Showing papers on "Religious education published in 1989"
Book•
22 Jan 1989
TL;DR: The Church and Cultures: An Applied Anthropology for the Religious Worker as discussed by the authors is a handbook for a culturally sensitive ministry and witness that introduces the non-anthropologist to a wealth of scientific knowledge directly relevant to pastoral work, religious education social action and liturgy, in fact to all forms of missionary activity in the church.
Abstract: Why should the church be concerned about cultures? Louis J. Luzbetak began to answer this question twenty-five years ago with the publication of The Church and Cultures: An Applied Anthropology for the Religious Worker. Reprinted six times and translated into five languages, it became an undisputed classic in the field. Now, by popular demand, Luzbetak has thoroughly rewritten his work, completely updating it in light of contemporary anthropological and missiological thought and in face of current world conditions. Serving as a handbook for a culturally sensitive ministry and witness, The Church and Cultures introduces the non-anthropologist to a wealth of scientific knowledge directly relevant to pastoral work, religious education social action and liturgy - in fact, to all forms of missionary activity in the church. It focuses on a burning theological issue: that of contextualization, the process by which a local church integrates its understanding of the Gospel ("text") with the local culture ("context").
129 citations
TL;DR: In this paper, the authors present a rationale and methodology for teaching about the religious and spiritual aspects of human behavior in social work curricula, including examination of religion as a universal aspect of human culture, religious diversity, and the usefulness and authenticity of religious beliefs and practices.
Abstract: This paper presents a rationale and methodology for teaching about the religious and spiritual aspects of human behavior in social work curricula. An approach derived from the field of comparative religious studies is described, including examination of religion as a universal aspect of human culture, religious diversity, and the usefulness and authenticity of religious beliefs and practices. Implications for the personal and professional preparation of the social work educator are discussed.
105 citations
61 citations
Book•
31 Dec 1989
24 citations
Dissertation•
01 Jan 1989
17 citations
01 Jan 1989
TL;DR: For instance, the authors argues that the demographic shift from the immigrant generation to that of the grandchildren, i.e. those who have been brought up by parents who have themselves grown up in Europe, is one that by definition takes several decades, and in contemporary society formal education is central to the upbringing and socialization of that next generation.
Abstract: It is evident in both Britain and the rest of Europe that the education of children has been at the centre of a series of controversies. Local tensions have arisen from or focused on educational policy generally, or issues related to one particular school or educational organization or campaign group. In between, other issues may arise creating temporary tensions and debates, such as legal recognition, political participation, responses to particular foreign policy issues, or matters of rite such as access to burial and permission for mosques. But education and schools are an arena which runs on continuously. The reasons for this centrality of education are to be found in underlying, long-term socio-cultural as well as ideological contexts. On the one hand, the demographic shift from the immigrant generation to that of the grandchildren, i.e. those who have been brought up by parents who have themselves grown up in Europe, is one that by definition takes several decades, and in contemporary society formal education is central to the upbringing and socialization of that next generation. On the other hand, the encounter of communities from differing cultures whose main traditional religious and cultural pillars have accorded centrality to education (in terms of purpose and philosophy as well as institutions) inevitably places educational ideas and processes at the centre of the encounter.
13 citations
11 citations
TL;DR: In this article, the importance of the phenomenological method for religious education is examined and the authors claim that the method entails becoming aware of assumptions, paying attention to the here and now of experiencing, and the development of empathy.
Abstract: This article presents a case for the importance of the phenomenological method for religious education. It examines neglected elements of the method and claims that the phenomenological method entails becoming aware of assumptions, paying attention to the here and now of experiencing, and the development of empathy, all of which should be key elements in religious education.
11 citations
10 citations
8 citations
TL;DR: The Integrating the Curriculum: From Impossible to Possible as discussed by the authors, a book about the integration of the curriculum in college education, was published in 1989. But it was published only in English.
Abstract: (1989). Integrating the Curriculum: From Impossible to Possible. College Teaching: Vol. 37, No. 4, pp. 105-110.
01 Mar 1989
TL;DR: This article found that students in single-sex secondary schools display more positive academic interests, attitudes, and behaviors than students in co-ed schools, and that achievement advantages found in Catholic schools can be attributed to singlesex Catholic schools, not to Catholic schools generally.
Abstract: Rarely when single-sex Catholic secondary schools convert to coed school organization is the potential loss of gender-specific benefits addressed. Since the movement to coeducation is seldom accompanied by the return of a "converted" school to single-sex status, the incalculable loss to the traditional gender diversity of school organization is alarming, especially when research findings show strong and sustaining effects for these schools, most notably for women and minorities. While boys' schools resemble the factory model of schooling (structured, functional, economically efficient, and focused on a delivery system of education), schools resemble an ecological model of schooling: one that fosters inclusiveness, interaction, caring, values, and attention to tLe context of education not as a delivery system, but as a way of life. Catholic education has distinct approaches toward the education of girls and boys; when these approaches are "blended" in a coed school, the distinctiveness is lost. Moreover, achievement advantages found in Catholic schools can be attributed to single-sex Catholic schools, not to Catholic schools generally. Students in single-sex schools display more positive academic interests, attitudes, and behaviors than students in coed schools. (13 references) (KM) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** SINGLE-SEX SCHOOLING AND WOMEN'S EDUCATION
TL;DR: In this paper, the authors present an analysis and comparison of some key aspects of current Church of England diocesan syllabuses of education, including the nature and quality of the religious education as expressed in the classroom setting.
Abstract: This article is based on part of an unpublished dissertation for the degree of Master of Education at the University of Birmingham, England. The full title of the dissertation is ‘Aspects of Distinctiveness ‐‐ An analysis and comparison of some key aspects of current Church of England diocesan syllabuses of education’ (1988). The syllabuses in question are those addressed to day‐schools within the state maintained system of education where some schools with historic and financial ties to the Church are substantially maintained by the State but with the Church retaining the right to determine certain aspects of their distinctive character. One of the most important of these is the nature and quality of the religious education as expressed in the classroom setting. About half the dioceses of the Church of England offer their own syllabus of religious education for the schools within their area that are designated ‘Church of England Voluntary Aided Schools’. These schools are free to either to use such a syl...
TL;DR: The significance of post-liberalism for religious education is discussed in this article. But the emphasis is on post-gradualism in the context of religious education, not post-collegialism in general.
Abstract: (1989). THE SIGNIFICANCE OF POSTLIBERALISM FOR RELIGIOUS EDUCATION. Religious Education: Vol. 84, No. 1, pp. 77-89.
Book•
01 Jan 1989
TL;DR: In this paper, the authors investigate the humanities in primary schools - principles, issues and justification, and investigate the past: children as historians, David Sylvester imagination and history, Vivienne Little past imperfect, future conditional, Andre Wagstaff primary history and the national curriculum.
Abstract: Part 1 Introduction: the humanities in primary schools - principles, issues and justification, Jim Campbell. Part 2 Investigating the past: children as historians, David Sylvester imagination and history, Vivienne Little past imperfect, future conditional, Andre Wagstaff primary history and the national curriculum, Sallie Purkiss. Part 3 Investigating the environment: primary school geography - the question of balance, Bill Marsden industry and humanites, Alistair Ross world studies - the global dimension, David Hicks. Part 4 Investigating culture and language: writing, social learning and gender roles, Carolyn Steedman sharing bilingualism, Sarah Campbell religious education - from ethnographic research to curriculum development, Robert Jackson tailoring Irish cultural studies for junior school children, Tom Arkell. Part 5 Assessment: process, content and assessment in primary humanites, Alan Blyth.
TL;DR: This paper surveys the extent to which religious education in county schools is underpinned by theocentric assumptions and examines some recent ideas about methodological issues in the study of religion, and suggests how these might be used to challenge this theological imperialism, and provide the stimulus for a more appropriate, educationally valid model in religious education.
Abstract: This article briefly surveys the extent to which religious education in county schools is underpinned by theocentric assumptions; examines some recent ideas about methodological issues in the study of religion, and suggests how these might be used to challenge this theological imperialism, and provide the stimulus for a more appropriate, educationally valid model in religious education.
01 Jan 1989
TL;DR: Green et al. as mentioned in this paper examined the theoretical orientation, skill level, preparation, and preference for alternative religious education models of religious education administrators and found that traditional, social cultural, contemporary and social science models are the prevailing frameworks adopted and applied by administrators.
Abstract: AN ANALYSIS OF THE THEORETICAL ORIENTATION OF RELIGIOUS EDUCATION ADMINISTRATORS SEPTEMBER, 1989 DOROTHY A. GREEN, B.A., ALMA COLLEGE M.S., MOORHEAD STATE UNIVERSITY ED.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Michael Greenebaum Two types of religious education administrators serve the parishes of the Evangelical Lutheran Church in America (ELCA). The professional religious education administrator is commissioned by the ELCA, and the paraprofessional religious education administrator was noncommissioned. This study examined the theoretical orientation, skill level, preparation, and preference for alternative religious education models of religious education administrators. Two hundred professional and two hundred paraprofessional religious education administrators comprised the sample population for this study. The survey study was guided by two research questions: 1) What is the prevailing framework adopted and applied by religious education administrators, i.e. traditional, social cultural, contemporary and social science models? 2) Are
01 Jan 1989
01 Oct 1989
TL;DR: The proper relation between religion and public schooling is addressed in this article, which reviews the secular humanist position and recommends ways to pursue the study of religion in classrooms This dual purpose is achieved through the following process: (1) reconstruction of an empirical-naturalistic image of reality; (2) construction of an image of reflective thought; and (3) examination of the implications of the two images for the philosophy of education, sociopolitical order, and curricular content, organization, and implementation.
Abstract: The proper relation between religion and public schooling is addressed in this paper which reviews the secular humanist position and recommends ways to pursue the study of religion in classrooms This dual purpose is achieved through the following process: (1) reconstruction of an empirical-naturalistic image of reality (Image 1); (2) construction of an image of reflective thought, which is the product of this view of reality (Image 2); and (3) examination of the implications of the two images for the philosophy of education, sociopolitical order, and curricular content, organization, and implementation The secular humanist position is not foreign to the notion of religious ideas and values Images 1 and 2 stress the contemporary secular humanists' optimistic belief in human nature and scientific reason for the attainment of human fulfillment This position is compatible with the stance held by the First Amendment to the US Constitution for the integration of religious study within public schools (17 references) (LMI) * Reproductions supplied by EDRS are the best that can be mae * * from the original document * SCHOOLING AND RELIGION: A SECULAR HUMANIST VIEW Norman J Bauer, EdD Professor of Education State University of New York
Book•
01 Jan 1989
TL;DR: Identifies academic journals publishing articles on Scripture, religious education, or social justice; the types of articles a specific journal normally does or does not accept; the manuscript requirements; to whom an article should be addressed.
Abstract: Identifies academic journals publishing articles on Scripture, religious education, or social justice; the types of articles a specific journal normally does or does not accept; the manuscript requirements; to whom an article should be addressed; specific submissions editors are seeking; whether submissions are refereed or not; length of time it takes editors of a particular journal to respond to a submission; approximate proportion of submissions a journal accepts.
01 Jan 1989
TL;DR: This paper drew attention to the impact of feminism on the imagery of religious education, especially in the areas of art, ecology, autobiography and inter-religious study, since the writers choose to write as coauthors addressing feminism in dialogue with each other.
Abstract: This article draws attention to the impact of feminism on the imagery of religious education, especially in the areas of art, ecology, autobiography and inter‐religious study. It also attends to the imagery in the article itself, since the writers choose to write as co‐authors addressing feminism in dialogue with each other.
TL;DR: In this paper, the authors present a view toward a HOLISTIC approach to human sexual behavior, which they call "towards a holistic approach to humans' sexual behavior".
Abstract: (1989). TOWARD A HOLISTIC APPROACH TO HUMAN SEXUALITY. Religious Education: Vol. 84, No. 2, pp. 262-272.