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1.
This article offers a brief theological biography of Sophia Lyon Fahs, a religious educator whose life and work unfolded during the first seven decades of the Religious Education Association and reflected many of the identity-bearing modalities that continue to give shape and continuity to the organization. In 1972, Boardman Kathan, the General Secretary of the Religious Education Association, described Fahs as “one of the truly great pioneers of religious education in the 20th century, in the company of Harrison Elliott, Frank McMurry and George Albert Coe.” 2 2 Boardman Kathan, “A Pioneer Religious Educator: Sophia Lyon Fahs at 95, an interview,” UU World (February 1, 1972). Fahs anticipated many theological challenges to religious education that were ahead of her time. 3 3 Within the text of this article all quotes appear as they were originally written. No attempt has been made by the author to alter the quotes for the purpose of rendering them gender inclusive. Radically inclusive in all aspects of her theology and philosophy, it is evident that Sophia Lyon Fahs was following the literary style of her time and in no way intended gender exclusivity.

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2.
“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck 1 1George Lindbeck, The Nature of Doctrine (Philadelphia: The Westminster Press, 1984), 34.

“My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class.

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3.
In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001 Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. 2001. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen, Amsterdam, The Netherlands: IEA.  [Google Scholar]), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field.  相似文献   

4.

In bis dissertation on the Augustana Synod and its significance for the construction of nineteenth‐century Swedish—American identity, DagBlanck examined the literature issued by the Augustana Book Concern. 1 1 Dag Blanck, Becoming Swedish‐American. The Construction of an Ethnic Identity in the Augustana Synod, 1860‐1917(Uppsala, 1997). One of the most important types of literature was the textbooks, intended for use in the Swedish—American schools. Blanck's analysis of their contents provides evidence that these textbooks served the purpose of constructing and implanting a certain Swedish—American identity by providing space not only for the Swedish cultural heritage, but also the American immigrant experience. Applying a similar perspective, this article discusses the significance of Swedish literature to the descendants of the New Sweden colonists at the turn of the seventeenth century. From the early 1690s and through the 1720s, the book supply comprised a major line of communication between Sweden and America. While previous research has emphasized the religious point of view and the missionary efforts conducted by Swedish authorities, the article analyses the book supply from the perspective of Swedish—American ethnic formation. Defending their rights to religious freedom and land possession, the old settlers mobilized along ethnic lines. In order to discuss what purpose this literature might have served in promoting Swedishness, the article presents an assessment of the extent and composition of the five major book deliveries to America prior to 1720. Particular attention will be paid to the construction of a special Swedish‐American literature.

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5.
This article focuses on the way the 19th century language situation in Brussels was rooted in processes of modernization and migration. At the same time it aims to be the framework for interpreting the 19th century educational developments in Brussels.

After a short overview of economic, social and demographic developments in the 19th century Belgian capital, the author argues that this developments, the linguistic policy and the uneven social status of French and Dutch resulted in a socially separated language use. The language barrier between the Dutch‐speaking working class and the French‐speaking bourgeoisie only became transparent for the social subtop and certain parts of the middle class. Finally the author shows that only from the end of the 19th century onwards linguistic and social barriers started to break down, while in the same period a new Flemish elite emerged and fought against the Frenchification. 1 1Dieser Artikel wurde Juli 1991 geschrieben.

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6.
In the ten years following 9/11 there was unprecedented interest in, and commitment to, religious education in the school curriculum in England. Politicians, academics, and professionals all argued that learning about religion could foster “social cohesion” and even prevent terrorism. Accordingly there were a number of national and international initiatives to develop religious education as a part of intercultural education. With a focus on England, but taking full consideration of landmark transnational collaborations, this article examines developments in policy and professional discourse concerning religious education that occurred after, and sometimes as a direct result of, the events of 9/11. It is argued that this emphasis, often instigated at the behest of politicians, led temporarily to an increased status of the curriculum subject in England, but that this influence may have also led to increased instrumentalism, and with it, associated risk to the subject's intellectual autonomy and integrity.

1 Although the argument and views presented are my own, and any errors remain my own responsibility solely, I thank Robert Jackson, Joyce Miller, David Aldridge, Victoria Elliott, and James Robson for their comments on an earlier draft of this article. I also acknowledge the contribution of the late Terence Copley who, by telephone in November 2010, gave sage advice on the issues discussed in this article.   相似文献   

7.
An earlier article in this journal 1 1E. Hoyle, “How does the curriculum change? I. A proposal for enquiries,” J. Curr. Studies, Vol. I, No. 2, 1969. Based on course work for the degree of M.Ed., University of Liverpool. discussed two aspects of curriculum change: the relationship between social change and educational change, and the diffusion of innovation in education. The present article focusses upon two further aspects of curriculum change: the innovativeness of schools and strategies of planned curriculum change.

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8.
This study examined the relationship between spiritual identity and ego identity among religiously observant adolescents in Israel. Seventy-eight religious tenth graders studying in yeshivot (boys) and ulpanot (girls) 1 1 Yeshivot and ulpanot are high schools for boys and girls, respectively, offering an intensive religious curriculum combined with general, secular studies. were tested. The Ego Identity Scale for Adolescents and a Questionnaire of Religious Beliefs were administered to them. Throughout the entire sample, there was a significant and positive correlation between belief and general ego identity and between belief and the identity dimensions: solidity and continuity, meaningfulness versus alienation, genuineness and truthfulness, and physical identity. Among the girls, there was a significant and positive relationship between belief, general ego identity, and the dimensions: social recognition, commitment, and purposefulness, meaningfulness versus alienation, solidity and continuity, and genuineness and truthfulness. Among the boys, there was a significant and positive relationship between belief and the meaningfulness versus alienation and genuineness and truthfulness dimensions of the ego identity.  相似文献   

9.

Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 1 Cf. G. Tillekens (Ed.), Het opgelegde leren. Hoofdstukken uit de geschiedenis van de school (Nijmegen, 1986). T. Peters and L. Walgrave, “Maatschappelijk‐historische duidingen bij het ontstaan van de Belgische jeugdbescherming”, Nederlands Tijdschrift voor Criminologie, XX (1978) 2, pp.57‐70. This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2 2 Cf. E. Verhellen, Jeugdbescherming en jeugdbeschermingsrecht (Antwerpen, 1989). With respect to any of these interventions, one can distinguish specific environmentally related effects.3 3 Especially in matters of education, these specific environmentally‐related effects have been the object of research and compensating action. For a survey, see for instance H, Brutsaert, Gelijke kansen en leerlinggerichtheid in het secundair onderwijs (Leuven, 1986). A. Dewaele, De onderwijssituatie van de verschalende sociale groepen in Viaanderen. Een literatuurstudie met bijzondere aandacht voor de arbeidersgroep (Leuven, 1982). A. Demeyer, Het lager scolair rendement van arbeiderskinderen als sociaal probleem (Doctoral dissertation, Gent, 1975). C. Smets (Ed.), Onderwijs en vorming als hefbomen voor armoedebestrijding (Brussel, 1987). For specific environmentally‐related effects in juvenile justice, see M. Andriessen, “Kinderbescherming en gezinspolitiek”, in: P. Engelen e.a., Ouderschap in verandering (Lisse, 1986) pp. 260‐270. L. Walgrave, Uitgeleide aan de jeugdbescherming (Leuven, 1978). E. Verhellen, “Statusdelikten‐situaties: nieuwe variaties op een actueel ouder thema”, in: Het Statusdelikt (Gent, 1982) pp. 85‐103. Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4 4 The term was launched by N. Vettenburg, L. Walgrave and J. Van Kerckvoorde in: Jeugdwerkloosheid, jeugddelinquentie en maatschappelijke kwetsbaarheid (Antwerpen, 1984). It refers to the danger encountered by population groups to suffer the negative effects of their contacts with social institutions. Yet, this social vulnerability cannot be considered apart from the overall frame of policy, in which both social institutions and youngsters with their families are actors. See, M. Bouverne-De Bie, ‘Over jeugdwerkloosheid, of: de gedwongen kwetsbaarheid van een generatie’, in: Panopticon, V (1984) 6, pp. 495–506. Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects.

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10.
Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. 1 1Ruth Goldsen, The Show and Tell Machine, (New York: Delta Pub. Col, 1975), pp. ix, l.

The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. 2 2Gail West, “The Effects of T‐V: A Bibliography,” The Living Light, 17 (Fall ‘80), p. 220.

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11.
To start with polytechnics, and so on, is like presenting a naked man with a top‐hat when what he wants is a pair of trousers. 1 1D. Dilks, Curzon in India, (2 vols., New York, 1969), I, 244.

Lord Curzon, 1901

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12.
The present study shed light on the continuing debate among students of political socialisation regarding the effects of civic education on the upholding of democratic attitudes. Our major conclusion is that civic education, in and of itself, has only minor effects on democratic attitudes of pupils. Furthermore, among pupils who attended civic education classes, democratic class climate would have a crucial effect on the internalisation of democratic attitudes, and the association between sociodemographic characteristics and democratic attitudes is partially mediated by perception of democratic class climate. The findings offer a model which involves demographics and class climate for predicting the success of civic education in meeting its main goal—the absorption and internalisation of democratic attitudes. Thus, we hope to take the ongoing debate in the field at least one small step forward. 1 1. All authors had an equal contribution.   相似文献   

13.

Using the conceptual organizers of Young's (1990) Young, I. M. 1990. Justice and the politics of difference, Princeton, NJ: Princeton University Press.  [Google Scholar] “faces of oppression,” and Hardiman and Jackson's (1997) Hardiman, R. and Jackson, B. 1997. “Conceptual foundations for social justice courses”. In Teaching for diversity and social justice, Edited by: Adams, M., Bell, L. A. and Griffin, P. 16–29. New York: Routledge.  [Google Scholar] “levels of oppression,” this essay investigates the concept of domination and subordination, Christian privilege, and the subtle and not-so subtle promotion of Christianity in public schooling and in the larger United States society. The author explores a number of areas related to Christian privilege and religious oppression, and provides a historical foundation to illustrate the roots and legacies of Christian hegemony and privilege within a United States context.  相似文献   

14.
The aim of this article is to respond to Kevin O’Grady’s critique (in BJRE, 27, 2005 O’Grady, K. 2005. Professor Ninian Smart, phenomenology and religious education. British Journal of Religious Education, 27(3): 227–37.  [Google Scholar], pp. 227–37) of my interpretation and assessment of Ninian Smart’s contribution to religious education. I begin by dealing with a range of issues that lend themselves to fairly summary discussion and then address two further aspects of his critique in more detail. First, the nature of the influence of the phenomenology of religion over phenomenological religious education is considered within the context of recent critical discussions of the fundamental assumptions of religious phenomenology. Secondly, O’Grady’s positive account of the continuing relevance of Smart’s thought to the issue of hermeneutics in religious education is both qualified by attention to its limitations and complemented by reference to the work of the French hermeneutical philosopher, Paul Ricoeur.  相似文献   

15.
Scholars like J.H. Van den Berg and P. Ariès 2 2J.H. Van den Berg, Metabletica of leer der veranderingen (Nijkerk, 1956); P. Aries, L'enfant et la vie familiale sous I'ancien régime (Paris, 1960). — not professional historians by origin — introduced a dramatic innovation in historical approaches. Influenced by their pioneering research on children in the past, many modern psychologists, sociologists or historians don't consider childhood (or youth, old age, maternal love...) as a natural, universal, ageless and self‐evident “phenomenon “ anymore. For F. Musgrove, for example, the concept of youth as a separate age of man is fairly recent. This sociologist expresses his opinion in a radical way: “The adolescent as a distinct species is the creation of modern social attitudes and institutions. A creature neither child nor adult, he is a comparatively recent socio‐psycho/ogi‐cal invention, scarcely two centuries old. [...] The adolescent was invented at the same time as the steam engine. The principal architect of the latter was Watt in 1765, of the former Rousseau in 1762”. 3 3F. Musgrove, Youth and the Social Order (London, 19682) 13 ff. ("Making adolescents") and 33 ff. ("The invention of the adolescent").

Such statements are a simplification of historical reality. The view of A. Kriekemans is more balanced: depending on the cultural environment, the term “youth “ may cover a different period of life and may be more or less complicated, involving varying levels of conflict, having its own identity, its own way of living, its own status, and its own expectations. 4 4A. Kriekemans, Geschiedenis van de jeugdpsychologie (Tielt‐Den Haag, 1967) p. 298. Let us apply these. words to Roman antiquity and examine the place of youth in the human life span as well as the circumstances which made possible its existence as a separate entity. Before starting the exposition itself, it should be noted that we are dealing with upper‐class youth (we know a/most nothing about youth in the lower classes) and with the young man (girls mostly married between the ages of 12 and 15 and there was no real interval between childhood and adulthood).

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16.
This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014 Rumens, N. 2014. “Queer Business: Towards Queering the Purpose of the Business School.” In The Entrepreneurial University: Public Engagements, Intersecting Impacts, edited by Y. Taylor, 82–104. Basingstoke: Palgrave Macmillan.[Crossref] , [Google Scholar]) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.  相似文献   

17.
Media education has been around for quite some time in the West (Bazalgette et al. 1990 Bazalgette, C., Bevort, E. and Savino, J. 1990. New directions: Media education worldwide, London: BFI.  [Google Scholar]), but it only started to gain acceptance in Asia (Cheung 2005 Cheung, C. K. 2005. Media education in Hong Kong: From civic education to curriculum reform. The Asia-Pacific Education Researcher, 14(1): 27–45.  [Google Scholar]), particularly in Hong Kong, in the last decade. Recently, it has been gaining more attention in Hong Kong thanks to the curriculum reform in which liberal studies will become one of the four core subjects to be taken by students in the New Senior Secondary Curriculum and media is one of the six themes to be studied in the subject of liberal studies. This article argues for the need for teaching media education in liberal studies and shows the many connections between the two subjects that facilitate this integration.  相似文献   

18.
Education must be a force for opportunity and social justice, not for the entrenchment of privilege. We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background (DfES, 2003 Department for Education and Skills. 2003. The Future of Higher Education, London: The Stationery Office. Cm 5735 [Google Scholar] : 67).

We will continue to widen participation in higher education and encourage students of all backgrounds with academic potential to go to university (Queen’s Speech, 15 November 2006).  相似文献   

19.
Time is not lost, I deem, in bewailing and mourning our fate when answering tears stand ready in the listener's eye.

Prometheus Bound 1 1 Lynch's 1970 work, Christ and Prometheus: A New Image of the Secular, explores in three “acts” two pivotal questions that run throughout most of his works: “What is the place of the secular in a totally religious world?” and “What is the place of the sacred in an overwhelmingly secular world?” (p. 15). On page 49 he refers particularly to Images of Hope with these words: “In an earlier book, on hope, I tried to sketch a path of approximation to innocence for the mentally ill. There it was a matter of taking away from the sick the burden of finding a one, nonexistent right way in all situations, an inscrutable way of the will of God, that would come from outside our own wishes and would condition all of these wishes. There is no greater torment than this kind of endless, external search for innocence. We must restore the primacy of man as a wishing being who, as long as he is within reality, creates the right thing by the absolute unconditionality of his own wishing. This wish does not have to go out of itself.” Ironically, he wanted Christ and Prometheus entitled “In Search of Innocence” (p. 36). Presumably, the editors prevailed.

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20.
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done enough to express “moral outrage” (Kavanagh, 2009 Kavanagh, K. (2009). Review of Teaching the levees: A curriculum for democratic dialogue and civic engagement. International Journal of Multicultural Education, 11, 1–3. [Google Scholar]) about the situation of individuals caught in New Orleans as a result of the levees breaching and the city flooding. This review prompted this article, which uses several works of Nel Noddings, including her book (with Laurie Brooks) on Teaching Controversial Issues (2017), to take up the question of whether and how moral outrage regarding this event should shape approaches to teaching about Hurricane Katrina or other natural disasters in social studies classrooms.  相似文献   

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