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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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Journal ArticleDOI
TL;DR: In this paper, the authors focus on the reported experiences of Muslim students that regularly shift between Muslim supplementary education (including its traditional confessional focus on learning to read A and supplementary education) and their traditional focus on reading A.
Abstract: This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read A ...

20 citations

Journal ArticleDOI
TL;DR: In this article, the authors report on and analyse some aspects of the development by the Catholic Archdiocese in Melbourne, Victoria, Australia of a series of religious education textbooks to be used in all Catholic schools in the archdiocese.
Abstract: This paper reports on and analyses some aspects of the development by the Catholic Archdiocese in Melbourne, Victoria, Australia of a series of religious education textbooks to be used in all Catholic schools in the Archdiocese. It surveys research and literature on textbooks in the contemporary classroom to show that they are still used as key tools in teaching and learning. The author then analyses some local issues that were in the background to the decision to produce textbooks, explains and justifies the choice of content for the middle secondary books, which are intended for use by 14 and 15 year olds, and discusses three themes from the literature which have affected the presentation of the books. Finally, a brief indication of an ongoing evaluation plan is presented. Because this project is very new ‐ the first books have only been used for one year and later levels are still being written ‐ the purpose of this paper is largely descriptive, and historical in that it sets the development of the ser...

20 citations

Journal ArticleDOI
TL;DR: The Educating People of Faith (EPCF) as discussed by the authors is a collection of the work of Jewish, Roman Catholic, Orthodox, and Protestant scholars who describe how Jews and Christians through history have been formed in religious ways of thinking and acting.
Abstract: A much-needed addition to the emerging literature on the formative power of religious practices, Educating People of Faith creates a vivid portrait of the lived practices that shaped the faith of Jews and Christians in synagogues and churches from antiquity up to the seventeenth century. This significant book is the work of Jewish, Roman Catholic, Orthodox, and Protestant scholars who wished to discover and describe how Jews and Christians through history have been formed in religious ways of thinking and acting. Rather than focusing solely on either intellectual or social life, the authors all use the concept of "practices" as they attend to the embodied, contextual character of religious formation. Their studies of religious figures, community life, and traditional practices such as preaching, sacraments, and catechesis are colorful, detailed, and revealing.The authors are also careful to cover the nature of religious education across all social levels, from the textual formation of highly literate rabbis and monks engaged in Scripture study to the local formation of illiterate medieval Christians for whom the veneration of saints' shrines, street performances of religious dramas, and public preaching by wandering preachers were profoundly formative. Educating People of Faith will benefit scholars and teachers desiring a fuller perspective on how lived practices have historically formed people in religious faith. It will also be useful to practical theologians and pastors who wish to make the resources of the past available to practitioners in the present. Contributors: John C. Cavadini Anne L. Clark Lawrence S. Cunningham Joseph Goering Robert Goldenberg Stanley Samuel Harakas Robert M. Kingdon Blake Leyerle Michael A. Signer Philip M. Soergel David C. Steinmetz John Van Engen Lee Palmer Wandel Robert Louis Wilken Elliot R. Wolfson

20 citations

Journal ArticleDOI
TL;DR: The authors consider the tension that can exist in the aims of religious education between the desire to encourage open-minded, critical thinking through exposure to diverse traditions, ideas and cultures and the encouragement, overt or otherwise, into uniformity whereby learners take on the values of a particular tradition, culture or ideology (say of a religion, family or school).
Abstract: This paper considers the tension that can exist in the aims of religious education between the desire to encourage open‐minded, critical thinking through exposure to diverse traditions, ideas and cultures and the encouragement, overt or otherwise, into uniformity whereby learners take on the values of a particular tradition, culture or ideology (say of a religion, family or school). The particular situation of teaching religious education to post‐primary school pupils in Northern Ireland is considered, and evidence cited to suggest that the Northern Ireland Core Syllabus in Religious Education has tried to impose a particular non‐denominational Christian uniformity on pupils and teachers through its use of religious language. This has contributed to a culture of ‘avoidance’ in relation to the teaching of broad Christian diversity. The article concludes that there is a need for an ongoing and meaningful dialogue to discover what kind of balance between uniformity and diversity is best in teaching religious...

20 citations

Journal ArticleDOI
TL;DR: The authors argue for a meta-dialogical perspective benefiting from both cognitive-developmental and dialogical self contributions, and explore some implications for moral and religious education, with particular attention to Hubert Hermans's model of the dialogical Self.
Abstract: This article charts various communalities and differences between cognitive-developmental and socio-cultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans's model of the dialogical self. The authors propose that, despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrative-dialogical approach show meaningful correlations and overlap. Arguing for a “meta-dialogical” perspective benefiting from both cognitive-developmental and dialogical self contributions, the article goes on to explore some implications for moral and religious education.

20 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023206
2022447
2021407
2020591
2019550
2018512