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.

Religions and education in England: social plurality, civil religion and religious education pedagogy

Abstract: In England, religious groups have been involved since the nineteenth century in partnership with the state in the provision of schools and the curriculum subject of religious education. Institutionally, the Church of England holds a privileged place as the established church. Changes in society have led to more equality within education between religious traditions, initially for the Roman Catholic and Jewish communities and more recently for other traditions. These changes included increasing secularisation in the 1960s and 1970s; and the pluralisation of society, mainly through migration. Britain has had long experience of migration and settlement of peoples, especially from former colonies in South Asia, Africa and the Caribbean. In the light of the 2001 census data, considered together with figures on regular church attendance, Britain might be described as a society combining various kinds of Christian, secular and multifaith elements.

In Defence of Religious Schools and Colleges

Abstract: It is often argued that religious schools and colleges promote intolerance, divisiveness, and fanaticism and that they violate the principle of academic freedom. Some writers also suggest that economic support for religious schools by the state violates the principle of the separation of church and state. Elmer Thiessen provides a philosophical defence of religious schools and colleges against these and other standard objections. He concludes with a radical proposal: a pluralistic educational system will better prepare students for citizenship in pluralist liberal democracies than a monopolistic state-maintained school system. In placing his argument within the context of liberal-democratic values Thiessen gives concrete examples of objections to religious schools and offers practical suggestions that follow from the philosophical treatment of the problem. In Defence of Religious Schools and Colleges bridges the gap between philosophical argument and educational practice. It will be of interest not only to philosophers and educational theorists but also to practitioners in education. Academics, policy makers, political theorists, lay-people, teachers, administrators, and parents B those who object to religious schools and colleges and those who find themselves trying to answer the objections B will benefit from reading this book.

Learning beyond the surface: engaging the cognitive, affective and spiritual dimensions within the curriculum

Abstract: In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes‐based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favour of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process. Religious education is one curriculum area that can effectively address the interplay between the cognitive, affective and spiritual dimensions of learning. This paper outlines a model explored with pre‐service teachers at a publicly funded Catholic university. This model addresses the complementarity of the cognitive, affective and spiritual di...

Religious Education In Europe

Abstract: This part introduces the situation of Religious Education in Europe. Three types can be identified: education into religion, education about religion, learning from religion. Many layers shape each existing approach e.g. religious landscape, role and value of religion, state – church relation, education system, history and politics. Each approach to Religious Education has a biography. Introduction of the religious landscape and of three main models of organisation of Religious Education