共查询到20条相似文献，搜索用时 15 毫秒
1.
Monique C. Cardinal 《British Journal of Religious Education》2009,31(2):91-101
This article discusses the almost identical syllabuses of the Christian and Muslim religious education programmes of the Syrian Arab Republic. Content analysis of the students’ textbooks and teachers’ guides (in Arabic) reveals common themes of citizenship education and national unity. Classroom observations in Damascus also highlight how Christian and Muslim teachers have similar ways of teaching religion. Finally, the article describes how each programme aims to unite, in its own way, all the Christians of Syria as well as the Muslims. It becomes evident that the Syrian religious education programmes strike a balance between the religious autonomy of the faith communities and the need for national unity. 相似文献
2.
Fahimah Ulfat 《British Journal of Religious Education》2020,42(4):415-423
ABSTRACT The following article describes how empirical research can give new impulses to Islamic religious education. These impulses could lead to a reconciliation of the Islamic religious heritage with the fast-changing reality of Muslims in non-Muslim countries and societies. Due to the presence of Muslim children in public schools and the urgent question of their religious education, as an academic discipline, Islamic religious pedagogy (Islamische Religionspädagogik) has acquired a pioneering role among the various Islamic theological disciplines. On a scientific level, it has already taken its first steps in the scientific landscape in Germany and Austria and has established diverse references to modern science. Islamic religious pedagogy, as a young scientific discipline, necessarily requires empirical research to provide sound foundations for the quality of Islamic religious education and for a better understanding of religious educational processes. This calls for a dialogue between empirical educational research and theology and cannot be achieved based on purely theoretical assumptions. 相似文献
3.
《Journal of moral education》2012,41(1):37-50
Presenting results from a Norwegian empirical study of student texts and moral education textbooks, this article contributes to the evaluation and development of contextual approaches to moral education. Theoretical perspectives from Seyla Benhabib and Mark Tappan are discussed in the light of empirical data. In particular, while textbooks focus primarily on norm aspects of morality, student texts display interactions between relation‐oriented and norm‐oriented cultural tools, indicating a possible synthesis of care and justice aspects of morality, as suggested by Benhabib. A hegemony of a ‘language of justice’ over a ‘language of care’, as suggested by Benhabib and Tappan, is possibly reflected in the uneven distribution of ethical perspectives in textbooks. Student texts, however, show close interactions between relation‐oriented and norm‐oriented aspects of morality, and also indicate a female superiority in the mastery of both norm‐oriented and relation‐oriented language. 相似文献
4.
Michalinos Zembylas Loizos Loukaidis Marios Antoniou Petroula Antoniou 《British Journal of Religious Education》2019,41(3):286-298
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system – an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research – which is part of a larger, 1-year project – that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers’ epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. 相似文献
5.
Success and failure in entrepreneurship affects not only entrepreneurs but also many participants in their entrepreneurial relationships. Studies have led us to consider the social and moral dimensions within entrepreneurship education. Doubts arise, however, when one asks how moral principles can be included in entrepreneurship education in order to produce more socially responsible graduates. In the current debate, the role that religions may play in providing moral teachings for entrepreneurship is becoming increasingly important, and religious narratives as educational tools are growing in significance. In this article we present an integrative proposal using as an example Christian narratives taken from the Epistle of St James. 相似文献
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7.
第二次世界大战后的日本,宗教教育一度被排斥在学校教育内容之外.近年来,随着物质和信息的泛滥,少年犯罪出现低龄化倾向,学校的道德精神教育内容日显空虚.日本的国民教育发掘了理性宗教中有利于社会安定、国家文明的因素,并将其重新纳入教育体系当中,使宗教成为德育的手段,参与并维系现代社会的道德规范. 相似文献
8.
Maximilian Broberg 《British Journal of Religious Education》2020,42(1):45-55
AbstractRecent studies show that religious education (RE) and various media outlets serve as increasingly important arenas for religious socialisation among Swedish youths. At the same time, it has been shown that media material, for example in the form of various news media, often make their way into RE classrooms to be used as materials alongside the more traditional textbooks. However, little quantitative research has been conducted in order to map RE teachers’ selection and use of materials in their classrooms, and what factors are involved in this selection. A nationally representative survey among 1292 RE teachers was conducted, and the results clearly show that textbooks are the most popular form of material, followed by pictures, sacred texts, documentaries, television news and news articles. Out of the relevant background variables, it was primarily school form, age, gender and religiosity that seemed to influence the teachers’ choices of material. The author concludes that familiarity with a certain form of material through personal experiences is a likely explanation for many of the correlations found and that further research is needed in order to explore the potential complexities that arise in the juxtaposition of classroom and media logics. 相似文献
9.
From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the stricture of the time and, second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces, which fostered a particular, morally formative relation among teacher, child and text. 相似文献
10.
Bert Roebben 《British Journal of Religious Education》2009,31(1):17-27
Religious education at school should be more than just the acquisition of knowledge. It should not only provide cognitive facts on how religious people act according to their moral and religious convictions, but also on how learners can gain as much profit as possible from these facts in order to build their own identity as religious ‘tourists’. Good religious education challenges them also to become ‘pilgrims’ and to allow the ‘slow questions’ of religion to enter into their own life, in all their vulnerability and provisionality. This paper discusses the recent orientation towards religious experience in religious didactics in Western Europe and makes out a case for a mystagogical‐communicative or ‘narthical’ approach to religious learning. This argument is presented against the background of individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today. 相似文献
11.
With the student body across Europe becoming more diverse, the issue of religious education in schools has come to receive greater attention. In the context of the specific historical and institutional context of the Irish primary educational system, this paper addresses aspects of the religious and moral formation of primary school children. The methodology employed in this study is qualitative: it is based on in-depth interviews with school principals, teachers and parents, and focus groups with students in five case-study schools. The paper examines the role of both home and school in the development of religious and secular beliefs. It also examines the way children are active agents in their own moral development, specifically how they mediate and interpret three sets of influences, namely formal school-based religious instruction, the broader school climate, and the implicit values and beliefs communicated by school, parents and the wider family. 相似文献
12.
Kirsten Marie Hartvigsen 《Religious education (Chicago, Ill.)》2020,115(2):145-157
AbstractThis qualitative study investigates the knowledge about the Bible and the skills required for biblical interpretation as imparted by three textbooks for Norwegian upper secondary religious education (RE). The multidimensional theoretical framework combines models from biblical hermeneutics and RE. One model distinguishes between the worlds behind, in, and in front of the biblical text. Another distinguishes between the universal, common religious, and religion-specific dimensions of religious narratives. While the body texts alternate between the worlds behind, in, and in front of the text, the assignments focus on the worlds in and in front of the text and the religion-specific dimension. 相似文献
13.
This article’s results are part of project Sami, which examines the school system imposed by Islamic State (ISIS) on the territories under its control between 2014 and 2017. It describes and explores ISIS’s educational intentions as formulated in the textbooks and workbooks the organization produced to frame how secular subjects were taught in primary schools. The results shed light on how ISIS describe its curriculum and analyzes what has been included in the Arabic, mathematics, science, geography, history and English textbooks. The article concludes that each of these school subjects has been used by ISIS to further its political and religious agenda, although in very different ways like militarization, banalization of violence and the establishment of its complex and extreme but also fragile Islamic doctrine. It also suggests possible courses of action, intervention and research for internally displaced children or children in detention who have experienced this alternative education system during wartime. 相似文献
14.
《Journal of moral education》2012,41(3):307-319
The challenge of teaching classic religious texts with flawed moral messages from a contemporary point of view is examined in the case of the Beautiful Captive of War (Deuteronomy 21:10–14). A moral dilemma is generated by contradictory ethical stands within the Jewish tradition, between which students have to choose. This dilemma is explored in the context of a kind of religious education which strives for critical commitment to sacred tradition. That kind of education is analysed for its roots in self‐persuasion, moral agency in complex social settings and an educational philosophy based on norms and conscience. Other issues explored are sexual education, international human rights, the relationship of abstract moral vignettes to real‐life situations and behaviour and the relationship of religious to moral education. 相似文献
15.
Olof Franck 《British Journal of Religious Education》2015,37(3):225-239
In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright’s critical realist approach in terms of a ‘pursuit of truth’, the question of how to motivate epistemological analyses within religious education is raised and discussed with reference to three relevant sceptical arguments. These arguments are made objects of critical comments, and an illustration of pedagogical and methodological consequences is presented with reference to the new syllabuses for religious education in Sweden. Finally, a constructive re-interpretation of Wright’s approach is elaborated, and a critical position in relation to it is outlined. 相似文献
16.
This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer‐term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education. 相似文献
17.
Deborah Court 《British Journal of Religious Education》2013,35(3):251-263
This article presents a model for religious education based on three central elements. First, it is argued that religious experience, or direct experience of the Divine, is an essential part of a full religious life, that religious experience is based in, enabled by and examined against, the body of knowledge in a given religion, and that religious experience is itself a form of knowing. Second, it is suggested that there be three sets of aims in religious education curriculum: knowledge aims, moral value aims and spiritual aims, the last of which encompasses religious experience, which religious education should aim to encourage and facilitate among students. Third, the teacher is presented as the central factor in such facilitation, and the pedagogical and personal characteristics of this ideal teacher are described. 相似文献
18.
Victor A. Shnirelman 《British Journal of Religious Education》2012,34(3):263-279
A new textbook in religious education is analysed, first, in comparison to earlier ones, and, second, with respect to its content and goals. The aim of the Russian Orthodox Church (ROC) is threefold – to educate into religion, to foster the ethnic Russian identity and to make youngsters loyal to the state. Actually, the state rather than society is one of the major values (together with the faith) both for the ROC and for the respective textbooks. The new religious courses received the support of the Russian President in 2009, after which a new educational standard was elaborated and new textbooks were completed. Six courses were accepted: four on ‘traditional religions’, one as an introduction to world religions and one on secular ethics. Each of these six courses could be chosen voluntarily by pupils and their parents. The new courses were first introduced in 24 regions in the spring semester of 2010 as a pilot project. I will analyse the textbooks and show which particular courses were most popular in various regions of Russia. 相似文献
19.
Jenny Berglund 《British Journal of Religious Education》2014,36(3):282-297
In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education. 相似文献