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Showing papers on "Religious education published in 1984"


Journal ArticleDOI
TL;DR: In this paper, the authors discuss the relationship between education, library, and the Church, and propose a curriculum for religious education, which they call EDUCATION, LIBERATION, AND THE CHURCH.
Abstract: (1984). EDUCATION, LIBERATION AND THE CHURCH. Religious Education: Vol. 79, No. 4, pp. 524-545.

75 citations


Book
01 Jan 1984
TL;DR: Hull as mentioned in this paper was a leading figure in the controversies which had surrounded religious education since the late 1960s and brought together in one volume 21 of his published papers and articles, which had previously appeared in journals, conferences, reports and books in Belgium, Australia, Canada, the United States, as well as the United Kingdom.
Abstract: First published in 1984. John M. Hull was a leading figure in the controversies which had surrounded religious education since the late 1960s. This book brings together in one volume 21 of his published papers and articles, which had previously appeared in journals, conferences, reports and books in Belgium, Australia, Canada, the United States, as well as the United Kingdom. This book is essential reading for all teachers, clergy, parents and students seriously concerned with the issues confronting religious education and Christian upbringing in our secular and pluralist world.

49 citations


Journal ArticleDOI
TL;DR: In this article, the authors employed a multidimensional method of measurement to investigate differences in fear of personal death between religious and non-religious men and women, and found significant and simple interactive effects of sex and religious belief.
Abstract: The fear of personal death can be expressed in a variety of ways according to the different aspects of death. The present study employed a multidimensional method of measurement to investigate differences in fear of personal death between religious and nonreligious men and women. The sample consisted of 225 high school students studying in state religious and nonreligious schools. The findings indicated significant and simple interactive effects of sex and religious belief. Young women feared factors such as loss of identity and self-annihilation, while young men showed more fear in factors of consequences to family and friends and punishment in the hereafter. Religious persons' fear of personal death stemmed mainly from fear of punishment in the hearafter and consequences to family and friends. These results were explained according to differences in sex role socialization and in the male and female emphasis on the family that is taught by Judaism.

31 citations


Book
01 Jun 1984

25 citations


Journal ArticleDOI

20 citations


Journal ArticleDOI
TL;DR: In this paper, Fowler's Theory of Faith Development is discussed. But Fowler's theory of faith development does not consider the relationship between faith development and the development of a person's faith.
Abstract: (1984). James Fowler's Theory of Faith Development. British Journal of Religious Education: Vol. 7, No. 1, pp. 14-18.

17 citations



Journal ArticleDOI
TL;DR: Three Traditions of RELIGIOUS EDUCATION: as mentioned in this paper, Vol 79, No 3, pp 323-339, 1984, p. 4, 5, 7
Abstract: (1984) THREE TRADITIONS OF RELIGIOUS EDUCATION Religious Education: Vol 79, No 3, pp 323-339

14 citations


Journal ArticleDOI
TL;DR: In this paper, the role of faith in the development of children's religious education is discussed. But the focus is not on the curriculum, but on the teaching of the faith.
Abstract: (1984). THE ROLE OF WORSHIP IN CHRISTIAN LEARNING. Religious Education: Vol. 79, No. 2, pp. 243-251.

13 citations





Journal ArticleDOI
TL;DR: In this paper, Goldman's research is described as "20 years after Goldman's Research" in the British Journal of Religious Education: Vol. 7, No. 1, pp. 5-7.
Abstract: (1984). Twenty Years after Goldman's Research. British Journal of Religious Education: Vol. 7, No. 1, pp. 5-7.

Journal ArticleDOI
TL;DR: The DRC Mission as mentioned in this paper made its greatest contribution at the village level, its aim was to establish a local church which would be self supporting, self governing and self-sufficient.
Abstract: The (DRC) Mission made its greatest contribution at the village level Its aim has always been to establish a local church which would be self supporting, self governing For this reason it exerted itself to teach the people to make better use of the natural resources at their very doors At the heart of the story of the DRCM lies its aim: (the production of) a Bible-loving, industrious and prosperous peasantry'



Journal ArticleDOI
TL;DR: Know, PrACTICE, and TEACH the GOSPEL: Know, Practice, And Teach The GOSPELS as discussed by the authors, Vol. 79, No. 4, pp. 547-548.
Abstract: (1984). KNOW, PRACTICE, AND TEACH THE GOSPELS. Religious Education: Vol. 79, No. 4, pp. 547-548.

Journal ArticleDOI
TL;DR: In an article published in Past and Present some years ago, Professor Strauss drew attention to an area of activity that early sixteenth-century reformers considered to be of vital importance - evangelical effort amongst the young as discussed by the authors.
Abstract: In an article published in Past and Present some years ago, Professor Strauss drew attention to an area of activity that early sixteenth-century reformers considered to be of vital importance - evangelical effort amongst the young. The overwhelming impression left by this article and by a subsequent full-scale study of the indoctrination of the young in the German Reformation is that – in Professor Strauss's terms – failure, not success, was the dominant note.

Journal ArticleDOI
TL;DR: The authors discusses moral aspects of indigenous education in Nigeria within the framework of society and religion, and the impact of Western education on moral education is also considered, where children experienced moral education from the family, adults in the neighbourhood, age groups and the entire community through direct instruction.
Abstract: This paper discusses moral aspects of indigenous education in Nigeria within the framework of society and religion. The impact of Western education on moral education is also considered. Children experienced moral education from the family, adults in the neighbourhood, age‐groups and the entire community through direct instruction, observation of adults as models and unconscious absorption of moral lessons. Moreover, children learned that the gods and ancestors were also sources and judges of human morality, but that God wasthe fountain‐head of all human affairs and morality. However, the introduction ofWestern religion and education into Nigeria encouraged the young to pursue autonomous morality.

Journal ArticleDOI
TL;DR: The American Education Society (AES) was formed in Boston as part of a Protestant crusade to save the nation in 1815 as discussed by the authors, and the AES had an important impact on American education which extended beyond ministerial education in any narrow sense.
Abstract: FOR THE SELF-PRESERVATION of the nation, Eliphalet Pearson warned in 1815, "an immediate and universal effort must be made to provide religious instruction." Pearson, a former professor at Harvard College and president of the board of trustees of Phillips Academy and Andover Seminary, was preaching at the organizational meeting of the American Society for the Education of Pious Youth for the Gospel Ministry. To Pearson, America seemed to be plagued by a "common degeneracy in religion and morals" with hundreds of thousands bereft of religious instruction. Religion and education were to be the means of salvation for both the individual and the nation. Pearson exhorted, "Schools are to be multiplied, Bibles distributed; and, above all, thousands of pious young men must be educated for the ministry; and this speedily." Thus, the American Education Society (AES) was formed in Boston as part of a Protestant crusade to save the nation.' The education of ministers and revitalization of religion were the primary concerns of the American Education Society, not education per se. The Society believed education was an instrument to be used for religious purposes and not an end in itself. But religion and education are closely related and often were inextricably intertwined in this period. As a result of its role as an education society, the AES had an important impact on American education which extended beyond ministerial education in any narrow sense. The broader influence of the American Education Society went beyond its manifest function of providing financial support to men studying for the ministry. In the process of aiding thousands of students, this educational foundation helped ensure the success of the academies, colleges, and seminaries they attended. By its commitment to a "thorough and liberal course of education" for the ministry, the AES exerted its leadership and influence to raise and uphold educational standards, support the classical curriculum, and shape theological education in the second quarter of the

Journal ArticleDOI
TL;DR: Theology and belonginging: CHRISTIAN IDENTITY and the DOING OF THEOLOGY as mentioned in this paper is a well-known topic in the area of religious education, and it has been studied extensively.
Abstract: (1984). THEOLOGY AND BELONGING: CHRISTIAN IDENTITY AND THE DOING OF THEOLOGY. Religious Education: Vol. 79, No. 3, pp. 392-413.

Journal ArticleDOI
TL;DR: In this paper, the development of the psychology of religion in religious education during the earlier decades of this century, the first (religious thinking) of three areas of contemporary research was considered.
Abstract: Summary In Part One of this article (Vol. 6, No. 2, Spring 1984), following a description of the development of the psychology of religion in religious education during the earlier decades of this century, the first (religious thinking) of three areas of contemporary research was considered. Part Two considers religious attitude and religious experience. Finally, the relationships between these three areas, together with some current trends, are discussed.


Journal ArticleDOI
TL;DR: Loukes as mentioned in this paper applied his liberal Quaker model of Christian nurture to the reform of county school religious education during the sixties and his experiential approach has exerted great influence.
Abstract: Harold Loukes, editor of ‘Learning for Living’ 1961–64, applied his liberal Quaker model of Christian nurture to the reform of county school religious education during the sixties and his experiential approach has exerted great influence. Although its confessional assumptions make it educationally suspect, there is much of continuing value in Loukes's suggestions, particularly for secondary schools.

Journal ArticleDOI
TL;DR: Yeaxlee and Yeaxlee as mentioned in this paper described a life-long education as "caught in time" and described the process of lifelong education as a "Caught-in-Time".
Abstract: (1984). Basil Yeaxlee and lifelong education: Caught in time. International Journal of Lifelong Education: Vol. 3, No. 4, pp. 279-291.


Journal ArticleDOI
TL;DR: The authors examines the contribution of Basil Yeaxlee to the development of religious education in schools as expressed in selected writings, including editorials of the journal "Religion in Education" and unpublished material.
Abstract: This article examines the contribution of Basil Yeaxlee to the development of religious education in schools as expressed in selected writings, including editorials of the journal ‘Religion in Education’ and unpublished material.

Journal ArticleDOI
TL;DR: The authors reviewed the development of religious education under the latent flexibility of the 1944 Act and considered briefly the relationship of this development to the aims of the Act and the ex ciency of the former.
Abstract: This article reviews the development of religious education under the latent flexibility of the 1944 Act and considers briefly the relationship of this development to the aims of the Act and the ex...

Journal ArticleDOI
TL;DR: In this article, the contribution of Ann Louise Gilligan, a doctoral student at Boston College, who has assisted me with a peer review on the basis of peer review, is acknowledged.
Abstract: ∗Accepted for publication on the basis of peer review 1I wish to acknowledge from the outset the contribution of Ann Louise Gilligan, a doctoral student at Boston College, who has assisted me with ...