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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TL;DR: The authors argue that discourse analysis can be a viable approach for religious tolerance education and propose a discourse analysis-based approach to evaluate interventions using pre-post designs, which is similar to our approach.
Abstract: Complementing existing studies on religious tolerance education which have mainly evaluated interventions using pre–post designs, this article argues that discourse analysis can be a viable...
19 citations
Book•
01 Jan 1982
TL;DR: In this article, the authors cover planning, design, organisation, management, and evaluation in the field of adult religious education, as well as the history in this subject. But they focus mainly on the theory and practice of this field.
Abstract: Dealing with the theory and practice of adult religious education, this book covers planning, design, organisation, management, and evaluation in this field, as well as the history in this subject.
19 citations
01 Jan 2006
TL;DR: In this article, the role of art as a medium for the self-revelation of God in the linking of aesthetic and religious experience was investigated in a post-compulsory religious education program of a Catholic secondary college for boys.
Abstract: In relation to the post-compulsory religious education program of a Catholic secondary college for boys, this research study set out to ascertain the role of art as a medium for the self-revelation of God in the linking of aesthetic and religious experience. In other words, this research study proposed to provide a group of students with a space and opportunity for a ‘calling to attend’ experience of God; that is, an experience that was compelling. The theoretical framework called on two types of concepts: first, those related to the theological investigation of revelation and its connection with the aesthetic and religious experience; and secondly, those developed from current educational research and research into Religious Education paradigms. The development of this research study therefore: established the context within which the study was situated; discussed a theological framework from Hans Urs von Balthasar and its links with this research study; examined the theory of Bernard Lonergan that art was a carrier of meaning for religious experience; discussed the role of revelation, aesthetic and religious experience and the religious imagination located within the ‘graced nature’ concept of Catholic theology; and sought to determine the contribution such a learning experience could make to the religious development of post-compulsory students in a boys’ senior secondary college. This study operated within a constructivist paradigm using case study and qualitative research methods. A focus group provided the research instrument for data gathering and included: participant observation; field notes; focus group discussions; and transcript analysis of the taped conversations of participants. The findings of this research study provided direction for further research and practice in post-compulsory religious education classroom program.
19 citations
TL;DR: The authors argue that curriculum change in religious education has been evolution-ary not revolutionary, and argue that ongoing debates about the nature and purpose of RE, as exemplified in the Birmingham context, reflect the multiple expectations that religious educators and other stakeholders had, and continue to have, of the curriculum subject.
Abstract: The present article offers an historical perspective on the 1975, 1995 and 2007 Birmingham Agreed Syllabuses for Religious Education. It draws upon historical evidence uncovered as part of ‘The hidden history of curriculum change in reli- gious education in English schools, 1969–1979’ project, and curriculum history theories, especially David Labaree’s observations about the distance between the ‘rhetorical’ and ‘received’ curricula. We argue that, contrary to the existing his- toriography, curriculum change in religious education (RE) has been evolution- ary not revolutionary. Multiple reasons are posited to explain this, not least among which is the capacity and agency of teachers. Furthermore, we argue that ongoing debates about the nature and purpose of RE, as exemplified in the Birmingham context, reflect the multiple expectations that religious educators and other stakeholders had, and continue to have, of the curriculum subject. These debates contribute to the inertia evident in the implementation of RE cur- riculum reforms. A consciousness of the history of RE enables curriculum con- testations to be contextualised and understood, and, thereby, provides important insights which can be applied to ongoing and future debates and developments.
19 citations
TL;DR: The authors report findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.
Abstract: This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.
19 citations