Showing papers on "Religious education published in 2016"

Discussing terrorism: a pupil-inspired guide to UK counter-terrorism policy implementation in religious education classrooms in England

Abstract: My research into pupils’ perceptions of terrorism and current UK counter-terrorism policy highlights the need for more detailed and accurate discussions about the implementation of the educational aims, in particular those laid out by the Prevent Strategy. Religious education (RE) in England is affected by these aims, specifically the challenging of terrorist ideologies and improving community cohesion, but many RE teachers feel ill-equipped in dealing with the issues that might arise from terrorism discussions. Therefore, I suggest that clarification could help alleviate some of the teacher’s concerns and help provide routes by which critical RE teaching and learning can take place.

‘Why all of a sudden do we need to teach fundamental British values?’ A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control

Abstract: This paper presents a critical investigation of a group of 11 religious education (RE) student teachers’ views of the promotion of fundamental British values (FBV) undertaken in 2015 Using qualitative methods, data were collected in two semi-structured group interviews Drawing from the perspectives of Foucauldian methodology and critical theory, this paper examines the extent to which student teachers were able to align the FBV discourse with their own personal and professional positioning Findings demonstrate little consensus about what constitutes Britishness There is evidence of dissonance in the student teachers’ views that FBV sends out contradictory messages The student teachers are committed to the development of learners’ moral imaginations, but are concerned by the capacity of FBV to alienate learners and its incompatibility with the pluralism of RE The paper argues that it is through the development of teacher subjectivity in the alternative discourses of critical RE and research t

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

Abstract: Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross-disciplinary education.

The Unfree Exercise of Religion: A World Survey of Discrimination against Religious Minorities

Abstract: Religious discrimination is the norm in many countries around the world, and the rate is rising. Nearly every country which discriminates does so unequally, singling out some religious minorities for more discrimination than others. Religious tradition does not explain this complex issue. For example, Muslim majority states include both the most discriminatory and tolerant states in the world, as is also the case with Christian majority states. Religious ideologies, nationalism, regime, culture, security issues, and political issues are also all part of the answer. In The Unfree Exercise of Religion Jonathan Fox examines how we understand concepts like religious discrimination and religious freedom, and why countries discriminate. He makes a study of religious discrimination against 597 religious minorities in 177 countries between 1990 and 2008. While 29 types of discrimination are discussed in this book, the most common include restrictions in places of worship, proselytizing, and religious education.

Templegoing teens : the religiosity and identity of Buddhists growing up in Britain

Abstract: A quantitative study explored the values profile of teen self-identifying Buddhists growing up in Britain and the degree to which religious affiliation, sex, age, social class and convert or heritage religious style linked with features of their Buddhist identity and values. A variety of attitude statements including those concerning personal well-being, psychological type, discrimination, the media, friends, work, school, Religious Education, family, substance use, collectivism, tradition and religion, were rated for levels of agreement using postal and online surveys of 417 self-identifying Buddhists aged between 13 and 20. Likely antecedents of Buddhist identity were found to include parenting style, spiritual teachers, temple training and ethos, shrines and religious practice in the home, collectivism, cleavage against assimilation and intuitive psychological type. Teen years saw a decline and relativising of Buddhist values except for inspiration towards engaged Buddhism and spending time in the monastic order. Likely consequences of Buddhist identity were found to include impact on lifestyle, commitments and personality. Being Buddhist and male was different from being Buddhist and female in that males were more extraverted and ordination-oriented in their faith aspirations and less concerned about their children growing up Buddhist. Lower class Buddhists were more likely to be collectivist and traditional. Middle class Buddhists were more vertical individualist and interested in a monastic vocation. In terms of religious style, heritage Buddhists were found to be more extrinsic and traditional in their religiosity than convert Buddhists for whom religiosity was more intrinsic and reform orientated. This dissertation offers quantitative evidence for individual differences between convert and heritage Buddhist styles of religiosity and commends emphasising religious practice rather than beliefs, scripture and spirituality when portraying Buddhism in school Religious Education.

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Abstract: This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within the Council of Europe since 2002, with a particular focus on Signposts: Policy and Practice for Teaching about Religions and Nonreligious World Views in Intercultural Education, a text published by the Council of Europe in 2014. Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

Religious diversity in primary schools: reflections from the Republic of Ireland

Abstract: Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive consultation process about how to accommodate religious diversity and have resulted in some important policy changes. This article contributes to an ongoing debate about state-run denominational schools and the place of Religious Education in these. While set in the Irish context, the article is also relevant for educators and academics in other jurisdictions as it describes recent policy developments and steps taken in addressing cultural and religious diversity in schools.

Encountering Worldviews: Pupil Perspectives on Integrative Worldview Education in a Finnish Secondary School Context

Abstract: The aim of this article is to explore pupils’ views on integrative worldview education that encompasses pupils from both religious and non-religious backgrounds.1 The research material consists of surveys (n = 174) and pupil interviews (n = 40), which are analyzed with a mixed methods approach. The theoretical basis of this study are the concepts of worldview, safe place, dialogue and lived religion. The results of this study indicate that pupils find the integrative religious education class a safe place to learn about worldviews and encounter others. This study suggests that the removal of pupils’ physical separation on the basis of worldview has a significant positive impact on the experiences of adolescents.

On the right track? Islamic schools in the Netherlands after an era of turmoil

Abstract: The Netherlands currently has 43 Islamic primary schools. Each is fully subsidised by the government. Yet since the first school was established in 1988 Islamic schools have been confronted with obstacles by the Ministry of Education, bad press and increasingly strict state supervision. Under pressure to improve their image, since 2008 Dutch Islamic primary schools have turned their attention away from expanding their numbers and instead focussed on improving school quality. In this article we describe the various developments and draw upon large scale empirical research to demonstrate the present state of affairs both in terms of cognitive and non-cognitive pupil achievements. We argue that the present results offer reasons to be cautiously optimistic.

Patriotism, Orthodox religion and education: empirical findings from contemporary Russia

Abstract: In recent years, an objective of some Russian Orthodox activists and Church leaders has been the introduction of religious education in state schools which was established in Russia in 2012, following a 2009 Presidential Directive. Today, however, there are two different strands in religious education. On the one hand, there is the state’s emphasis on the bonds between Orthodox Christianity and Russian history, culture and identity. Based on this so-called culturological understanding of religion, the Russian state hopes to use Orthodoxy in nation- and institution-building and in the strengthening of patriotism. On the other hand, while the culturological language is also used in the Church’s official discourse, in practice there are many attempts by Orthodox clergymen and activists to use religious education for the purposes of evangelisation.

Islamic religious education and radicalism in Indonesia: strategy of de-radicalization through strengthening the living values education

Abstract: In Indonesian national system of education, Islamic religious education is compulsory for all levels of formal education. Taking into account such a position, Islamic religious education is potentially strategic in responding to some of the main issues in religious life. One issue examined in this paper is radicalism that continues to overshadow the dynamics of religious life in In- donesia. Although numerous attempts (mainly security approach) to eradi- cate radicalism have been taken, radicalism is still a prominent problem in Indonesia. This paper argues that Islamic religious education should be em- powered in order to reduce the spread of radicalism. In order to bring these ideas into reality, this paper further offers Living Values E education (LVE) as a theoretical framework to develop Islamic religious education which is com- patible with this goal. Pendidikan agama Islam dalam sistem pendidikan nasional di Indonesia merupakan salah satu materi yang wajib diajarkan dalam institusi pendidikan formal mulai dari jenjang pendidikan dasar sampai ke jenjang pendidikan tinggi. Dengan mempertimbangkan posisinya yang demikian, pendidikan agama Is- lam memiliki potensi strategis untuk merespons beberapa persoalan utamanya dalam kehidupan agama. Salah satu persoalan yang hendak dikaji dalam tulisan ini adalah radikalisme yang terus membayangi kehidupan umat beragama di Indonesia. Meskipun telah dirancang berbagai upaya untuk membendung radikalisme terutama dengan menggunakan pendekatan keamanan, radikalisme ternyata masih eksis di Indonesia. Tulisan ini menawarkan pendidikan agama Islam sebagai salah satu institusi pendidikan yang perlu diberdayakan untuk membendung arus radikalisme. Untuk mewujudkan pemikiran tersebut, tulisan ini selanjutnya menawarkan living values education (LVE) sebagai suatu kerangka teoritik untuk mengembangkan pendidikan agama Islam.

Religious Education in Finnish School System

Abstract: The Finnish solution for RE in public education is a unique model if we compare it to the solutions used in other European countries. In Finland RE is given according to the pupils’ own religions. The Finnish model of RE implies the idea of democratic, civil society, where different faiths, beliefs and worldviews can coexist.

Islamic Primary Schools in the Netherlands

Abstract: During the last 20 years of the 20th century, Islamic primary schools were founded in the Netherlands thanks to its constitutional “freedom of education” (which allows state-funded religious schools), its voucher system (each school receives the same amount of money per pupil), and school choice by parents. This essay gives some background information about the Dutch system of religious schools and the history of Dutch Islamic schools.1 I address four aspects of Islamic schools: (a) contradictions around the quality of education in Islamic schools; (b) attitudes and values of pupils and parents in Islamic schools, deviating from the broader Dutch society; (c) serious administrative problems around establishing and running Islamic schools, due to the nonexistence of Islamic Dutch elites and teachers; and (d) negative relations between the current Islam religion and educational performance in modern societies.

Quando visões de mundo se encontram: religião e ciência na trajetória de formação de alunos protestantes de uma licenciatura em ciências biológicas

Abstract: This paper analyzes how religious and scientific backgrounds interact in the educational development of protestant students enrolled in a teacher education undergraduate course in Biological Sciences, in the State University of Feira de Santana (UEFS), Brazil. The analysis was based on the mapping of the students’ conceptions of nature and the characterization of their strategies for managing the coexistence of scientific knowledge and religious beliefs in their world view. We employed as tools for gathering the data semi-structured interviews about conceptions of nature, adapted from the methods developed by William Cobern , and personal statements of the students about their lives. The treatment of the data involved, first, the construction of first person interpretive narratives, by means of an organization of literal passages of the interviews about conceptions of nature in order to arrange them in a coherent order which preserved, nevertheless, the students’ original discourse. These narratives were shown to each interviewee, so that he or she could verify the accuracy of the narrative as well as suggest possible modifications, introduced or not in the narrative after critical appraisal by the researchers. We built, then, general characterizations of the students’ conceptions of nature and science, and, also, of the strategies they were employing to manage the coexistence of their scientific and religious knowledge. The second procedure used for treating the data consisted in the construction of general characterizations of the students’ trajectories of religious and professional education, based on the personal statements. The results showed that protestant students react to the scientific discourse in different ways. It was possible to clearly discriminate, in the sample investigated, two distinct groups, one showing a total and systematic refusal of that discourse, the other apprehending it by means of a synthesis between scientific knowledge and their theistic world view. The findings were discussed under the light of theoretical grounds resulting from the history and philosophy of science, and science education research, which are discussed throughout the paper.

Distinguishing between realistic and fantastical figures in Iran.

Abstract: Children in the United States come to distinguish historical from fictional story figures between the ages of 3 and 5 years, guided by the plausibility of the story events surrounding the figure (Corriveau, Kim, Schwalen, & Harris, 2009; Woolley & Cox, 2007). However, U.S. children vary in their reactions to stories that include fantastical events. Secular children with no religious education think of such stories and their protagonists as fictional, whereas children who have had a religious education are more prone to think of them as historically true. In the current studies, we asked if a sample of children in Iran who are regularly exposed to religious narratives in their daily lives resemble religious children in the United States. As expected, Iranian 5- and 6-year-olds systematically categorized figures in realistic stories as real, but they were also prone to think of figures in fantastical stories as real. We suggest that children's willingness to conceive of figures in fantastical stories as real is explained by their exposure to religious narratives alleging that miracles have actually happened.

Religious education after conflicts: promoting social cohesion or entrenching existing cleavages?

Abstract: This article considers initiatives to reform religious education after violent identity-based conflicts in Lebanon, Northern Ireland and Macedonia. The Taif Agreement, the Belfast Agreement and the Ohrid Agreement mapped extensive education reforms and established consociational power-sharing in the three jurisdictions, altering state identity and inter-communal hierarchies. The existing literature generates two hypotheses on the political function of religious education after violent conflicts: (1) religious education tends to entrench existing ethnic, national and political cleavages or (2) religious education helps further mutual knowledge, integration and social cohesion after violent conflicts. This comparative research employs original interviews and documents to evaluate initiatives to reform religious education (as a curricular subject) in post-conflict Lebanon, Northern Ireland and Macedonia. It suggests that the first hypothesis reflects more accurately the political function of education: relig...

Religious Education Faces the Challenge of Religious Plurality: A Qualitative-Empirical Study in Vienna

Abstract: In Europe RE in schools is predominantly organised denominationally. Growing religious plurality in particular is increasingly presenting a challenge for this organisational model. The question of how RE should be organised is currently the subject of controversial debate within the field of religious education studies. Is an alternative format even thinkable for those who hold responsibility for RE in schools? This study dedicates itself to Vienna, which like other European cities, is characterised by a high degree of religious plurality. The study employs a qualitative-empirical approach, in order to take a close look at the discourse around RE within two schools for upper secondary education, where it is coming up against its organisational limits. This study analyses group discussions with RE teachers and with members of the school community committee (an elected body consisting of teacher, pupil and parent representatives, as well as the head of school). Research into these often implicit attitudes towards religion and RE is vital for the development of future oriented forms of RE. This study consequently offers a valuable contribution to context sensitive religious education studies. (DIPF/Orig.)

Religious Education and religious literacy – a professional aspiration?

Abstract: This paper draws on an AHRC/ESRC funded, three-year multi-dimensional study of the political, cultural and pedagogical practices of religious education (Project AH/F009135/1). More specifically, it draws on that material to help understand the challenges to a sense of professional identity amongst UK religious education teachers. The empirical findings are here located in and shed light on prior discussions of the extent to which teachers in general are to be considered professional. These prior discussions have seen the idea of teacher professionalism come under sustained attack with the conflation of the conceits of professional, vocation and occupation, and the opening section of the paper tries to understand how this has come to pass. This concern with professional identity is subsequently pursued into the domain of religious education and the ways in which, amongst other concerns, the rise of a deracinated examination process and the neglect of religious literacy have contributed significantly to the...

Institutional Relations Rather Than Clashes of Civilizations: When and How Is Religion Compatible with Democracy?

Abstract: This study develops and examines the concept of hegemonic religion and its relationship with democracy. A religion is hegemonic not only when the state grants that religion exclusive material and political privileges and benefits, but also when the religion is a core element of national identity and citizenship. We empirically examine the link between hegemonic religion and democracy using the Religion and State round 2 (RAS2), Polity, and CIRI datasets. We specifically use religious education policy, financing of religion, and religiously based laws as measures of the extent of religious hegemony in a state. We find that the presence of these religiously hegemonic traits, especially in combination, is strongly associated with a lack of democracy. However, it is possible for democracies to have some hegemonic features but not all of them.

Models of Achievement: Muslim Girls and Religious Authority in a Modernist Islamic Boarding School in Indonesia

Abstract: Madrasah Mu’allimaat Muhammadiyah in Yogyakarta, Indonesia is a unique Islamic boarding school for girls; a cadre (kader) school, it aims to mould the future female leaders of Muhammadiyah – the second largest Muslim social welfare organisation in the country. Instruction includes both general and religious education while emphasising girls’ leadership training and religious dakwah (religious outreach) to other Muslims on Islamic normativity. In recent years, however, the school and Muhammadiyah more generally have experienced an identity crisis: as their young, largely middle-class members increasingly set their sights on upward mobility and prestigious careers, students’ attention to the Islamic sciences has decreased. This article analyses how this decline in interest in religious training may pose problems for the future female leadership of Muhammadiyah. I argue that a closer examination of the pedagogical energies of teachers and administrators at Mu’allimaat illustrates their own understand...

Reimagining Christian Higher Education

Abstract: The challenges facing higher education continue to mount. The shifting of the U.S. ethnic and racial demographics, the proliferation of advanced digital technologies and data, and the move from traditional degrees to continuous learning platforms have created an unstable environment to which Christian higher education must adapt in order to remain viable and ultimately to thrive. Courageous leadership is needed to confront a mindset of scarcity and address the resistance created by a tendency to protect the status quo. By challenging existing assumptions and searching for deep, adaptive solutions, Christian colleges and universities can maintain their unique distinctive as they reimagine their approach to education. This article ends with an imaginative look at the future of faith-based higher education.

Contemporary religious education model on the challenge of indonesian multiculturalism

Abstract: This paper discusses the issue of religious education in relation to the challenge of religious multiculturalism in Indonesia. The focus of this paper is to find out the kind of religious education that is compatible with the challenge of religious multiculturalism. By employing the concept of religious multiculturalism and theory of religious education, this paper argues that to face the challenge of religious multiculturalism it is necessary to change the model of religious education from within , at and beyond the wall . Religious education “in” the wall contributes to shape an exclusive model of religiosity; while religious education “at” and “beyond” the wall contributes to shape an inclusive multiculturalistic model of religiosity. The last two models are applicable in Indonesia in order to face the challenge of multiculturalism, because both of them help students to accept, respect, and value religious differences. Religious education should show that the common enemy of religion is not people of different faiths, but poverty, corruption, violence, ignorance, and the like, and they have to stand together to fight against these true enemies.

Conceptualising and researching the professionalisation of Religious Education teachers: historical and international perspectives

Abstract: Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalization upon which conceptions of teaching quality and teacher professionality hinge. This article seeks to provide definitional clarity by differentiating between individual and collective professionalization; exploring teacher professionalization in general and in the special case of RE; and operationalizing the concept of RE teacher professionalization for the purposes of planned historical and international comparative research. A three-fold conceptualization of professionalization is proposed, consisting of the following inter-related levels: (1) initial and continuing professional development; (2) professional self-organization and professional politics; and (3) professional knowledge. The breadth, complexity and significance of the historical and institutional processes associated with the professionalization of RE teachers at each of these levels is described and discussed. It is argued that further historical and international comparative research on these lines would contribute a broader and deeper understanding of the presuppositions of RE teacher professionality beyond current debates.

The gross and net effects of primary school denomination on pupil performance

Abstract: Notwithstanding dramatically low levels of professed religiosity in Western Europe, the religious school sector continues to thrive. One explanation for this paradox is that nowadays parents choose religious schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine and compare several studies purporting to show a denominational school effect, and then turn our attention to the Dutch case. Owing to its longstanding and highly varied denominational school sector, the Netherlands arguably provides a unique context in which to examine whether there are school sector effects. In this study multilevel analyses were performed. Data include 19 cognitive and non-cognitive outcome measures in 2011 administered to 27,457 pupils in grades 2, 5 and 8 of 386 primary schools. Results show that after controlling for input differences at pupil and school level no substantial output differences between religious schools and public schools rema...

A Private Matter? Religious Education and Democracy in Indonesia and Israel.

Abstract: The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments am...

Islamic Morality: Teaching to Balance the Record.

Abstract: The article proposes that the teaching of Islamic morality presents as an important if not urgent task for moral education. It offers the opportunity to inform a student body about a vital historical development in the formation of moral thought and action; to challenge and offset a blind spot in Western thinking about Islam in general; to challenge the ease with which radical Islamist views of Islam have captured the minds of Muslim and non-Muslim audiences alike; and, because of the contentious nature of the topic, to provide the kind of robust debate that should accompany moral pedagogy in general. The article focusses on select aspects of historical Islamic morality as exemplars of the contribution to morality made by the religious tradition.

The exit-voice choice: religious cleavages, public aid and America’s private schools

Abstract: In America’s culture wars denominations increasingly ally with one another despite differences in theology, church organization and membership. But these developments are not reflected in America’s private K-12 school system or in patterns of public aid for children who attend them where divisions between religious traditions remain stark. I demonstrate, by means of an analysis of critical junctures in American political development supported by statistical analysis, that Catholics who desire a religious education for their children have historically tended to exit for the parochial sector while Evangelicals having similar desires lobbied for reform of the public school system. These differential group responses stem from differing conceptions of identity and belonging, theological understanding and institutional structure. In American education policy, differences between religious groups are surprisingly tenacious.