an increasingly worldly culture, various forms of spiritual poetry persist which revolve around the dogmatic and ethical content of
TL;DR: This article reviewed the role of religion in the public schools and the use of public funds for religious schools in America and concluded that "the eligibility for such funds may require that church schools maintain an essentially secular character and thereby lose their religious identity and church-relatedness".
Abstract: No questions have provoked as much discussion or prompted as much litigation during the past three decades in church-state relations as the role of religion in the public schools and the use of public funds for religious schools. The issues raised by these two questions constitute a continuing dilemma in religion and education in America. This essay reviews religion and education in the context of U.S. church- state relations and several decades of judicial interpretations based on the Establishment Clause of the First Amendment. The most serious proposal for securing public funds for reli gious schools now being advanced is tuition tax-credit legisla tion, the outcome of which is by no means certain. Even here, however, the eligibility for such funds may require that church schools maintain an essentially secular character and thereby lose their religious identity and church-relatedness.
Book•
01 Jan 1979
TL;DR: The use of the Bible in religious lessons would appear to be a fairly obvious procedure as mentioned in this paper, and it may seem that in what follows I am mainly concerned with dissuading people from this. This is not actually my purpose; but I think it is sometimes used without sufficient thought for what is involved in it, as if the bible were some sort of'magical' book, which should work because it is 'the word o f God'.
Abstract: T HE USE of the bible in religious lessons would appear to be a fairly obvious procedure ; and it may seem that in what follows I am mainly concerned with dissuading people from this. This is not actually my purpose; but i t is true that I think it is sometimes used without sufficient thought for what is involved in it, as if the bible were some sort of 'magical' book, which should work because it is 'the word o f God'.
TL;DR: In this article, the significance of Sehnsucht or longing, the numinous awareness and dread, was considered, and the importance of the sense of being in the world was discussed.
Abstract: Emotions are a register of awareness. Some emotions give us an awareness of the mystery of being and for this reason great importance is attached to them by the religious man. This essay considers in particular the significance of Sehnsucht or longing, the numinous awareness and dread.
TL;DR: BUSHNELL, the FAMILY and CHILDREN, VOLUME 74, NO. 3, No. 3, pp. 254-262,.
Abstract: (1979). BUSHNELL, THE FAMILY AND CHILDREN. Religious Education: Vol. 74, No. 3, pp. 254-262.
Journal Article•
01 Jan 1979
TL;DR: Holley argues that J. M. Hull has not employed his chosen method rigorously enough in ‘School Worship: An Obituary’ and contends that his argument is thereby invalidated.
Abstract: There is no one way in which philosophical speculation about Religious Education must be undertaken but where a particular method is chosen it should be employed rigorously. Holley argues that J. M. Hull has not employed his chosen method rigorously enough in ‘School Worship: An Obituary’ and contends that his argument is thereby invalidated.
TL;DR: In this paper, the authors describe a "WEDNESDAY'S CHILD IS FULL OF WOE" scenario, where a child is full of "woe" and the teacher is "full of envy".
Abstract: (1979). WEDNESDAY'S CHILD IS FULL OF WOE. Religious Education: Vol. 74, No. 3, pp. 227-233.