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1.
Liam Gearon 《British Journal of Educational Studies》2017,65(4):469-480
In this article, I make a response to Lewin’s insightful and judicious contribution to the Gearon–Jackson debate. I address the central and important arguments made by Lewin in relation to three aspects of my theoretical orientations on religion in education: (1) what Lewin rightly identifies as my ‘propositional’ interpretation of religion; (2) the politicisation of religion as secularisation; and (3) the securitisation of religion in education as a ‘securitisation of the sacred’. I argue some theoretical framing for this is necessary and that an engagement with the (propositional) realities more helpful than their denial, and that precisely because religion is propositional it can be so used or directed to political and security purposes. In sum, to ensure there is no sense of equivocation in my response I greatly welcome Levin’s intervention, but defend my propositional interpretation of religion and defend too my conceptualisation of the politicisation and securitisation of religion in education. Prompted by Jackson’s critique and Lewin’s subsequent intervention, this response is offered then as a bridge to facilitate further theorisation of the politicisation and securitisation of religion in education as an aspect of secularisation. 相似文献
2.
Hoda Baytiyeh 《Globalisation, Societies & Education》2018,16(4):422-434
ABSTRACTAlthough globalisation's influences on education have contributed to cultural evolution, economic development and social progress, they also have generated mixed reactions among Muslim populations. This article shows how globalisation has facilitated the infiltration of Western culture into Muslim societies through modern educational modes. Some conservative Muslim communities perceive this infiltration as a threat to Islamic values, creating a culture of fear. Combined with decades of colonisation, social injustice, and defeat, this fear has triggered a state of hatred and anger motivating the rise of extremism, terrorism, and retaliatory attacks on education. 相似文献
3.
This article presents one analytical theme emerging from a bibliometric and content analysis of an annotated bibliography, compiled by the first author, comprising 1564 Asian martial arts monographs published in Spain between 1906 and 2009. The analysis reveals that the use of Asian martial arts and religio-spiritual self-cultivation practices, while very old in their indigenous South East Asian context, only appeared in published texts in Spain from the 1960s and this theme has been increasingly written about in the last two decades. In our analytical discussion, we contextualise this shift from a socio-historical perspective, focusing on three aspects: first and second, how this shift in focus in Asian Martial Art publishing fits with the patterns of societal secularisation in Spain, the rise of the New Age movement and counter-cultural spiritualities across Western culture; third, we comment on how, from this broader socio-historical context, Asian martial arts were well placed to fill ‘cultural spaces’ created by these changes. 相似文献
4.
David Geiringer 《Cultural and Social History》2018,15(2):255-272
This article explores changing understandings of Catholic hell in post-war England, focusing on how questions of sex and gender intersected with beliefs in the afterlife. It uses oral testimony from Catholic laypeople alongside the pronouncements of the clerical hierarchy to challenge the pervasive notion that ‘hell disappeared in the 1960s’. Hell did however, change in constitution during the post-war decades, transforming from a material ‘place’ to an abstract ‘state’ in the lay and institutional imagination. Rather than being about a straightforward ‘liberation’ from a coercive theology of damnation, the changing constitution of hell spoke of the way certain religious beliefs became re-categorised in late-modern England. 相似文献
5.
This article describes the way in which religious education (RE) has been organised in Flanders and Belgium, and gives attention to the problems and challenges that arise these days. We argue that the Schoolpact of 1958 which implies separate RE in different religions in public schools needs a revision. Therefore, we propose an alternative system, within the boundaries of the Belgian constitution that makes room for integrative RE as a new compulsory school subject in all schools. 相似文献
6.
This study focuses on the secularisation of society in communist Czechoslovakia (1948–1989) as a process in which primary school teachers played an important role. It aims to describe and explain typical everyday situations in which teachers were forced to fulfil tasks in connection with the Communist Party’s politics of secularisation. The text is based on witness memories obtained through oral history interviews, and on examination of historical archival sources and legislation. The study shows that the situations in which teachers found themselves in connection with performing these tasks were often not easy to face. This was, on the one hand, due to the expectations of the political establishment that teachers would obey their instructions meticulously and without reservations. The teachers, on the other hand, strove to interfere in negative ways with the lives of their students (and their families) as little as possible. 相似文献
7.
Leni Franken 《British Journal of Religious Education》2016,38(3):308-324
In spite of recent tendencies of secularisation and religious pluralism, most Belgian schools are Catholic schools, where Roman Catholic religious education is a compulsory subject. As we will argue, this can lead to a de facto undermining of the freedom of religion and education and a shift in the system is therefore required. In the long term, the number of Catholic schools should be in proportion with the number of students/parents choosing these schools. In the short term, however, this strategy is not recommended and for pragmatic reasons, we propose a system in which religious education in substantially subsidised faith-based schools is no longer compulsory. We will argue that such a system does not lead to an infringement of the (internal) freedom of religion of faith-based institutions and that it will guarantee more educational and religious freedom than the current system does. 相似文献
8.
Brendan Carmody 《History of education》2016,45(5):621-637
This article provides the history of Catholic state-aided schooling in Zambia for over a century. It notes how the Catholic Church came to view its school to be a pivotal means of church development. By cooperation with the state it entered more fully into the nation’s future by offering high-quality state-sponsored schooling. This proved to engender its acceptance because this is what the younger generation of Zambians treasured. Progressively, the Catholic school faced a major challenge by becoming embedded in a paradigm of learning that ran counter to its religious mission. It will be argued that this dilemma remains and that the future of the Catholic school in Zambia and beyond pivots on a satisfactory outcome if it is to make a distinctive contribution. 相似文献
9.
Raf Vanderstraeten 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):494-513
In Europe, the nineteenth and twentieth centuries are characterised not only by processes of secularisation, but also by religious reactions to the perceived secularisation of society. In the Catholic Church, the rise of active congregations constitutes a prominent part of this reaction. With their work “in the world”, the members of the active congregations (brothers and sisters) had to represent and disseminate religious values in a modernising and secularising world. In the latter part of the nineteenth century, many of them became active in the field of education. Until well into the twentieth century, teaching sisters and teaching brothers were a customary feature in the system of Catholic education. This article provides a theory-driven historical–sociological and historical–educational analysis of this form of religious activism in the field of education. Overall, its focus is on mechanisms of social differentiation and inclusion in modern society at large, and on the opportunities and problems they create for fields such as religion and education. Empirically, the focus is on the rise and fall of the congregations of teaching brothers and teaching sisters in the Low Countries, especially Belgium. 相似文献
10.
Mark Freeman 《History of education》2013,42(4):481-506
This article considers the decline of the adult school movement, one of the largest voluntary movements in the history of adult education, and critically examines some of the reasons that have been used to explain it. It explores various features of the decline, using records of selected adult schools, and discussing variations by region and gender. It argues that adult schools pursued a strategy of ‘resistance’ to secularisation, and increasingly concentrated on their core religious activities rather than attempting to compete with secular adult education providers. As a result, whereas the late nineteenth century had seen a rapid turnover of adult scholars, by the 1930s they were increasingly restricted to a committed core, dominated by older men and, especially, women. Reasons for the decline include the availability of alternative leisure pursuits, a lack of unity within the movement, and the association of the schools with unfashionable styles of philanthropy. 相似文献