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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: The authors argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason.
Abstract: How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education.

30 citations

Journal ArticleDOI
TL;DR: A review of the literature and meta-analytic research into the effectiveness of character/moral education programs reveals that Christian educators should be wary of implementing such curricula as mentioned in this paper, due to problems associated with programming rationale, faulty methodology, and the lack of appropriate research may leave educators questioning the validity of character education interventions.
Abstract: A review of the literature and meta-analytic research into the effectiveness of character/moral education programs reveals that Christian educators should be wary of implementing such curricula. A brief history of character education demonstrates how the field has evolved. Problems associated with programming rationale, faulty methodology, and the lack of appropriate research may leave educators questioning the validity of character education interventions. Recommendations for practice in Christian education contexts are provided.

30 citations

Journal ArticleDOI
TL;DR: In this paper, Biesta and Miedema present deconstruction and show how we can find deconstruction in education and discuss possible implications of deconstruction for religious education in the future.
Abstract: This article aims at rethinking religious education from an engagement with Derrida's forms of reasoning and analyzing. In the first section Gert Biesta presents deconstruction and shows how we can find deconstruction in education. In the second section Siebren Miedema explores the religious horizon of deconstruction. In the final section the authors outline possible implications for religious education.

30 citations

Journal ArticleDOI
TL;DR: This article used data on eight cohorts of students to compare educational attainment in public and private voucher schools, including religious schools (Catholic and Protestant) and various types of non-religious schools.
Abstract: The voucher system in Denmark combines unrestricted generous subsidies with substantial autonomy of private schools as to schedule and teaching methods. This has produced a private school sector with a wide variety of school types. This paper uses data on eight cohorts of students (over 510,000 individuals) to compare educational attainment in public and private voucher schools, including religious schools (Catholic and Protestant) and various types of non‐religious schools. The findings suggest that, after controlling for individual and peer characteristics, the average public student would attain moderately higher levels of education if he/she attended grammar or Catholic school, relative to the public alternative. Attainment of students at Protestant, international and German minority schools is not different from public schools. However, attending free, boarding and, particularly, little and Waldorf schools is associated with substantially lower completion rates at the upper secondary level, which is ...

30 citations

Journal ArticleDOI
TL;DR: Harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers.
Abstract: Based on Raven's (1992) power interaction model, situational and personal variables were examined as determinants of power choice in educational settings. The impact of educational sector (secular, religious), class level, gender and content of conflict on perceived power usage in teacher-pupil conflicts was analysed. A total of 370 elementary and junior high school pupils and 62 teachers from the same schools responded to a series of scenarios where they were asked how often specific power bases are used by teachers in trying to gain compliance. Results indicated that harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers. Findings were interpreted in terms of conformity level and frequency of conflicts. The discussion also addresses the lack of correspondence between teacher and pupil responses.

30 citations


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