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.

Religious information literacy: Using information to learn in church community

Abstract: What informs members of the church community as they learn? Do the ways people engage with information differ according to the circumstances in which they learn? Informed learning, or the ways in which people use information in the learning experience and the degree to which they are aware of that, has become a focus of contemporary information literacy research. This essay explores the nature of informed learning in the context of the church as a learning community. It is anticipated that insights resulting from this exploration may help church organisations, church leaders and lay people to consider how information can be used to grow faith, develop relationships, manage the church and respond to religious knowledge, which support the pursuit of spiritual wellness and the cultivation of lifelong learning. Information professionals within the church community and the broader information profession are encouraged to foster their awareness of the impact that engagement with information has in the learning experience and in the prioritising of lifelong learning in community contexts.

From Confucian Master Teacher to Freirian Mutual Learner: Challenges in Pedagogical Practice and Religious Education.

Abstract: This article addresses the dilemma faced by religious and theological educators committed to a feminist, liberative pedagogy when teaching learners in the church whose Confucian upbringing has socialized them into different means of instruction. After a brief sketch of the Confucian ethos that permeates the life of such persons and communities in present‐day North America, the article examines the pedagogical practices of Confucius/Kongzi, traces the historical development of Confucianism, and suggests how we might live and teach in the tension of what appears to be two extremes of pedagogical practice. At fifteen 1 set my heart on learning; at thirty I firmly took my stand; ... At seventy 1 followed my heart's desire without overstepping the boundaries of right. —Analects 2:4 Learning something and practicing it often—is this not a delight? —Analects 1:1 Whenever three persons walk together, there is sure to be a teacher for me. —Analects 7:22 I learn without flagging and teach without growing w...

The “mission” of nuns in female education in Ireland, c.1850–1950

Abstract: This article provides a review and critique of scholarship on female education in Ireland, arguing that researchers have provided a consensual narrative in which women religious (nuns) played a central role in providing academic education to girls and higher education to women. The tendency has been to claim the activities of women religious as part of the impetus that drove the organised women’s movement in the late nineteenth and early twentieth centuries and that brought about a “revolution” in female education. But there remains a need to stand back from this decidedly secular “cause and effect” narrative, and turn a critical eye on the urge which congregations themselves identified as central to their mission in education. This is a revisionist perspective, qualifying and modifying claims made elsewhere by this author, and challenging the way in which the work of nuns in education has been interpreted as a part of the female education “revolution”. Recognising the spiritual impulse within religious o...

Implementasi pendidikan nilai dalam pendidikan agama islam

Abstract: Education is at the core values of Islamic religious education, for the purpose of education is to educate the value of human behavior in the teachings of Islam, better known by educating noble character is based on the Quran and Hadith. Through education values, the objectives, materials, methods, evaluation, and educators in Islamic religious education should support the achievement of educational goals that value. Implementation of values education since Islamic religious education can help learners become humans who understand the values of their religion and apply these values in their daily lives, so that any negative effects of the changing times can be anticipated with better learners.

Dynamics of Isolation and Integration in Ultra-Orthodox Schools: The Epistemological Implications of Using Rabbeim as Secular Studies Teachers.

Abstract: This article explores the complex dynamics that take place in ultra-Orthodox schools as they attempt to maintain a contra-acculturative stance toward secular knowledge, while providing students with the necessary tools to become functioning members of society. Using two case studies, this article looks at how the recent practice of using Rabbeim as secular studies instructors in elementary schools might reflect broader communal and cultural changes in ultra-Orthodox attitudes toward the integration of the secular and the religious.