Topic
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.
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01 Oct 2007TL;DR: In this paper, the authors focus on changes in the working of faith-based service providers in South Asia in response to colonial rule and show that FBOs that are involved in religious education are more likely than others to attract state attention as they exert power in the public sphere by promoting a specific vision of the world.
Abstract: This paper is the first output from research into faith-based service providers and their relationships with the state. It documents that, despite a shared emphasis on charity and 'helping the other' within the dominant religions in South Asia, the practical manifestation if this ethic has taken a distinct form in each religious tradition. The consequence is a complex diversity of faith-based organisations (FBOs) in South Asia. Developing an historical account of the rise of FBOs in South Asia, this paper documents the numerous ways in which the state can affect the working of an FBO. The paper develops these arguments with a focus on changes in the working of FBOs in South Asia in response to colonial rule. The study shows that FBOs that are involved in religious education are more likely than others to attract state attention, as they exert power in the public sphere by promoting a specific vision of the world. In this context, the review notes that madrasas are one form of FBO in South Asia that has attracted state-led reform across India, Pakistan and Bangladesh. It also shows that all religious political parties in South Asia maintain a heavy emphasis on welfare work and often establish independent FBOs as part of their party networks. The madrasas and the welfare wings of the religious political parties are thus identified as two forms of FBO in South Asia that provide interesting opportunities to study the relationships between states and religious groups in the three countries.
21 citations
TL;DR: The authors reassess and re-evaluate Working Paper 36's central arguments: (1) its critique of Christian confessionalism in education; (2) its advocacy of a phenomenological approach to religious education; and (3) its strategy for developing tolerance among adherents of different religions or none.
Abstract: IT IS NOW over thirty years since the publication of the Schools' Council, Working Paper 36: Religious Education in the Secondary School. It is widely regarded as one of the most influential documents on British religious education in the post-war era. The aim of this paper is to reassess and re-evaluate Working Paper 36's central arguments: (1) its critique of Christian confessionalism in education; (2) its advocacy of a phenomenological approach to religious education; and (3) its strategy for developing tolerance among adherents of different religions or none. I conclude that the central arguments of Working Paper 36 are much less robust than is believed by many contemporary commentators on religious education.
21 citations
TL;DR: In this article, the authors argue 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, which can help students to accept, respect, and value religious differences.
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.
21 citations
TL;DR: The notion of worldview figures prominently in the recent discourse surrounding religious education (RE) in English schools following the publication of the final report of the Commission on Religi... as discussed by the authors,...
Abstract: The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religi...
21 citations