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1.
The objective of this study was to develop and validate an instrument to assess the attitude of student pharmacists toward prayer in general and in particular as it relates to their academic performance. To fulfill the study objective, faculty from seven colleges of pharmacy located at Christian universities collaboratively developed the Student Prayer Attitude Scale (SPAS). The items were used to assess the attitudes of student pharmacists toward prayer as well as the effects of prayer on personal lives and academic performance. Faculty investigators asked 1,563 students to complete the survey and received 677 valid responses. A principal components analysis with promax rotation was conducted and revealed a two-factor structure: (a) general attitude toward prayer and (b) specific attitude regarding the impact of prayer on academic performance. Analysis of variance was used to compare student responses by religious identity. Students identifying as atheist or agnostic were significantly different in their responses than students from theistic religions; however, the responses of students from various theistic religions were not significantly different from one another. Faculty concluded that SPAS is a reliable tool for measuring student attitudes toward prayer. The use of such a tool could help faculty tailor educational opportunities to allow pharmacy students to explore prayer more fully and be aware of its impact on the patients they serve.  相似文献   

2.
We are living in a time of increasing interest in the religious and spiritual aspects of sport and human movement activities. A strict distinction between religion and spirituality is, however, still missing in much of the literature. After delimiting religious and spiritual modes of experience, this article addresses Coubertin’s religio athletae and demonstrates that this notion should have spiritual, not religious, content. Religious values are external to achievements in sports, while spirituality should be an inner aspect of human movement activities. To gain a deeper understanding of the religious and spiritual aspects of physical activities, this article focuses on spiritual health as one of the main goals of the activities of teachers and coaches.  相似文献   

3.
University counseling center therapists (N = 220) completed an Internet survey about religion/spirituality in therapy, with 200 of these therapists describing therapy with a recent client whose issues involved religion/spirituality. Common client religion/spirituality issues were questioning one's childhood religion, exploring religion/spirituality beliefs, and using religion/spirituality as a source of strength. Similarity of therapist and client religion/spirituality values was not related to the strength of the therapeutic relationship. Therapists with higher levels of religious commitment tended to rate religion/spirituality goals as more important and use religion/spirituality interventions more frequently than therapists with lower levels of religious commitment. Finally, therapists with more religion/spirituality training had higher self-efficacy for working with religion/spirituality issues. Implications for practice, research, and training are discussed.  相似文献   

4.
CHILDREN'S SPIRITUALITY AND “THE GOOD SHEPHERD EXPERIENCE”   总被引：1，自引：1，他引：0  
This article aims to explore the connections between a religious education curriculum's methodology in the Catholic Archdiocese of Melbourne, Australia and some contemporary theories about children's spirituality. “The Good Shepherd Experience” curriculum is intended for use with 5- and 6-year-old children in the first years of formal schooling. It forms a part of the To Know, Worship and Love religious education text based curriculum, directed for use by schools in the Archdiocese of Melbourne as a key text in the religious education curricula. In exploring connections with children's spirituality, this article analyzes “The Good Shepherd Experience” in terms of wonder (mystery-sensing, contingency, and dependability), play and imagination, and the ability to use religious language and concepts.  相似文献   

5.
This study begins by examining the way in which, in both England and Wales, Religious Education has become implicated in political discussion regarding the role of education in promoting community cohesion. The relationship between taking Religious Education as an examination subject and attitude towards religious diversity (as an affective indicator of community cohesion) is then explored among 3052 14- to 15-year-old students. After controlling for contextual factors (school type and geographical location), personal factors (sex and age), psychological factors (psychoticism, neuroticism and extraversion) and religious factors (Christian affiliation, worship attendance, personal prayer and belief in God), a small but significant positive association was found between taking Religious Education as an examination subject and attitude towards religious diversity. This finding may be interpreted as supporting the view that Religious Education works to promote community cohesion, although the wider debate that the community cohesion agenda has generated among religious educators needs further exploration.  相似文献   

6.
In this paper, I will show that: 1) human consciousness has evolved over time and history, which means that one can no longer “know” and experience the world as the pre‐modern, archaic communities once did; 2) however, there are elements in our contemporary practices of spirituality that are seen particularly through the window of popular religiosity, which can access, though not fully, some of the “mythical,” the archaic, and the primordial wisdom that has been lost or buried through the modernization process; for the Korean/ Korean‐Americans, these elements are most deeply found in musok, namely, Korean Shamanism, which is an indigenous Korean popular magico‐religious practice; and, 3) through the lens of imagination, some elements of Korean shamanic spirituality will be identified to further enrich, nurture, and refresh the dry and hardened religious images of our times.

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7.
This article addresses teachers' understanding of spiritual development in public and religious schools in Boston and Chicago. It examines how teachers define spiritual development in different educational contexts and looks at the way they relate spirituality to a number of factors including community, identity, and character. The data from the research indicates that teachers understood spiritual development within the specific environment of their school but that they all located the need for spirituality within education as part of the reaction against the perceived negative side effects of modern society.  相似文献   

8.
This article deals with the results and further consequences of my empirical investigation of Christian–Muslim families and their children in Germany. It gives an insight into the religious world of 4‐ to 12‐year‐old children in Christian–Muslim families through the analysis of evaluated interviews and drawings concerning religious practice and the image of God. Through the presentation of different aspects such as prayer, the image of God, gender issues, religious practice and affinity, the question of children’s own needs is discussed.  相似文献   

9.
The progressive spirit of the Second Vatican Council (1962–1965) spawned a myriad of graduate departments of religious education in American Catholic colleges and universities. These departments evolved to include other master degrees (e.g., pastoral studies, pastoral counseling, divinity, spirituality, and social justice). As the numbers of students in religious education degree programs significantly diminished, the degree designation in religious education was often terminated. Today, an ever increasing number of religious education practitioners in the Catholic context do not have graduate degrees in religious education. This ongoing reality significantly alters the field of religious education and its practice in the Catholic context.  相似文献   

10.
In today’s urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in Thriving and spirituality among youth: research perspectives and future possibilities. Wiley: Hoboken, NJ, 2012). For many students of immigrant families, their spiritual/religious identity is an important aspect of a healthy and integrated identity. While professional journals in education have focused on race, ethnicity and culture as important diversity variables, the extent to which students’ religion and spirituality influence their development and education has largely been a neglected topic (Woolley in Int J Child Spiritual 13:145–156, 2008). Thus, we highlight research in education, school counseling, and psychology that examines the legal and ethical implications of including religion and spirituality into urban educators’ work with students. We then explore the role that spirituality/religion plays in health, coping, and academic achievement for students, the importance of spirituality/religion within historically marginalized communities, students’ experiences as religious minorities, and religious discrimination in schools. Within each topic area, we outline practical considerations. Finally, we offer some guidelines for professional preparation programs and curriculum development in urban education.  相似文献   

11.
Empirical research exploring the spiritual lives of young children in Australia is a field in which scholarship is beginning to emerge. This article reports on one particular finding that emerged from an Australian study seeking to identify some characteristics of children's spirituality in Catholic primary schools. The characteristic has been termed spiritual questing, and pertains to the way in which these children were spiritual seekers, finding authentic ways of connecting with self, others, the world, and with God. In the light of the emergence of this characteristic, this article presents some implications for religious education in faith contexts for nurturing children's spirituality.  相似文献   

12.
The ethos of the Enlightenment placed religious and spiritual concerns in a private sphere, while politics became a public concern. In this vein, many American educators, including John Dewey, have vigorously insisted that public schools remain free from religion while inculcating a common civic virtue. Recently, however, educational theorists and practitioners influenced by Dewey have worried about the public's lack of spiritual intelligence and have asked how democracy and spirituality might be reconciled within schools. I approach this question through an examination of Elmer Thiessen's Teaching for Commitment: Liberal Education, Indoctrination, and Christian Nurture (1993). While not a follower of Dewey, Thiessen's work raises important questions for those who follow Dewey and who are concerned with the relationship between democracy and spirituality.  相似文献   

13.
我国正处在民主化和法治化的起步阶段,因为历史的尿因,对宗教的认识还不是很透彻。虽然在《宪法》中设立了有关宗教的条款,但是对宗教自由的保护力度还不够,并且缺乏对政教关系明确的规定。随着社会的进一步发展,我国将与世界潮流接轨,从保护基本人权出发,以更加宽容的姿态迎纳宗教,逐步明确宗教信仰自由和实践自由的范围,加大对宗教自由的法律保护,并认真研究宗教行为与政治行为的界限划分,对宗教团体的行为进行合理的规范和有力的保障。  相似文献   

14.
John Green's best-selling The Fault in Our Stars (2012) recounts two teenagers' quest for meaning in the face of loneliness, depression, disability, and loss, all intensified by a cancer diagnosis. Green uses secondary characters to present three common worldviews: existentialism, Christianity, and Buddhist mindfulness. The author analyzes these three characters (and the ideas they embody), arguing that Green misrepresents Christianity as a flat unreflective, domesticated “Christianity Lite.” Four insights (with resources) are provided to foster deeper spirituality, especially from an authentic Christian perspective: intimate relationships; varied approaches to prayer when coping with heartache; respectful discussion of the purpose of human life; and access to the wisdom of the past.  相似文献   

15.
This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.  相似文献   

16.
Any religion has three aspects: moral–ritual orders, metaphysical–cosmological beliefs, and the feelings that are the foundations of “religious experience”; focusing on any of these particular aspects results in a different approach toward the concept of “religion” and “religious education.” This study will examine Ghazali’s version of Sufism as a significant way of spirituality in Islam. He thought that mystical vision was the sublime ideal of Islam and education. But he redefined the other two aspects in line with achieving religious experience. Thus, he achieved a special interpretation of spiritual education that could be called negative education.  相似文献   

17.
The attempt to establish children’s rights can be called one of the major twentieth‐century projects, with the 1989 United Nations Convention on Children’s Rights as one of its most important results. Yet while the issue of spiritual development has played a clear role in the struggle for children’s rights ever since the ground‐breaking Geneva Declaration of the 1920s, the 1989 declaration does not include a clear reference to children’s right to religion or spirituality. The aim of the present article is to investigate the possibilities for establishing such a right, not only in legal terms but also on pedagogical grounds and in terms of religious education. How can children’s needs be taken seriously, for example, vis‐à‐vis death and dying? How does a children’s rights perspective affect the understanding of religious education? What could a more formally established right to religion and spirituality really mean for the child, as well as for educational institutions? The article discusses such questions in conversation with educational authors such as Janusz Korczak, the pioneer of ‘children’s right to respect’, as well as with psychological theories of individual, social and religious or spiritual development.  相似文献   

18.
《Quest (Human Kinetics)》2012,64(4):497-516
ABSTRACT

Sport and spirituality is a burgeoning academic area of study (Jirasek, 2015). To date, the field has been dominated by Christian scholarship (Watson & Parker, 2011). Incidentally, the history of the field is often narrated from a Christocentric viewpoint. Such narratives downplay, denigrate, or ignore the impact of other religious ideas. This article highlights New Age thinking as a primary driver of sport and spirituality, and problematizes exclusively Christianized historiographies of the field. Exposing connections to New Age figures and ideas, this article demonstrates the necessity of a more nuanced narrative of the field of sport and spirituality. It concludes by suggesting that scholars of sport should critically attend to the historiographical, theoretical, and methodological developments of a field, as these are inherently political practices.  相似文献   

19.
Although well documented from a British perspective, empirical research exploring the spiritual lives of primary school children in the Australian context is a field in which scholarship is beginning to emerge. This article reports on one particular finding which emerged from an Australian study seeking to identify some characteristics of children's spirituality in Catholic primary schools. The characteristic has been termed weaving the threads of meaning. It describes the way in which the children who participated in this study appeared to use their sense of wonder as a means of expressing their spirituality by piecing together a worldview based around their attempts at meaning making. This article argues that the existence of this characteristic presents a challenge for religious education, in particular for those programmes which operate within faith schools where the Christian narrative forms a source of the authoritative wisdom to be handed on to its students.  相似文献   

20.
This paper challenges the overly positive image of the contribution made by religious education in England and Wales to the attainment of liberal educational aims that was recently presented in this journal, in the context of a review symposium on a festschrift celebrating the work and achievements of the influential British religious educator, Professor John Hull. An alternative reading is pursued that provides a more accurate and fair interpretation of the evidence. There is a discussion of the ideological character of British religious education and a consideration of the reasons why assertions of its ‘success’ by religious educators are currently so vocal. Critical attention is focused on two particular issues over which the influence of Hull on contemporary policy and practice is acknowledged: that of his dismissal of the accusation that multi‐faith religious education confuses pupils, and that of current strategies in religious education to promote inter‐religious and intercultural understanding.  相似文献   

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