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1.
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education.  相似文献   

2.
Educators employed in devoutly religious institutions often teach students who view even their secular higher education through a uniquely religious lens. Based on his own experiences teaching psychological science at a Jewish university, the author suggests enhancing student interest and enthusiasm by wedding secular curricula with religious education, where feasible. By way of illustration, the current article shows how a cutting edge area of brain research could be taught in the context of ancient and medieval Jewish sources. This example is especially appropriate, given the recent special interest among leaders in the field of religious education in the potential relationships between their own discipline and the field of neuroscience, as well as the fact that the literatures of the histories of neuroscience and related disciplines have long noted the relevance of Jewish religious sources.  相似文献   

3.
This article attempts to develop a practical theology of resistance for religious education. It is inspired by the struggle of indigenous people in Guatemala in their memorialization of the Rio Negro Massacre in Guatemala, celebrations of International Women's Day, and the creation of a school for survivors of the violence surrounding Rio Negro. Remembrance, relationship-building, and reclaiming space will be suggested as practices to be employed by religious education. This article proposes that these three interrelated elements are integral to religious education. It concludes that a theology of resistance equipped with these three aspects promotes and deepens a practice of faith, emunah, to nourish.  相似文献   

4.
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5.
A doctoral study is reported, of action research on the motivation of 12–14‐year‐old religious education pupils in England. An earlier master's dissertation gives the basis and cues a developed conceptual framework including adolescence, creativity, ethnography, pedagogy and iterativity. Four cycles of praxis are traced. The emergent factors in pupil motivation are dialogue with difference, existential and ethical interest and personal significance. Recommendations for religious education pedagogy are advanced but their epistemological status as possibilities for change, subject to assessment and refinement in successive contexts, is kept in view. A critical discussion integrates the recommendations with elements of current religious education debate and then reviews the study's methodology in the light of current discussions of the nature of action research. The article concludes with remarks on the power of action research as a teacher development tool.  相似文献   

6.
This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is not only about elites but involves everyone. This article investigates three key domains—scholarship, commerce and learning—to argue the importance of moving creativity from the margins of formal education to its centre. First, the article elaborates the scholarly work being done to bring definitional clarity to the concept of creativity, moving it from the realm of mystery, serendipity and individual genius to a definitional field that is more amenable to analysis. It then provides evidence about the extent to which creative capacity is being understood to be a powerful economic driver, not simply the province of the arts and the hobbyist. Finally, it examines new learning theory and its implications for formal education, noting both the possibilities and pitfalls in preparing young people for creative workforce futures.  相似文献   

7.
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   

8.
This article offers an analysis of recent development in primary education, in particular the prevailing climate of performativity and new initiatives on creativity. Since 1989 education has been dominated by the performativity discourse accompanied by the obsession with evidence: of children's learning; of teachers' performance; and of student teachers' ‘covering’ the standards. Recent initiatives would seem to signify a shift in official Government thinking on education and a move to embrace the creativity discourse. The commissioning of a national report on creativity and culture was an important first step. There was also the QCA's literature review of creativity, and the development of the QCA web site on creativity. More recently, we have seen the introduction of the new Primary National Strategy (PNS) via the DfES document Excellence and Enjoyment and Government support for creative partnerships: a programme aimed at developing creativity in learning and participation in cultural activities. This article argues that the new initiatives on creativity do not herald major change in primary education. It offers a critique of two significant texts: the Primary National Strategy and the QCA web site on creativity. It presents an alternative analysis of creativity and suggests ways forward to prevent creativity becoming hijacked by the performativity discourse.  相似文献   

9.
This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice.  相似文献   

10.
This article offers a German response to John Hull's recent article on ‘religious education in Germany and England’ (in BJRE, volume 27, issue 1). The author claims that recent developments have brought religious education in both countries much closer together than in the past and that the differences between the respective systems should be understood contextually. In his view, more complex approaches to comparative research in religious education are needed. Agreement should be sought in terms of criteria for quality religious education rather than in terms of a unitary model because religious education in different countries needs a pluralism of different models.  相似文献   

11.
This article interacts with a recent article by Denise Cush and Catherine Robinson in which they call for a new dialogue between religious studies in universities and religious education, and identify a number of developments in religious studies that have implications for the practice of religious education in schools. Cush and Robinson are representative of an influential body of opinion among religious educators that looks to religious studies for inspiration. It is argued that they, along with others, fail to appreciate the difference between the aims of religious studies and those of religious education and that this unrecognised difference leads them both to engage uncritically and superficially with the history of post-confessional religious education and to fail to recognise that the roots of some of the weaknesses in contemporary religious education can be traced to the influence of religious studies over it. Showing that religious education has (and is required to have) a different set of aims from religious studies (though some aims may be held in common) alerts us to its distinctive nature, and this in turn facilitates a clearer understanding of its role in schools, which can serve both to direct and to evaluate educational outcomes.  相似文献   

12.
This article describes a countercultural approach to autobiography in comparison with three dominant uses of autobiography in religious education. It defines countercultural autobiographies as stories from the underside of society meant as tools for education for justice and as invitations for transformative dialogue in institutional and societal settings. The article's goal is to invite religious educators, in seminaries and faith communities, to begin a dialogue for finding ways to use countercultural autobiographies to inform theories and practices of religious education that will educate us all in the path of God's vision of justice for the world.  相似文献   

13.
Recent findings on the anatomical, physiological, and functional properties of the brain have stimulated debates on whether such findings provide meaningful contribution to education. In this article, I examine one aspect of the interface between neuroscience and education: “brain‐compatible” strategies. Although some of these strategies such as providing a balanced diet in a child's early years are based on sound empirical data, others are based on shakier grounds. In particular, strategies regarding environmental enrichment and stress reduction in the classroom are based on questionable interpretations of the data. Because research in neuroscience is still in its infancy, it is not surprising some early attempts in translating research to practice involve a degree of over‐generalisation. At this stage, it may be more beneficial to focus on neuroscience findings that relate to educationally relevant processes. Attention, learning, and memory are all fundamental processes studied in both disciplines. Research in neuroscience offers not only additional knowledge about such processes but also tools and methods that will allow us to refine our theories and, eventually, practice.  相似文献   

14.
It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD.  相似文献   

15.
The introduction of citizenship education to school in England (and Wales) in 2002 has generated interest and concern among religious educationalists, some of whom welcome the opportunities this new educational territory opens up for religious education and some of whom suspect it augurs religious education's demise. This article reports findings of a school‐based study of the early implementation of citizenship education and its impact on religious education. It discusses those findings in the context of the current debate about the future relationship between the two subjects, noting a similar ambivalence toward citizenship education among religious education heads of department, as there is among religious educationalists. The discussion includes an examination of the Crick Report, noting its lack of interest in religious education, and argues that its conceptualization of citizenship leaves it open to two quite different broad interpretations of what might be meant by an education for citizenship, one of which religious education practitioners appear to endorse and associate with religious education, and one of which they reject and associate with citizenship education.  相似文献   

16.
Abstract

This article begins with a brief autobiographical depiction of my religious education. It then charts the ways in which the inadequacies of that religious education caused me to treat my family's traditional religious expressions with suspicion rather than appreciation, undergirding coloniality as a phenomenon within my religious education. My graduate theological education helped to rectify this phenomenon, revealing important contributions for religious educators as a protection against the erasure of cultural identities.  相似文献   

17.
The religious school, where young people are brought into religious life and practice, the development of a religious belief system is often neglected. Religiousness is often instilled as a linear end product, a monolithic corpus of ideas to be singularly transmitted and subsequently owned by youth. However, educational research by Gareth Matthews, Nel Noddings, and others suggests that youth are thirsting for opportunities to grapple, question, and wrestle with profound theological and philosophical issues—a process that leads to a richer religious identity. This article, based on three years of ethnographic research, looks at the way in which four teachers from one religious girls' high school in Israel executed theological education, from indoctrination with a pretty face, to the theological Bunsen burner. The dynamic between teachers' voices and students' voices sheds light on adolescent religious identity, and offers vital insights for religious education.  相似文献   

18.
This article sets Dorothy Bass' Christian practices movement in critical dialogue with U.S. Latina/o popular religion in order to explore ways that these distinctive sets of practices could enrich one another. Then, it focuses on shaping communities as a Christian practice and correlates it with the U.S. Latina/o popular religious practices enacted by a predominantly Mexican-American congregation in East Los Angeles, California. It concludes by examining the implications for U.S. Latina/o religious education in light of José Irizarry-Mercado's concepts of bilingual aesthetic and inter-cultural experience.  相似文献   

19.
This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education’s contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning.  相似文献   

20.
This article traces the connection between William James's writings in The Varieties of Religious Experience and Jean Piaget's work on moral development through Piagets early work on religious experience. James characterises religious experience as unlocking deep personal power that can sustain a “strenuous mood”. These ideas impacted the early work of Piaget on religious experience through the influence of Henri Bergson and The´odore Flournoy, both friends of James. The shared depth-psychology approach to religious experience of James and Piaget is important to current debates on spiritual and moral education.  相似文献   

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