Showing papers on "Religious education published in 2006"

The importance of faith: Tax morale and religiosity

Abstract: The intention of this paper is to analyze religiosity as a factor that potentially affects tax morale. For this purpose, a multivariate analysis has been done with data from the World Values Survey 1995–1997, covering more than 30 countries at the individual level. Several variables, such as church attendance, religious education, active membership in a church or a religious organization, perceived religiosity, religious guidance and trust in the church have been analyzed. The results suggest that religiosity raises tax morale.

Memorization and Learning in Islamic Schools

Abstract: In the late 1990s, literature on Islamic schools focused on the characteristics and impact of the education received in relatively contemporary Qur anic schools, much of it from Morocco. There was also a whole body of historical research on Islamic education, mainly focused on institutions of higher education rather than on elementary education, again, with Morocco well represented. Madrasas, kuttabs (preschools), Qur anic schools—Islamic schools all—existed long before the Soviet invasion of Afghanistan and the resulting, very explicit politicization of religious education that began to occur in Pakistan and Afghanistan in the 1980s and certainly long before hijacked airplanes were crashed into the World Trade Center towers in New York and the Pentagon in Washington, DC, in the United States on September 11, 2001. However, after those critical events, issues related to Islamic schools grew from a relatively academic area of study within the fields of education, Islamic studies, and Middle Eastern studies to encompass a more heated public debate, both in the West and in Islamic countries, on the role of these schools in the growth of terrorists groups calling themselves Islamic. In recent years, the purpose and methods of Islamic schools have received increased scrutiny from non-Muslim and Muslim leaders as well as the West-

International handbook of the religious, moral and spiritual dimensions in education

Abstract: Section 1. Introduction To Section One: Philosophical/Theoretical Discourses On The Religious, Moral And Spiritual Dimensions Of Education G. Durka.- Section 2. Introduction To Section Two: Religious Education And Debates About Plurality And Culture R. Jackson. Plurality And Pluralism In Religious Education G. Skeie. Plural Selves And Living Traditions: A Hermeneutical View On Identity And Diversity, Tradition And Historicity W. Meijer. Critical Realism As A Tool For The Interpretation Of Cultural Diversity In Liberal Religious Education A.Wright. The Future Of Religious Education In The Context Of Postmodernity P. Hughes. Religious Education And Citizenship In Postmodern Societies F. Ouellet. Human Rights And Religious Education: Some Postcolonial Perspectives L. Gearon. Ethnography, Religion And Intercultural Education E. Nesbitt. Understanding Religious Diversity In A Plural World: The Interpretive Approach R. Jackson. Dynamics Of Religious Culture: Ethnogenic Method M.E. Mullino Moore. Religion Education In South Africa D. Chidester. Religious Education Culture In Modern Turkey R. Kaymakcan. Defining And Promoting The Study Of Religion In British And American Schools B. Grelle. Teaching About Religion In The French Education System M. Estivalezes. Religious Education Concerns Among Hindu And Hindu-Inspired Communities In Australia T.J. Lovat. Islamic Nurture And Identity Management: The Lifeworld Of Muslim Children And Young People In Norway S. Ostberg. Handing On Religious Values To Young Orthodox People In A Western, Secularised Society R. Rymarz. The Treaty Of Waitangi: Implications For Christian Theological Education In Aotearoa New Zealand T.J.Wright.- Section 3. Introduction To Section Three: Conversations About Religious Education K. Engebretson. Philosophical Approaches To The Teaching Of Religion In Schools W. Kay. Religious Education In Europe: Comparative Approach, Institutions, Theories, Research K.E. Nipkow. Religion, Violence And Religious Education J.M. Hull. Catholic Church Documents On Religious Education G.P. Fleming. Functional Democracy And The Development Of Doctrine: A Participative Approach To Religious Education G. English. The Essence Of Education Is Religious A. Hunt. Phenomenology And Religious Education Theory K. Engebretson. Learning About And Learning From Religion. The Pedagogical Theory Of Michael Grimmitt K. Engebretson. The Spiritual And Moral Dimension To The School Curriculum: A Perspective On Across-The-Curriculum Studies G. Rossiter. Religious Education And Spiritual Development: Pedagogical Insufficiency And Possibility C. Erricker. To Know Before Whom You Stand: A Philosophy For A Spiritual And Moral Liberal Jewish Education For The 21st Century S.H. Blumberg. Changing Learning Paradigms In The Religious Education Classroom P. Malone. Textbooks In Religious Education M.T. Buchanan. A Shared Praxis Approach To Religious Education T.H. Groome. Leadership In Religious Education: A Critique From The Australian Perspective L. Crotty. An Educator's Faith M. Chater. Dimensions Of Adult Religious Education A.J. Kelly. Chaplaincy In University: A Need Not An Option J. Clifford.- Section 4. Introduction To Section Four: Educational Policy And The Religious, Spiritual And Moral Dimensions Of Education A. McGrady. The Religious, Moral And Spiritual Dimensions Of Education: National, Regional And International Constitutional And Legal Frameworks P. Schreiner. Journeying Towards The 'Other': A Challenge For Religious, Spiritual And Moral Education E. Cassidy. The Aesthetic Revelation Of The World As Education's Main Concern W. Meijer. The Spiritual And Related Dimensions Of Education: A Philosophical Exploration K. Williams. Expanding The Theological Imagination In The Service Of Inter Faith Dialogue: Impulses From Vatican Ii D. Lane. Religious Education: An Analysis Of The Perspectives Of World Religions J. McCann. Faith Schools: A Culture Within A Culture In A Changing World J. Sullivan. Religious Education In The Public Space: Challenges And Contestations A. Looney. Educating For Religious Citizenship: Religious Education As Identity Formation S. Miedema. Religious Education, Citizenship And Human Rights: Perspectives From The United Nations And The Council Of Europe A. McGrady. The Role Of The School In Promoting Inter-Religious And Inter-Cultural Dialogue S. Cullen. Agreed Syllabuses: Their History And Development In England And Wales, 1944-2004 J. Priestley. Evaluating The Impact Of A State Religious Education Syllabus For The Religious Education Teacher And The School Chaplain P. King & J. Norman. Religious And Education Policy In France K. Williams. Religious Education In Contemporary Japan D. Filus. The School In Partnership: Co-Operation With Parents And The Local Community In Providing For Religious, Moral And Spiritual Growth M. Petersen. Religious Education, Gender And Equality C. Renehan.- Section 5. Introduction To Section Five: The Religious, Moral And Spiritual Dimension In Education: Pedagogical Implications M. De Souza. Adapting To The Requirements Of The Individual In The R.E. Classroom A. Gellel. Spirituality And Identity Within/Without Religion D.G. Scott. Rediscovering The Spiritual Dimension In Education: Promoting A Sense Of Self And Place, Meaning And Purpose In Learning M. De Souza. A Qur'anic Approach To The Concept Of 'Living Together': Ta'aruf M. Selcuk. Transforming Self And Subject: Toward An Integrative Spiritual Pedagogy T. Hart. Should Teachers Adopt Differential Strategies For Young Boys And Girls In Relation To Spiritual Development? T. Eaude. Nurturing The Spirit In Primary Religious Education Classrooms B. Hyde. Mary In Religious Education: Theological Foundations And Educational Frameworks S. Carroll. Education In Prayer-Recommendations From Research V. Mountain. The Role Of Literature In Children's Spiritual Development A.M. Trousdale. Approaching The Teaching Of Religious Education Through The Creative Arts P. Goldburg. The Images Of God Of Middle Secondary School Adolescents: Implications For Religious Education V. Duffy. Towards Establishing A Wisdom Dimension In Education Through Poetry: An Exploration Of Some Of Thomas Merton's Ideas R. Keating. Building Bridges And Right Relations: A Study In Fostering Spiritual, Moral And Social Growth Through Groupwork Skills With Young Children C. Ota & L. Berdondini. Innovative Facilitation Strategies For Religion Education C. Roux. Engaging Children In Spiritual Discovery In A Multi-Faith Approach J. Erricker. Creative And Spiritual Education In The Human Development Process Maria & Helena. Soulful Learning: A Vital Component Of Curriculum Development M. Nuttall. Teaching Scripture In Religious Education S.A. Liddy. The Theatre Of Learning: Developing Spirituality Through Experiential And Active Techniques Which Also Promote Academic Achievement In Religious Education S. Phillips.- Index.

Islamic Education and Civil Society: Reflections on the "Pesantren" Tradition in Contemporary Indonesia.

Abstract: Since the events of September 11, 2001, Islamic institutions of learning have received much attention. Indonesia’s pesantren (Islamic boarding schools) have been increasingly described as fostering radicalism and violent militancy, particularly in light of purported links between a few of the country’s pesantren and some of the perpetrators of recent violence, such as the 2002 bombing in Kuta, Bali. On the whole, media coverage has been negative. In its September 2003 issue, for example, the Journal of Asian Affairs alleged, “Like Pakistan’s madrassa, there exists an entire education system, the ‘pesantren’, which is independent of the government and provides the Islamists fertile ground to train the children of the poor in the mould of radical Islam.” Notably, Pondok Pesantren Al-Mukmin in Ngruki, which is close to the Central Javanese city of Solo, has been mentioned repeatedly in the international press and was also implicated by an International Crisis Group (ICG) report as the center for a network of militant Muslims in Indonesia with suspected links to al-Qaeda. In light of these allegations, the question about the possible civilityenhancing role of Islamic education may seem counterintuitive. How does Islamic education deal with such issues as antiviolence, interfaith and interethnic tolerance, pluralism, secular institutionalization, human rights, gender equity, democracy, and political and social justice? This article answers some of these questions based on an analysis of ethnographic data collected during fieldwork in 2004 and 2005. At its center are a case study of Pesantren AlMuayyad Windan, Solo, and an evaluation of this institution’s contribution to Indonesia’s emerging democratic civil society. Al-Muayyad Windan was founded in 1996 as a pesantren for students (pesantren mahasiswa) with a special emphasis on community development (pengembangan masyarakat). The focus

School knowledge in comparative and historical perspective : changing curricula in primary and secondary education

Abstract: The Changing Ideological Bases of the School Curriculum.- Educational Ideology and the School Curriculum.- The Worldwide Rise of Human Rights Education.- Curricular Contents and Practices in Primary and Secondary Education.- The Spread of English Language Instruction in the Primary School.- Educating Future Citizens in Europe and Asia.- Historical Competence as a Key to Promote Democracy.- The Marginalization of Aesthetic Education in the School Curriculum.- Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula.- World Models of Secondary Education, 1960-2000.- Micro-politics and the Examination of Curricular Practices: The Case of School Notebooks.- The Dynamics of Curriculum-Making and Curricular Reform.- The Current Discourse on Curriculum Change: A Comparative Analysis of National Reports on Education.- The Dynamics of Curriculum Design and Development: Scenarios for Curriculum Evolution.- Socio-historical Processes of Curriculum Change.- New Proposals for Upper Secondary Curricula in Four Latin American Countries, 1990-2005.- School Curricula in Perspective: Reflections on the Past, and Directions for the Future.- Cecilia Braslavsky and the Curriculum: Reflections on a Lifelong Journey in Search of Quality Education for All.- World Models, National Curricula, and the Centrality of the Individual.

Knowledge, empowerment and religious authority among pious muslim women in France and Germany

Abstract: I n both France and Germany, as probably elsewhere in Europe throughout the 1980s and 90s, a sizable number of mosques and Muslim organizations opened their doors to women and started to provide prayers rooms, religious instruction, 1 and other services exclusively for female believers. In both countries the number of women benefiting from these services, in particular from religious instruction, has clearly reached that of male Muslims. 2

The case of Germany

Abstract: This contribution deals with constitutional and other legal questions concerning the role of religion in elementary and secondary state schools. The author gives a short overview of the historic development so far and continues by discussing current legal problems in regard to religious instruction as part of the regular curriculum (with the right of parents and students to opt out). As far as the conveying of religious values in school and the expression of religious convictions by teachers and students are concerned the author outlines conflicting constitutional positions, in particular the principle of state’s religious neutrality in school. He takes up furthermore new legal challenges by the growing presence of Muslim students in schools.

Religious tourism as an educational experience

Abstract: This chapter explores a phenomenon at the crossroads of three fields: religion, tourism and education. To understand how religious tourism functions as an educational experience, changes that have occurred in each of the three sub-fields are considered, including their cognitive, affective and instrumental impacts. The relationships between the various pairings of these three concepts (religious education, religious tourism and educational tourism) will be discussed in each of their respective fields. In the postmodern age, they have been melded into a concept increasingly important in all three fields. Travelers seeking knowledge and spirituality they feel cannot be found at home have given rise to a growing phenomenon: the educational pilgrimage.

For Goodness Sake: Religious Schools and Education for Democratic Citizenry

Abstract: While the fierce debate over religion in public schools receives ample media attention, we rarely consider the implications of religious schools on moral education and liberal democracy. In this groundbreaking work, Walter Feinberg opens up a critical new dialogue to offer a complete discussion of the important role religious schools play in the formation of a democratic citizenry. Feinberg, a leading philosopher of education, approaches the subject of religious education with a rare evenhandedness, drawing on examples from Christian, Jewish, and Muslim schools and exploring topics as disparate as sex education and creationism. For Goodness Sake provides a much-needed take on a controversial topic, demonstrating that the relationship between religion and schooling is not simply the exclusive concern of members of a given religious community, but a relevant and vital issue for everyone who cares about education.

Romanticism, representations of religion and critical religious education

Abstract: Geoff Teece has recently (in BJRE, 27, 2005, pp. 29–40) come to the defence of modern religious education and contended that many of the criticisms brought against it are based on mistaken interpretations. More particularly, Teece accuses Andrew Wright of misinterpreting the position of Professor John Hick and of failing to appreciate the intellectual resources that Hick provides for the construction of a critical form of religious education. He attempts to correct Wright’s interpretation of Hick, and by extension to undermine Wright’s indictment of the influence of modernity on religious education; and he attempts to illustrate how Hick’s religious pluralism can make a contribution to discussions about critical religious education. The aim of this paper is to advance the case for critical religious education and to outline something of the form and nature it should take. It begins with a short discussion of the nature and commitments of modern religious education, indicating the sense in which they are d...

Assessing Catholic Identity: A Study of Mission Statements of Catholic Colleges and Universities

Abstract: Since the publication of Ex Corde Ecclesiae (John Paul II, 1990), Catholic colleges and universities have become more deliberate and intentional regarding their institutional and Catholic identity. This article continues the conversation about catholic identity as it relates to student outcomes, and proposes some preliminary strategies for assessment.

A long walk to citizenship: morality, justice and faith in the aftermath of apartheid

Abstract: Numerous initiatives, such as the Truth and Reconciliation Commission, the Race and Values in Education process of the Department of Education, the government‐initiated (but now civic‐led) Moral Regeneration Movement and the pervasive indigenous African philosophy of ubuntu have, over the past twelve years since South Africa's transition to democracy, contributed materially to reforming and renewing the concepts of citizenship and morality in South Africa. Central to this debate have been issues of socio‐economic justice for the vast majority of her historically disadvantaged citizens; a developing conception of the nature of citizenship in a country newly emerging from totalitarianism; a maturing understanding of the possible roles of faith within a democracy; and the struggle to define the relationship between citizenship, moral and religious education. This paper describes and critiques these initiatives and offers an analysis of the lessons each have contributed to the long road to citizenship in post...

Religious Freedom, Multiculturalism, Islam: Cross-Reading Finland and Ireland

Abstract: Preface List of tables, diagrams, and abbreviations Introduction The rhetoric of religious freedom Religious freedom in Finland Religious freedom in Ireland Rooting Islam in Europe Finland: One hundred years of Muslim presence Muslims in Ireland: Establishment and visibility Diversity of religious education The Education of Islam in Finnish schools Muslim national schools in Ireland Concluding remarks Bibliography Index

Contact, culture and context: evidence from mixed faith schools in Northern Ireland and Israel

Abstract: This paper compares the concept of mixed faith/cultural education in Northern Ireland and Israel. It is primarily concerned with the processes that these ‘integrated’ schools adopt in their quest to improve relations between divided ethnic groups. Drawing on qualitative data collected in two mixed religion primary schools in each jurisdiction the paper shows that the schools' existing cultural norms act as important mediating influences on the way that inter‐group relationships are constructed. The paper concludes that attention needs to be paid to both the policy context and the culture if contact initiatives are to be successful.

The misrepresentation of religion in modern british (religious) education

Abstract: The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference.

Measuring Faith Development

Abstract: James Fowler's theory of faith development has had a significant influence on religious education, pastoral care, and developmental psychology. Since he introduced the notion of faith “stages,” the...

Israel's Higher Law: Religion and Liberal Democracy in the Jewish State

Abstract: Chapter 1 Introduction Part 2 Foundations Chapter 3 Beyond Separation Chapter 4 The Jewish State Chapter 5 Thirty-One Israelis Part 6 Controversies Among Israeli Jews Chapter 7 Kashrut, Shabbat & Religious Education Chapter 8 Marriage Law Chapter 9 Military Service Part 10 Controversies Between Israeli Arabs and Jews Chapter 11 Symbols Chapter 12 Land Part 13 Conclusions Chapter 14 Lessons from Israel

Participatory Action Research: Practical Theology for Social Justice

Abstract: This article looks at participatory action research (PAR) as a means for a religious educator to unite scholarship and teaching with the purpose of building up community and moving toward social justice. A definition of this term is offered as well as short examples of how different religious educators have engaged in doing PAR in their respective communities. The place of the researcher is analyzed and the different methods of research that are a part of PAR are briefly described. As a practical theology for social justice, theological reflection is integrated with the theory and practice of PAR.

The Divine Pedagogy as a Model for Online Education

Abstract: . In addition to the pragmatic concerns that often drive the use of technology in theological education, there is a need to develop theological justification and direction for online education. Several Roman Catholic Church documents propose the “divine pedagogy,” the manner in which God teaches the human race, as a model for catechesis or religious education. This can provide a rich resource for developing a theological pedagogy for online education. This is especially relevant to the justification for online education, because critics sometimes refer to the incarnational character of the divine pedagogy to argue against the disembodied nature of virtual education. This article addresses such criticisms and more constructively, relates several aspects of the divine pedagogy such as adaptation, community, and participation to teaching and learning in the online environment. (This paper was presented at Theology and Pedagogy in Cyberspace II conference in Evanston, Ill. on April 17, 2004.)

Encyclopedia of Women and Religion in North America, Set

Abstract: Introductory Essay: Integrating the Worlds of Women's Religious Experience in North America, Rosemary Skinner Keller and Rosemary Radford Ruether Part I. Approaches to the History of Women and Religion Part II. Women in Indigenous and African Traditions Part III. Catholicism Part IV. Protestantism Colonial Period Denominational Traditions Evangelical Protestantism Hispanic Protestantism Asian Protestantism Part V. Women in Orthodox and Oriental Orthodox Traditions Part VI. Judaism Part VII. Islam Part VIII. Asian Religions Buddhism Hinduism Chinese Religions Japanese Religions Part IX. Newer Religious Movements Part X. Multidenominational Movements Deaconess Movement Missionary Movement Women's Societies Religious Education The Ordination Movement Music and the Arts Part XI. Women, Religion, and Social Reform Part XII. Women-Centered Theology Part XIII. Contemporary Women's Issues in Religion

Muslims, Markets, and the Meaning of 'A Good Education' in Pakistan

Abstract: This paper examines the nature of local educational demands in Pakistan. I draw on a survey of parents in and around the city of Rawalpindi, and show that parents favor religious education, as opposed to secular education, far more than international education-sector reformers have generally been inclined to expect. This raises complex questions regarding the implications of ““market-oriented”” educational reforms in Pakistan and, possibly, other parts of the Muslim world.

Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research

Abstract: The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connections are sought with the identity theory of Erikson and with operationalizations of his theory by Marcia and others. The key concepts are ‘exploration’ and ‘commitment’. Religious identity development is seen from a pragmatic perspective in which the transactional relation of individuals and environment is stressed.

Factors related to perceived power usage in schools

Abstract: Based on Raven's (1992) power interaction model, situational and personal variables were examined as determinants of power choice in educational settings. The impact of educational sector (secular, religious), class level, gender and content of conflict on perceived power usage in teacher-pupil conflicts was analysed. A total of 370 elementary and junior high school pupils and 62 teachers from the same schools responded to a series of scenarios where they were asked how often specific power bases are used by teachers in trying to gain compliance. Results indicated that harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers. Findings were interpreted in terms of conformity level and frequency of conflicts. The discussion also addresses the lack of correspondence between teacher and pupil responses.

Religion as Cuckoo or Crucible: Beliefs and Believing as Vital for Citizenship and Citizenship Education.

Abstract: The importance of motivational beliefs and, more specifically, religion, is identified as central for both citizenship and citizenship education. Whether they take an expressly religious form, or appear in a purportedly more open form, such as faith or world view, beliefs are at the core of human being. The tendency to speak more of shared values than beliefs in the context of educating citizens is open to question – values are not necessarily any more universally agreed, since they too are affected by beliefs. Moreover, the presumption of secularisation, that religious believing is fast disappearing, is itself now exposed as strangely dated. Beliefs, often explicitly religious beliefs, are fundamental in national constitutions. Thus, religion may inspire a critique of a nation's behaviour; religion will also need to be subject to critique. How to build an opportunity for understanding and critiquing beliefs into any public educational system is a major challenge. The provision for Religious Education (RE...

The importance of faith: Tax morale and religiosity

Abstract: The intention of this paper is to analyze religiosity as a factor that potentially affects tax morale. For this purpose, a multivariate analysis has been done with data from the World Values Survey 1995–1997, covering more than 30 countries at the individual level. Several variables, such as church attendance, religious education, active membership in a church or a religious organization, perceived religiosity, religious guidance and trust in the church have been analyzed. The results suggest that religiosity raises tax morale.

The lived experience of God and its evolution in children and adolescents

Abstract: Children's and adolescents' spirituality is important, especially to those entrusted with their education. To effectively nurture children's spirituality, parents, teachers, and ministers would benefit in knowing how young people experience God, what they think about God and how they relate to God: in effect, their lived experience of God. Learning about these phenomena could help greatly in communicating with children and adolescents about God. This study aims to build on the work of those who have investigated elements of the spirituality of children and adolescents in a qualitative way.

Diversity and the political function of religious education

Abstract: Questions about the relationship between religion and politics are discussed with particular focus on the consequences for religious education. Norway is taken as an example of a country where increasing cultural diversity challenges traditional politics of religion. In the present climate of conflicting views on the role of religion in politics, religious education is higher on the political agenda in many European countries, but it is unclear which path the governments choose to follow. For religious educators it is important to engage critically in the political debate about religion, and to show a basic political loyalty towards the education of the individual child and towards improving the lifeworld of children.