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1.
AbstractMore and more, Dutch adolescents are no longer affiliated with or involved in institutionalised religious world views. This development raises questions on how religion is treated and taught in secondary schools in the Netherlands. In order to reconsider religious education within these schools, closer insights into this particular, growing, group of pupils is needed. Therefore, the aim of the current study was to gain knowledge on how pupils from third-grade pre-vocational secondary education [In Dutch: vmbo], who are not affiliated with or involved in an organised world view, perceive the way their world view is being shaped. Ten pupils (14–16 years old) were interviewed about their world view formation process and about potential influential factors. The results showed that pupils emphasised that they are in charge of their world view formation process. Based on trust, they choose their own norms and values and answers to life questions from various sources. Religious education in school seemed only influential if pupils can relate the content of lessons to questions and experiences they have in their own lives. Findings suggest rethinking the content and the role of teachers of religious education in school in light of what non-affiliated pupils learn about world view at from home and other sources. 相似文献
2.
ABSTRACTComplementing 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 alternative methodology for generating new knowledge in this field. To illuminate the potentials of discourse analysis, the article also presents a case study of the application of this methodology in analysing a religious tolerance education project in an under-represented Global South country, Indonesia – where religious conservatism and intolerance are on the rise. Following the contact hypothesis, the project involved students from different religions working on a film-making group assignment about religious tolerance. Three key discourses drawn upon by students in giving meaning to religious tolerance within these films are identified, namely, a discourse of nationalism, tolerant theologies, and romantic love; and their implications are discussed with regard to the promotion of religious tolerance in education. 相似文献
3.
Friedrich Schweitzer 《British Journal of Religious Education》2020,42(4):381-390
ABSTRACT This article refers to the new European discussion on international knowledge transfer in religious education. Readers are introduced to the background of the recent manifesto ‘International Knowledge Transfer in Religious Education: A Manifesto for Discussion’ which was the outcome of a first international consultation of researchers in the field of religious education in October 2018. In a first step, the demand for international knowledge transfer in religious education is described. Furthermore, the question of the validity of knowledge in religious education is taken up and discussed in the sense of the presuppositions of international transfer and cooperation. Special attention is given to the relationship between universal and contextual elements or dimensions of knowledge in religious education and their epistemological implications which the authors consider a general and fruitful challenge for the discipline, in international as well as in national contexts. In conclusion, the authors set forth a number of perspectives for future research concerning international knowledge transfer in religious education. 相似文献
4.
Gerald Grace 《British Journal of Sociology of Education》2020,41(6):859-869
AbstractValuable developments in the Sociology of Education over the last 40?years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-dimensional in its research and analysis of socio-educational contexts internationally. This paper argues that despite these progressive developments, one dimension is still largely ignored i.e. that of the religions of the world and of the social and cultural implications of these faiths for education today. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in the modern West but also fails to make an authentic engagement with education. 相似文献
5.
AbstractReligious education always takes place within a cultural context. In recent decades, this context has changed significantly and Catholic schools now engage with a world that is very different from the immediate post-Vatican 2 era. This changed cultural context shapes the views, beliefs and practices of students in Catholic schools. One way of exploring this contextualisation is to describe the worldviews of young people and to discuss some of the major features of these. This paper reports on an ongoing study of students in Catholic schools. It records how they see themselves, their involvement in Church and their religious expression. Results indicate nuanced responses that invite sophisticated analysis of young people and worldview. One clear trend to emerge is the changing perception of students as they progress through the school system. This finding is in accord with a view that describes religious engagement of young people reaching a plateau at a relatively early age. Some of the implications of this study for religious educators in Catholic schools will be drawn out and discussed with a number of recommendation made for practitioners. 相似文献
6.
Charles Crook 《Technology, Pedagogy and Education》2013,22(1-2):19-36
Abstract A cultural-psychological view of knowledge and learning is presented. Its concerns are defined by comparative discussion of other theoretical traditions in psychology. The cultural view frames intelligent action as something that is mediated. This renders knowledge as participatory, distributed, and socially guided. It is argued that adoption of this perspective has implications for the support of learning and the design of resources, such as those associated with educational technology. It is suggested that a number of innovations of computer use within education implicitly endorse this cultural view of knowing. However, the cultural-psychological emphasis on social aspects of learning urges more careful protection of some educational practices from unplanned consequences of re-mediations with information and communications technology – particularly as these may arise within networked learning. Four traditional arenas for educational practice are analysed in order to illustrate the subtle nature of such social grounding 相似文献
7.
AbstractDiverse societies face increasing racial tension, social divide, religious illiteracy, and secularism. What role can education play in confronting these challenges? Universities generate scientific knowledge but less so the search for meaning. Worldview studies encompasses both views of life and ways of life. Exploring various worldviews becomes a search for meaning and a journey into knowing self and others. This article seeks to engage multiple partners to develop teaching pedagogies, curricula, and educational tools to enhance greater knowledge, awareness, and understanding of various worldviews. 相似文献
8.
《Critical Studies in Education》2013,54(1):1-15
Abstract Early childhood education has been characterised in recent times by discussion associated with the similarities, differences and various merits of developmental and sociocultural theory as theoretical informants to curriculum and educational practice. In the main, these discussions centre on the way each theory views development and positions the child as a learner. This article argues that the debate may be furthered by considering the extent to which each perspective is related to the other and draws on Kuhn's conceptualisation of the evolution of knowledge in communities of practice in order to examine the extent to which newer explanations for development are being considered in relation to traditional ideas. The article concludes with an emphasis on the idea that the evolution of knowledge concerned with children's development and learning is a process of continued growth and one that requires an active awareness as to how and why it is utilised and interpreted as an informant to early childhood education. 相似文献
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10.
The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective. Religious education teachers (N?=?226) rated the impact of certain factors on the existing quality of religious education in primary schools and expressed their expectations about the future status of this aspect of education. In addition, teachers rated different sources of their professional satisfaction as religious education teachers. We identified understandable latent dimensions of teachers’ opinions, expectations and satisfaction where retained dimensions are modestly interrelated. The conducted regression analyses suggest that teachers with different professional status-related personal attributes are fairly uniform in their views, expectations and satisfactions. An interesting finding of this study concerns the relationship between school-based Catholic religious education and the parish-based catechesis, where an existing relationship represents a weak source of religious education teachers’ satisfaction. This represents a valuable empirically driven insight regarding the Catholic religious education in Croatian schools with some importance to the broader context of religious education in general. 相似文献
11.
Audun Toft 《British Journal of Religious Education》2020,42(3):325-337
ABSTRACT This article examines how representations of Islam in the media influence religious education. Reporting from a case study of religious education in an upper secondary school in Norway, the article analyses the way aspects of Islam are approached and structured by ongoing media debates. Based on research into media coverage of Islam in Norway, the article argues that when teachers adopt the polarized structure of media debates, they also come to privilege the more extreme actors in their teaching. Although the debates commonly present opposing views in order to give a balanced representation of the issue, the observed lessons often revolve around the most controversial side of the debate. This happens through what is called binary teaching and negative identification. In this way, lessons aimed at nuancing what is seen as biased media coverage of Islam, favouring controversial issues and extremism, may come to revolve around these same issues. The article claims that religious education in some instances reinforces the strong focus on controversial issues prominent in media coverage, confirming the ‘normality’ of extremism in Islam. 相似文献
12.
Brian Hudson 《Technology, Pedagogy and Education》2013,22(3):349-360
Abstract In a context where ever greater emphasis is placed on the need to exploit the potential of information and communications technology, this article argues the need for a theoretical underpinning to such developments. In higher education, the emphasis is often placed on the assumed improved cost-effectiveness associated with ‘flexible’ and ‘independent’ student learning as one of the major benefits, although such notions as flexible and independent learning tend to be taken for granted. It is argued further that even where benefits to learning are emphasised, these are often founded on relatively impoverished views of learning. Often such views fit with a technocentric and positivist perspective on learning, emphasising as they do individualism, information delivery and a limited role for the tutor. This article outlines an alternative theoretical perspective based upon Vygotskian social psychology, activity theory and social practice. Such a perspective is characterised by an emphasis on interaction, communication and collaboration. Learning itself is seen as an aspect of participation in communities of practice, in which the human relationships between teachers and students are seen as fundamental. The theory is exemplified with reference to the use of computer-mediated communication in teacher education using FirstClass computer conferencing software. 相似文献
13.
《师资教育杂志》2012,38(1):31-40
ABSTRACT The applied science view of teacher learning has been criticised as leaving teachers unprepared to face the messy complexity of educational problems. A reflective approach based on an epistemological view of practical rationality has been recommended instead. In this paper the authors reflect on their experience as teachers of an English didactics course based on a psychopedagogical content knowledge approach in a teacher education programme at the University of Aveiro, Portugal. They consider the applied science paradigm and the reflective approach views as complementary rather than dichoto‐mous and stress the role of cognitive flexibility in preparing teachers to cope with novel situations. 相似文献
14.
《Journal of moral education》2012,41(1):50-63
Abstract John Wilson's work as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. Such a person consistently manifests a unity of reflection, feeling, belief, and acting under the logically structured rubrics of PHIL, EMP, GIG and KRAT, and exemplifying the formal features of ‘moral opinion’. The rationale and conceptual status of the components is discussed, as is the view that the concept of education entails that teachers be moral educators. This involves cultivating autonomous rationality with respect to the unconscious, motivation, day‐to‐day moral decision‐making, and the emotions; in the latter case there are extensive applications in religious education. Finally, certain weaknesses and pre‐eminent strengths of Wilson's position are indicated, and comparisons briefly made with the views of McPhail, Peters, Frankena and Kohlberg. 相似文献
15.
Geoff Teece 《British Journal of Religious Education》2005,27(1):29-40
This paper discusses aspects of Andrew Wright's version of a liberal, critical religious education and his criticisms of some other views of modern religious education. This is attempted not by examining these ‘other views’ as such but by concentrating on the work of John Hick. The reason for this is that Wright, like Cooling (in his book A Christian Vision for State Education: Reflections on the Theology of Education) identifies Hick as a significant influence on forms of religious education to which he objects. In a number of his writings Wright identifies Hick's work as an example of universal theology informed by romanticism. This runs counter to a comprehensive reading of Hick, and to Hick's own account of his work. Hick, like Wright, is a critical realist but by identifying Hick as a romantic, Wright is in danger of not only polarising views on religious education but also closing down a debate to which Hick's work has much to contribute. The latter part of the paper illustrates how a nuanced understanding of Hick's religious pluralism can make a contribution to discussions about critical religious education. 相似文献
16.
ABSTRACTGlobal citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts. 相似文献
17.
《Pastoral Care in Education》2013,31(2):37-40
Although the focus of this paper is an area that might be seen as the preserve of religious education, it raises issues and offers insights which are relevant to all those concerned with the personal and social development of young people. Sharon Sims-King asks to what degree it is necessary for an RE teacher to have faith, and from this goes on to consider what we mean by ‘faith’ in any case. Has it become a contentless reassurance devoid of any real meaning? A small survey of Year 9 pupils shows that they have quite complex and differentiated views on the nature of faith, and also fairly broad views of the type of faith that should be expected of RE teachers. The findings are encouraging, demonstrating as they do that the young people of today are able to reflect on the ‘big issues’. This study also illustrates the importance of investigating the views and attitudes of young people at school, and not assuming that the views of teachers and policy-makers are all there is to be said on this important topic. 相似文献
18.
Mike Lavelle 《School Leadership & Management》2013,33(2):161-170
In this article research on teaching and learning is reviewed from a cross-cultural perspective. A meta-analysis indicates that across a number of very different cultures higher quality learning strategies, at both school and university level, are associated with higher student self-esteem and an internal locus of control. Such strategies tend to be encouraged in classrooms where students feel involved, the teachers are supportive, the workload is fair, and the assessment system reflects broader notions of learning beyond examination marks. In-depth research on Chinese students questions the validity of a number of basic Western notions of educational psychology regarding the nature of motivation and the role of memorisation. Other research suggests that the Western teacher education emphasis on getting students on task and coping with behavioural problems may not be as relevant in the Chinese context. Chinese educators tend to see both creativity and understanding as slow processes requiring much effort, repetition, and attention rather than relatively rapid, insightful processes. Such views are grounded in hundreds of years of Chinese philosophical thought. Any attempts to reform education by importing ideas from one culture to another must consider the overall contexts of the societies involved. 相似文献
19.
Yvonne D. van Leeuwen Marjan C. Pollemans Herman Düsman Cees P.M. van der Vleuten Richard P.T.M. Grol 《Educational Research and Evaluation》2013,19(3):276-286
ABSTRACT The use of written knowledge tests in (medical) education is widespread. Only few of them are thoroughly validated. Usually, validity studies are restricted to establishing ‘face‐validity’, the apparent similarity between test‐material and real life problems. Reliability studies are usually restricted to estimation of the coefficient alpha, representing the reproducibility of rank‐ordering of students at repeated test administration. This study addresses reliability from a broader perspective, using generalizability theory. The approach enables faculty to gain insight into the suitability of the test to serve different educational goals. A written knowledge test was examined, applied in postgraduate training for general practice in the Netherlands. Test‐reliability was approached from different perspectives: the norm‐oriented perspective, aiming at rank‐ordering (groups of) students, the domain‐oriented perspective, aiming at determining the absolute score level of (groups of) students and the decision‐oriented perspective, aiming at taking pass‐fail decisions. Reliability estimates differed for the different perspectives. The implication of the results and feasible options to increase reliability are discussed. 相似文献
20.
《Educational Philosophy and Theory》2013,45(3):296-310
AbstractGrowing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral,have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A case is made for regarding philosophical ethics and religious (or world-view) studies not as alternative avenues to values education but each as a core curriculum priority, different but complementary to the other in its content. 相似文献