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.

Debates in the Literature on Islamic Schools

Abstract: Contemporary global events, such as the wars in Iraq and Afghanistan, the unresolved conflict in the Middle East, and the pessimistic relationships with Muslim countries, pose challenges for Muslims living in the United States in all walks of life. In addition, Muslims encounter daily struggles to live within a society that follows considerably dissimilar beliefs, norms, and way of life. Therefore, Islamic schools and other organizations emerged in response to those challenges. There are several debates in the literature about Islamic schools; among those debates is whether Islamic schools segregate Muslim students, inspire religious intolerance, and rejection of social pluralism's ideals. In addition, there are debates of whether Islamic schools are capable of developing a strong Muslim identity skilled to tackle future challenges. Discussing these debates is considered the first step to critically tackling the challenges meeting Islamic schools, their relevance, and their continuity in a way that benefi...

Politics, military conscription, and religious education in the late ottoman empire

Abstract: Successive Ottoman governments excluded the religious colleges (medreses) from the ambitious educational policies they pursued beginning in the 19th century. Many historians and contemporary observers have seen this trend as an anomaly, because this was a period characterized by governmental activism and broad changes imposed from the top, including in the field of education. The inactivity of the government during the long reign of Abdulhamid II (r. 1876–1909) appears particularly intriguing. The Hamidian regime enunciated the ideological, social, and political importance of Islam and extended its patronage to the religious establishment and its institutions. Nevertheless, the Hamidian government kept medrese education outside the fold of its educational project. The medreses were left unchanged in terms of administration, pedagogy, and curricula, even as the Hamidian regime impressively expanded the state school system, initiated a series of educational reforms, and promoted state education as a vanguard of progress and modernity. Meanwhile, in other parts of the Islamic world, initiatives were taken to reform and modernize institutions of Islamic learning. In the Ottoman Empire, the government took similar steps to reorganize medrese education only after the Committee of Union and Progress (CUP) came to power in the wake of Constitutional Revolution of 1908. However, the new regime also gradually, but consistently, diminished the former prominence of the religious establishment and its institutions and prepared the ground for the complete nationalization of religious education in 1924 by the fledgling Turkish Republic.

Raising Christian Citizens for the Twentieth Century: Children, Religion, and Society in Protestant Ontario

Abstract: This dissertation examines the Sunday school as an important site for understanding children’s lives in Canada’s past. It argues that examining children’s engagement with institutional religion in Ontario offers valuable insights into Canada’s religious history. When it came to dealing with children, Protestant churches sought to modernize their methods and they self-consciously broke with the past. Between the late 1880s and the early 1930s, Sunday Schools nurtured children’s peer cultures and drew on modern pedagogy by encouraging age-graded Sunday school classes and age-graded auxiliary organizations. Children were also meant to feel part of a wider, sometimes transnational, community. In their attempt to teach children how to navigate the modern world in appropriately Christian ways, Sunday school teachers also impressed on children their responsibility for bettering their homes, their communities, their nation and the world. In this way, this is also an examination of how Sunday Schools adopted, and adjusted to, the social gospel. Sunday school curricula focused on nurturing very young children’s Christian character and, as they grew older, teaching them how to live up to those character ideals as active, Christian citizens. Though it is difficult to gauge the success of these Protestant efforts in terms of what children believed, the importance of religion to Canada’s childhood history is evident in the sheer numbers of children who participated in Sunday School programmes, the large amounts of money children raised for missionary and other purposes, and the vast resources that churches devoted to the religious education of their young flocks.

Education and civic culture in post-communist countries

Abstract: List of Tables List of Figures Acknowledgements Notes on the Contributors Introduction S.Webber & I.Liikanen PART I: REVIVING CIVIC CULTURE Reflections on Social Networks and Collective Action in Russia R.Alapuro Educational and Political Capital and the Breakthrough of Voluntary Association in Russian Karelia I.Liikanen The Intelligentsia and the 'Breakdown of Culture' in Post-Soviet Russia P.Stranius PART II: NATIONALITY REFRAMED National Schools and National Identity In and After the Soviet Union J.Smith Ethnic Minorities in the Czech Education System: Before and After Transition (1945-1997) D.Canek New Paradigms of National Education in Multi-Ethnic Russia G.Schmidt PART III: IDENTITY MATTERS Ethnographical Activism as a Form of Civic Education: A Case Study on School Museums in North-West Russia K.Heikkinen Gender Representation in Educational Materials in the Period of Transition in Hungary E.Thun Gender Study and Civic Culture in Contemporary Russia A.Temkina Hypocritical Sexuality of the Late Soviet Period: Sexual Knowledge and Sexual Ignorance E.Zdravomyslova The Struggle for the Souls of Young People: Competing Approaches to 'Spiritual' and Religious Education in Russia Today J.Muckle PART IV: TOWARDS A BRIGHTER FUTURE? The Abandoned Children of Russia: From 'Privileged Class' to 'Underclass' S.Stephenson Psychological Development Programmes for Civil Society Building D.Javakhishvili & N.Sarjveladze The Culture of the Russian School and the Teaching Profession: Prospects for Change S.Webber Pedagogy in Transition: From Labour Training to Humanistic Technology Education in Russia J.Pitt & M.Pavlova Political Aspects of Reforming the Higher Education System in Ukraine L.Pivneva Civic Education for Russia: An Outsider's View J.Vaillant Index

Turkey's New Imam-Hatip Schools

Abstract: In response to a general, deeply felt need of the Turkish public the National government is now supporting Muslim religious education in elementary schools, special secondary schools, teacher training institutions, and in the Faculty of Divinity at Ankara University. Private instruction is much more popular than it was ten years ago, and informal, even illegal Muslim religious education groups are also active. How is this all organized, where are the schools, what is taught, and how are they operating? During the last half of 1954 I spent several months in Turkey traveling widely, visiting village, town and city schools, government agencies, and private individuals in an effort to find clear answers to these and related questions. This article will deal primarily with the special new Imam-Hatip Okullart (Prayer Leader and Preacher Schools). There is little need in this brief article to review the background of Islam in republican Turkey, or even the genesis of this new Muslim religious education movement. Ample details can be found in Gotthard J aschke's excellent book, Der Islam in der neuen Tiirkei, Eine Rechtsgeschichtliche Untersuchung, Leiden: E. J. Brill, I95I, I74 pp., being Nos. I and 2 of Die Welt des Islams N.S., vol I, hereafter cited as G.J., as well as in his subsequent notes and additions which have appeared in later issues of the same journal 2. It may however be useful to summarize these events briefly, in order to put my comments into proper relation with recent events in Turkey.