Showing papers on "Religious education published in 1985"

Spirituality in Secular Society: Recovering a Lost Dimension

Abstract: The current interest in spirituality reaches far beyond the circle of religious education specialists. It expresses a widespread concern with the rediscovery of a much neglected dimension in contemporary society, education and religious life. In the following reflections I propose to look at some important changes in secular society and consciousness, at the meaning of spirituality and the way we can develop a sense of spiritual awareness, especially in a classroom situation, in order to recover an important dimension of human experience which points to the possibility of transcendence and liberation.

The Seamless Robe: Interdisciplinary Enquiry in Religious Education

Abstract: The thesis of this paper is that the future for research in religious education lies in the field of interdisciplinary enquiry. In order to advance this thesis, we propose to examine the case for interdisciplinary enquiry, to review the progress of a series of conferences where such enquiry has been made possible, and to argue the need for a future institutional context where this progress might find permanence.

Religious Factors in the Timing of Second Births.

Abstract: Research has demonstrated that the timing of 1st births is greatly influenced by socioeconomic factors while the timing of higher order births is most influenced by religion This study investigates the relationships between religion religiosity religious education and the timing of 2nd births Data was obtained from the 1973 National Survey of Family Growth (NSFG) conducted by the National Center for Health Statistics The researchers selected information for the 2916 white continuously married women lacking histories of premarital births Religious affiliation education and religiosity (frequency of taking communion or attending church) were examined Catholics and very religious women were shown to experience a faster pace for 2nd births Religious education did not appear to have an effect by itself but in combination with religiosity demonstrated the most rapid pace for 2nd births These results support the study of fertility as a processual phenomenon In other words the basis for fertility decisions change during the course of a lifetime This work also suggests the need for increased awareness of the importance of religious factors in determining family formation

Hell Disappeared. No One Noticed. A Civic Argument

Abstract: An abstract of this essay would reveal two interests, one civil and one religious. The first has to do with a public debate over values in American elementary and secondary education and what this debate symbolizes about national life in general. Specifically, I want to suggest that the stated intentions of citizens who demand religious instruction in the public schools could only be fulfilled, logically, if this instruction included doctrines of eternal punishment—in short, the possibility of hell. This is especially true if they wish to restore moral instruction “as it used to be.” My second argument urges that such a teaching would impose on schools a doctrine that has disappeared or been drastically diminished in the preachments of most American religious groups. It is a doctrine that is hence not culturally available.

The Non-State Sector in the Italian Education System.

Abstract: If we consider Italian legislation regarding the non-state school, its recognition and its funding, and we look then to its quantitative development in the educational system of the country, it soon appears that the non-state sector does not occupy much space or enjoy conditions of special favour, compared with the situation in other European countries. Yet, the state/non-state issue is equally, if not more, controversial here than elsewhere. Hence any attempt to legislate in this area gives rise to conflict, as well as enormous difficulties of realization. It is impossible to understand the true significance of the debate concerning the non-state school in Italy-particularly the sector run by religious institutions-if one does not understand that it is connected, and to some extent subordinated, to that other question of 'laicality' of the public education system, essentially the right of state schools to be non-denominational and not subscribing to the catholic creed. Although the Constitution of the Italian Republic (1947) declared the equality of all religious creeds before the law, it is only since 1984 that, following the signing of a new Concordat between the Italian State and the Holy See, the 1929 Concordat has been abrogated. This stated (Article 36) that the "teaching of Christian principles in the form received through the catholic tradition" must be the "foundation and crown of public education". It would be difficult indeed to deny that the development of Italian education from the post-war period up to the present, evolved in the direction of guaranteeing a broad pluralism. The 1929 Concordat not only represented the re-affirmation of an ideal: it had a number of concrete consequences as well. First, the teaching of the catholic religion was compulsory in all schools (it was only possible to ask for individual exemptions from it). Yet the almost continuous presence of ChristianDemocrat ministers at the ministry of education ensured the running of the educational system by forces of catholic inspiration. Quite significantly, the traditional battle fought by proponents of greater integration of the non-state school within the public sector, as well as for support from public funds (at present very limited), is being resumed with greater strength following the signature of the new Concordat, although "considering that catholic principles are part of the historical inheritance of the Italian people" the latter removes from catholicism the character of being the sole legitimate inspirer of the educational system. It provides freedom for the pupil to decide if he wants to follow its teaching. This development can only stir up the fears of those who regard the request of 'greater space' for the private sector for, although advanced in the wane of "freedom of education", it is simply a way of regaining an influence on the name. This fear has historical reasons, going back to the birth of the united Italian State (1861), when the issue at stake was not confined to the school, but concerned all institutions and the existence itself of the Kingdom of Italy. Then the Holy See did not distinguish

Edwin Cox and Religious Education

Abstract: (1985). Edwin Cox and Religious Education. British Journal of Religious Education: Vol. 8, No. 1, pp. 13-19.

Understanding and religion in Rousseau's Emile

Abstract: Thus writes modern Europe's most illustrious educational theorist about his model pupil. Evidently by the age of fifteen Emile has been given no religious education, and since his upbringing has been planned and controlled by a tutor who is effectively Rousseau's alter ego, such an omission from the boy's 'curriculum' must be due not to neglect but to deliberate policy. This paper explores Rousseau's arguments for such a policy and suggests that their inadequacy should prompt us to reconsider the nature of understanding. Those who seek to remove religious education from schools are often motivated by antipathy to religion and a desire to protect children from its falsehoods or its pernicious influence. But Rousseau's arguments in the little-known section of Emile which deals with religious education are totally different in character, and the book itself is permeated by a manifestly religious attitude, particularly to nature.

Moral and Religious Education for Nigeria

Abstract: The paper considers moral and religious education programmes appropriate for Nigeria. Starting with a brief analysis of the current crisis in moral, spiritual and political beliefs, the paper progresses by analysing traditional Nigerian education and the approach to moral education which it advocated. It then analyses the epistemological underpinnings of traditional moral education as well as the social institutions supporting it. A brief section outlining certain shortcomings in traditional education follows. This is then followed by a consideration of contemporary approaches to both moral and religious education by focussing on the question of the possible independence of moral from religious education. Having agreed with certain writers that the two are independent, the paper concludes with a sub‐section on the aims of moral education as a distinct activity.

Commitment, Spirituality and the Classroom

Abstract: Summary The spiritual dimension of religious education contains a problem which is both central to the subject yet difficult to resolve. It is: ‘How can teachers help their pupils to understand what it is like to believe in a religious faith?’ They may find it useful to note the common basis and structure underlying both religious and secular experiences. These suggest some pedagogical considerations.

The early catechetical renewal in France and its influence in the teaching of religion

Abstract: Experience of teaching in France in the late 1950s led to an awareness of excellent methods and resources for religious education. This in turn led to a study of the French catechetical renewal movement. While it became evident that the main movement was led by Fr Joseph Colomb in the years immediately following the Second World War, it was soon apparent that the roots extended much further back in time. The present work is concerned with tracing the roots of the early catechetical renewal, set against the background of the early twentieth century. The influence on it of movements such as Modernism, and of the new educational ideas, are considered as well as others from abroad such as the Munich Movement. The effect of the call for a more gospel based approach in the teaching of religion by Bishop Landrieux of Dijon in 1922 and a moving away from the Catechism is discussed. Among the key figures who emerged in the years between the two world wars were Mme Marie Fargues and Mlle Francoise Derkenne, also Fr Andre Boyer and Fr Charles Quinet. Their creative activity was particularly intense in the 1930s. Their influence, traced in many instances through unpublished correspondence, is shown to be considerable, not only in France but in the wider international sphere. In particular, there is evidence that their change of approach to the concept of religious education as opposed to that of religious instruction came about sooner in France than elsewhere. It is also suggested that the remarkable tenacity of some of the pioneers in the face of considerable opposition may have helped to bring about the changed attitude to the laity, particularly to women, in certain branches of the Christian Church.

Inclusive language and religious education

Abstract: (1985). INCLUSIVE LANGUAGE AND RELIGIOUS EDUCATION. Religious Education: Vol. 80, No. 4, pp. 507-521.

Teaching about Christian Worship

Abstract: (1985). Teaching about Christian Worship. British Journal of Religious Education: Vol. 8, No. 1, pp. 26-29.