Religious education

About: Religious education is a research topic. Over the lifetime, 9554 publications have been published within this topic receiving 65331 citations. The topic is also known as: faith-based education & RE.

The rood of Boxley, the blood of Hailes and the defence of the Henrician church.(Henry VIII and religious controversies)

Abstract: Recent research has rendered untenable the glib characterisation of the Henrician Reformation as 'Catholicism without the Pope', but the essential nature of the motives and achievements of Henry VIII and his ministers in the 1530s and 1540s remains a controversial issue. To J. K. McConica, the polity created in the 1530s was an 'Erasmian' one, with the views of the great humanist on such matters as vernacular Scripture, superstitious pilgrimage and religious instruction providing a consensual nexus to bind together all but the most extreme shades of religious opinion.(1) More recently, Glyn Redworth has similarly argued that the Henrician Reform was from the first 'an intellectually coherent and satisfying movement', and that it had positive and distinctive religious aspirations, seeking to use the techniques of 'Protestant' evangelism to transmit a purged but none the less essentially Catholic doctrine.(2) G. W. Bernard has, by contrast, characterised the direction of religious policy after the break with Rome as 'deliberately ambiguous', and sees Henry as a ruler who held together an unwieldy coalition of interests by employing the rhetoric of continental Protestantism while inhibiting the implementation of any fundamental change.(3) Eamon Duffy's poignant description of the destruction wrought upon late medieval Catholicism points to a king who was 'on the whole committed to the reform of the saints and of images', but in other respects fundamentally conservative, and whose policy was erratically steered by his reliance on advisors sympathetic or hostile to the evangelical cause.(4) Richard Rex's recent survey of the Reformation under Henry VIII concludes that the 'Word of God' rhetoric and the model of Old Testament kingship employed by Henry and his propagandists to justify his assumption of the royal supremacy led inevitably to an assault on many aspects of popular religion, reclassified as unscriptural and superstitious.(5) Taking up some of the suggestions of these works, the following brief examination of a cause celebre of 1538 and its repercussions will attempt to demonstrate the way in which the detection by royal agents of ostensibly fraudulent superstition, rooted in the religious houses, was exploited to justify both to a domestic and an international audience the king's assumption of the Royal Supremacy. The assertion and defence of this supremacy was, to the king's mind at least, the central and continuing preoccupation of the Henrician Reformation, and to that end evidence of religious trickery perpetrated under the auspices of the papacy could be of service both to evangelicals and conservatives within the Henrician establishment, supplying a discourse of respectability and purpose which helped to orientate the English Church amidst the competing directions in which it was being pulled.

Development of Religious Thinking.

Abstract: Over the last fifty years, in three distinct waves of research, psychologists have investigated the religious thinking of children and adolescents. However, they have differed substantially in their conceptual frameworks, methods, and conclusions, making it difficult for educators to determine the overall implications of their findings for educational practice. In this article, the author reviews this research, identifies points of agreement and contention, derives tentative conclusions about the nature of religious thinking and its development, and discusses their educational implications.

A Missing Piece: Monasteries as Centers for a Literate Christian Education in Late Antique Palestine

Abstract: ........................................................................................................................................................ ii Acknowledgements ...................................................................................................................................... iv Introduction ................................................................................................................................................... 1 Part One ....................................................................................................................................................... 7 Chapter One: Clarifying Terms .................................................................................................................... 7 Chapter Two: Methodology and Sources .................................................................................................... 13 Methodology ........................................................................................................................................... 13 Sources .................................................................................................................................................... 15 Hagiographies .................................................................................................................................... 18 Hagiology ........................................................................................................................................... 23 Monastic Rules .................................................................................................................................. 24 Letters ................................................................................................................................................ 26 Legal Codes ........................................................................................................................................ 28 Acts of Church Councils ................................................................................................................... 29 Archaeology/Papyri .......................................................................................................................... 31 Summary of Primary Sources ................................................................................................................. 34 Chapter Three: Historiography ................................................................................................................... 35 Part Two: A Thick Description................................................................................................................ 47 Chapter Four: Historical Context ................................................................................................................ 47 General Context ...................................................................................................................................... 47 Geopolitical History and Linguistics ............................................................................................... 48 Economy and Society ........................................................................................................................ 51 The Early Christian Context ................................................................................................................... 53 Christian Persecution (second century-313 CE) ............................................................................ 55 Christian-Pagan Negotiation (313 CE-423 CE) .............................................................................. 59 True Christianization (423 CE-553 CE) ......................................................................................... 65 Chapter Five: Christian Institutions ............................................................................................................ 71 The Church.............................................................................................................................................. 71 The Monastic Movement ........................................................................................................................ 77 Part Three .................................................................................................................................................. 88 Chapter Six: Books, Reading, and Writing for a Literate Education in Palestinian Monasticism .............. 89 Literacy for Monastic Formation in the Gazan Context ......................................................................... 90

The Political Construction of the ‘Whole Curriculum’

Abstract: This article focuses upon the conflicts which emerged between powerful interest groups in determining the shape of the curriculum during 1988 and 1989. It explores the ideological and political processes of developing what became known as the 'whole curriculum', that is, the 'basic curriculum' of the National Curriculum and religious education, and the cross-curricular themes, skills and dimensions. Specifically, it explores the micro-political educational and bureaucratic tensions between politicians, Department of Education and Science civil servants and National Curriculum Council professional officers within what have been called the 'context to influence' and the 'context of text production'.