Dissertationen: „Religious diversity in schools“

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Schunke, Brandon. „The management of religious diversity in schools from legal perspective“. Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52966.

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Numerous incidents regarding the mismanagement of learners rights to freedom of religion have occurred in public schools in South Africa. South African school principals (managers) and their respective school governing bodies have been accused by parents, learners and educational authorities for violating learners constitutional rights to freedom of religion. Legal cases regarding such incidents have been brought to the attention of the Constitutional Courts of South Africa. The infamous case, Pillay v MEC for Education, KwaZulu-Natal 2006 6 SA363 (N) (Pillay High Court) is a prime example, whereby the Constitutional Court of South Africa ruled that schools, should consider an accommodation clause whereby parents and learners can request its implementation. Based on the court s ruling, South African schools need to embrace and value that learners are now afforded with an opportunity to express their religious and cultural beliefs within a school environment that displays a society as visualised in the South African Constitution (Republic of South Africa, 1996a). Although the above case has set a definite benchmark which public schools can take cognisance of, the researcher has noticed that South African school principals and their respective school governing bodies are still struggling in managing different religious diversities within their school milieus. This statement is based on the fact that various media reports regarding the mismanagement of learners rights to freedom of religion have been brought to the attention of the media, irrespective that South Africa is a well-established democracy. The researcher s interest was embedded in exploring effective ways in which school principals can manage the diversity of religions within their surrounding milieus and ultimately build a democratic school environment where learners from different religions can feel free and secure in having their beliefs, religion and culture recognised, respected and accommodated. The aim of this particular study was to investigate how principals manage the religious diversity of learners in their respective schools. The following objectives encapsulated this research: ? To determine the nature and essence of religious diversity in public schools; ? To determine the perceptions of school principals and SGBs regarding the management of religious diversity; and ? To provide guidelines to school managers and SGBs on how to manage religious diversity effectively in schools. A qualitative approach was selected for this study. Individual semi-structured interviews were conducted with four school principals and their school governing body chairpersons in the Boksburg area of the province of Gauteng. Data collection methods consisted of individual one-to-one interviews conducted by the researcher in a location that was convenient and appropriate for each principal and chairperson. Document analysis was another method of data collection, which assisted the researcher in seeking whether documents complied to the South African Constitution (Republic of South Africa, 1996a) and whether religious policies of the sampled schools were formulated making use of the stipulations within the framework of the South African Constitution, South African Schools Act and the National Policy on Religion and Education. Document analysis also underpinned whether such policies made use of an accommodation clause whereby parents and learners could apply in order to have their religious beliefs acknowledged and accommodated. From the research it emerged that school principals and their SGBs are indeed struggling in managing religious diversity within their respective school environments. It became apparent that principals lacked a clear understanding of the constitutional right to freedom of religion and implemented religious policies that contradicted the stipulations contained in the South African Constitution (Republic of South Africa, 1996a) as well as the provisions in the South African s Schools Act, (Republic of South Africa 1996b).
Dissertation (MEd)--University of Pretoria, 2015.
Education Management and Policy Studies
MEd

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Maganyane, Tumelo Arnols. „Promoting learners’ right to freedom of religious expression in public schools“. Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/80460.

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The dispute over the place, accommodation and tolerance of religion and religious expression in South African public schools, as well as globally, has been vehement. This is, to some extent, because public schools reflect the multicultural and religious societies in which they are found. In addition to their diverse backgrounds, public schools in South Africa and elsewhere are dominated by Christianity, with most people claiming allegiance to it and, sometimes, discriminating against the other minority religions. This has led to governments developing a plethora of legislation, policies and regulations to redress the dominance, unequal treatment and discrimination of the dominant religion. This study was undertaken to answer the question: “How do public schools promote the learners’ right to freedom of religious expression?” This interpretive multisite case study explored the experiences of the SGB chairpersons, principals, Life Orientation educators and learners at three public secondary schools in the Bohlabela District of the Mpumalanga province of South Africa. The research used interviews, document analysis and observations to elicit the participants’ views and understandings of how their various schools’ religious observance policies promoted the learners’ right to freedom of religious expression. The findings revealed that most schools have not changed the way they conduct religious observances since the promulgation of the National Policy on Religion and Education of 2003. Moreover, learners still experience religious intolerance and religious discrimination because schools promote single-faith religious observances.
Dissertation (MEd)--University of Pretoria 2021.
pt2021
Education Management and Policy Studies
MEd
Unrestricted

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Makasi, Cordelia Noma-Abysinia. „Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.

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The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.

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Jakob, Jennifer. „Facing Religious Diversity and Secularisation - About the Future of Denominational Religious Education in Compulsory School in Austria“. Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351860.

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This thesis deals with the current situation of denominational religious education in Austria and the question of its future. The situation will be described including the historical development of the relationship between religion and politics and the legal framework of religious education in Austria. Afterwards models and systems of religious education in other European countries will be discussed. A major part of the thesis deals with challenges and recent developments of denominational religious education in Austria. This current situation will be discussed then against the historical background of the relationship between politics and religion in Austria. Afterwards the Austrian situation will be compared to other models in Europe to find out about similarities and differences. The final conclusion outlines what denominational religious education in Austria can learn from other systems in Europe and what are some ways it can be adapted to a more religiously diverse and secular Austria in the future.

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Kagee, Mogamat Habib. „Teachers’ understanding and managing of religious and cultural diversity in an independent Islamic school“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19966.

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Thesis (MEdPsych)-- Stellenbosch University, 2012.
ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However, such schools are also bound by the aims and objectives of inclusive education, as propagated by the Department of Education, which strives to promote religious and cultural diversity within a democratic society. In this study the views and experiences of nine teachers with regard to inclusivity, cultural and religious tolerance and democratic citizenship were researched. It was argued that teachers and schools represent the earliest opportunity for learners to develop meaningful relationships with and positive attitudes towards others; this enables learners to feel valued and included as citizens within a democratic and diverse society. This qualitative study was limited to one independent Islamic school in the Western Cape. The data was collected through semi-structured personal and focus group interviews and was analysed within an interpretive paradigm. The findings were that whilst the participants agreed that access to the school should be open to all learners irrespective of religion, most felt that non-Muslim learners should be taught separately. Though a school environment should promote tolerance and respectful attitudes towards learners from different cultures and backgrounds, the participants supported a school ethos that was founded on Islamic principles. The main recommendation of this study is that the independent Islamic schools should give careful consideration to their role within society if they wish to create a democratic citizenry and promote religious and cultural diversity.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om onderwysers se begrip van insluitende opvoeding binne ‟n onafhanklike Islamitiese skool te eksploreer. Die navorsing was ontwerp om te eksploreer hoe die waardes en beginsels van verdraagsaamheid en respek vir godsdiens en kulturele diversiteit geakkommodeer en bevorder kan word binne ‟n Islamitiese skool in Suid-Afrika. Hierdie tipe skole volg die doelwitte en doelstellings van Islamitiese opvoeding, soos gedefinieer by die Eerste Wêreld Konferensie oor Moslem Opvoeding in Makkah, Saudi Arabia in 1977. Hierdie skole is wel ook verbonde aan die doelwitte en doelstellings van inklusiewe opvoeding, soos voorgeskryf deur die Onderwysdepartement, wat streef vir die bevordering van godsdiens en kulturele diversiteit binne ‟n demokratiese samelewing. Die meninge en ervarings van nege opvoeders in verband met inklusiwiteit, godsdiens en kulturele verdraagsaamheid en demokratiese burgerskap was ondersoek. Die argument was dat opvoeders en skole verteenwoordig was van die vroegste geleenthede vir leerders om waardevolle verhoudings met positiewe houdings teenoor ander te ontwikkel. Dit stel leerders in staat om waardevol en ingesluit te voel as burgers binne ‟n demokratiese en diverse samelewing. Hierdie kwalitatiewe studie was afgebaken tot een onafhanklike Islamitiese skool in die Weskaap. Die data was ingesamel deur semi-gestruktureerde persoonlike en fokus groep onderhoude en was geanaliseer binne ‟n interpretatiewe paradigma. Die uitkomste was dat deelnemers daarmee saamgestem het dat die skool oop moet wees vir alle leerders ongeag van hul godsdiens. Die meerderheid het wel gevoel dat nie-Moslem leerders aparte onderrig moet ontvang; alhoewel ‟n skool ‟n omgewing moet bevorder vir verdraagsaamheid en respekvolle houdings teenoor leerders van verskillende kulture en agtergronde. Die deelnemers het ‟n skool etos ondersteun wat baseer is op Islamitiese beginsels. Die hoof aanbeveling van hierdie studie is dat onafhanklike Islamitiese skole versigtige oorweging moet gee aan hul rol binne ‟n samelewing indien hul ‟n demokratiese burgerskap wil skep en godsdiens en kulturele diversiteit wil bevorder.

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Soules, Kate E. „TheImpact of Professional Development on Public School Teachers' Understanding of Religious Diversity:“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108384.

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Thesis advisor: Dennis Shirley
Schools and classrooms in the United States are increasingly religiously diverse, and religion remains a deeply influential social force, locally, nationally, and globally. However, decades of misunderstanding about the constitutionally appropriate relationship between religion and public education have created a cycle of silence about religion in K-12 schools and in teacher education. As a result, public school educators are not prepared to teach about religion in the curriculum. Nor do they have the skills to respond to common challenges that arise in religiously diverse school communities. This dissertation examines four professional development courses about religious diversity to understand the motivations and experiences of the educators who participated and to explore the impacts these courses had on the educators’ teaching practices. The 145 participants in the professional development courses learned about several religious traditions through a combination of visits to religious communities, guest speakers, and classroom discussion. The mixed methods study surveyed the participants three times, once before the courses, and twice afterwards. Follow-up interviews with 13 educators were conducted approximately one year after they completed the courses. The findings reveal that educators working at all grade levels and in all content areas found valuable benefits from increasing their understanding of religion, including a greater appreciation for the religious identities of their students and increased comfort with religion when it appeared in a range of school settings. Based on my analysis, I propose a framework of Pedagogical Content Knowledge about Religion to describe five domains of knowledge and skills that are necessary for educators to be able to competently respond to religion in public schools. This framework and the findings of this study have valuable implications for the development of future professional development courses and in charting a trajectory for further research on religion in U.S. public schools
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Harris, Linda. „On the role of religious expression in the Swedish Public School System“. Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384894.

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This paper is a case study in Religion in Peace and Conflict, in which the role of religion and religious expression in Swedish education is examined. The focus of this case study is on Swedish public schools. It begins with a literature review into the role of multiculturalism and cosmopolitan theories in Swedish government and policies with a discussion of how this extends into education. This is followed by an overview of the history of religion in Sweden and Swedish schools. The impact that different stakeholders, including teachers, students, administrators, and parents, might have within the Swedish school systems is excavated as well as the impact that the school space might have on integration. A field study in three different Swedish schools was conducted and is described in this paper. The results of the data suggest that there is a clear distinction between non-religious students and the religious students. The case study points to the overall finding that practicing religious students in the Swedish public school does not have the same freedom of conscience as the majority of students and that Swedish religion education is not neutral, as is the state intends. Some objections in regards to rights claims and majority-minority group dynamics are also explored and discussed.

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Rosendal, Michaela. „Att skapa förståelse: religionslärare och den religiösa mångfalden : En religionsdidaktisk kvalitativ studie om religionskunskapslärares undervisning i en mångreligiös samhällskontext“. Thesis, Uppsala universitet, Religionssociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323785.

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Sweden has an integrative approach to religious education and the classroom is a platform for religious plurality. At the same time, school is one of the sources for youth to get their information about religions. The aim of this thesis was to describe how teachers of religious education in Sweden perceive their own teaching in relation to a religiously diverse context. The research questions were as follows: How do upper secondary school teachers of religious education describe their teaching, as taken place in a religiously diverse classroom, as well as a religiously diverse society? and How can we understand the image of religious diversity which is being conveyed by the teachers', in relation to James A. Beckford's clarification of the concept religious pluralism. By using an inductive qualitative content analysis, four semi-structured interviews with upper secondary school teachers of religious education were analysed. Through the results three themes emerged, which were: motivations, selection strategies and teaching strategies. To understand how these were related to religious diversity in society as well as in the classroom the results were analysed from a didactics perspective. To understand the image of religious pluralism that was constructed in the teacher’s descriptions James A. Beckford’s concept of religious pluralism was applied To conclude, the results answer to the questions of didactics. The religious diversity within the classroom emphasizes the question of how the teaching is conducted, while the religious diversity in society emphasizes the question of what is being taught. The question of “why” relates to both the diversity in the classroom as well as society. The description mirrors different forms of religious diversity. The teachers’ aim is to generate recognition and acceptance towards religious diversity which is in line with the curriculum. The teachers’ description of the content constructs an image of the level of religious diversity which relates to what is current in society. The religious diversity in the classroom is also described to have a certain positive value for the teachers as it allows different teaching strategies to be used.

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Ferm, Josefine, und Ida Carlgren. „Pedagogiskt förhållningssätt till religiös mångfald. : En jämförande studie mellan två skolor“. Thesis, Jönköping University, School of Education and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1102.

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SAMMANFATTNING

Ida Carlgren & Josefine Ferm

Pedagogiskt förhållningssätt till religiös mångfald

En jämförande studie mellan två skolor

Antal sidor: 31

Syftet med vårt arbete är att utifrån en definition av begreppet mångreligiöst undervisningsperspektiv undersöka förutsättningarna för en undervisning i skolämnet religion, som främjar både lärandet och utvecklingen av ett tolerant förhållningssätt hos eleverna.

Vi har valt att utgå från en huvudfrågeställning som är: Vilka problem uppfattar skolorna vid integration och hur arbetar de med dem? För att ringa in problemen utgår vi från följande frågeställningar: Vilka styrdokument ligger till grund för undervisningen i religion? Hur främjar religionsundervisningen tolerans och förståelse över de etniska och religiösa grupperna? Utifrån dessa områden formulerade vi sedan de frågor som vi använde vid intervjuerna.

Metoden vi använde oss av var öppenriktad intervju. Sedan vi analyserat intervjusvaren kom vi fram till resultatet. I vår undersökning sökte vi efter problem kopplade till religion i skolan, till vår förvåning uppfattade ingen av respondenterna några sådana i sin religionsundervisning. Vi har därför lyft fram de problem som vi uppfattade att skolorna hade, men som de inte själva såg, i vår diskussionsdel. För att sammanfatta vårt huvudsakliga resultat kom vi fram till slutsatsen att bara för att en skola uppfattar sig som mångreligiös innebär inte det att det mångreligiösa tas tillvara i undervisningen.

ABSTRACT

Ida Carlgren & Josefine Ferm

A pedagogic perspective on attitudes towards religious diversity

A comparative study between two schools

Number of pages: 31

The purpose of our study is, from a definition of the term multi religious teaching perspective, to examine the conditions for an education in the school subject religion, which promotes both the learning as well as the development of a tolerant attitude among the students.

We have chosen to start from problems like for example: Which problems do the schools apprehend in integration issues and how do they handle them? To narrow down these problems we have chosen to work from following questions. What control documents, national or local, underlies the teaching in the subject religion? How does the education in religion promote tolerance and understanding over the ethnical and religious groups? Then we reformulated these question fields into questions that we later on used for the interviews.

The method we used was open directed interview. After we had analysed the answers from the interviews we reached the results. In our study we searched for problems connected with religious education in schools, to our surprise none of the respondents had apprehended any of those connected to their teaching in religious education. Therefore, we have enthroned the problems that we observed, but the teachers did not, in our discussion part. Just because a school is known as a multi religious school does that not necessary mean that the multicultural perspective is to be seen as a resource in the teaching.

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Dos, santos Helena, und Sofie Bengtsson. „Att skapa förståelse för den kulturella och religiösamångfalden i det mångkulturella klassrummet“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40219.

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I ett mångkulturellt samhälle som Sverige krävs förmågan att kunna förstå samhällets kulturella och religiösa fenomen. Därför tjänar religionskunskapsämnet samhället ett viktigt syfte. Den svenska skolan som är präglad av religiös mångfald och sekularitet ställer höga krav på lärarens kompetens och förmågan att skapa förståelse i klassrummet. I denna kunskapsöversikt har vi använt oss av olika vetenskapliga artiklar för att kunna besvara vår frågeställning, “Vad säger forskningen om hur lärare och elever kan utveckla förståelse för den kulturella och religiösa mångfalden i religionskunskapsundervisningen i det mångkulturella klassrummet med hjälp av att synliggöra utmaningar samt möjligheter?” Denna litteraturstudie grundar sig främst på avhandlingar men även Skolverkets hemsida samt andra relevanta tryckta källor av religionsdidaktiker och religionsvetare. De centrala slutsatser som studien framställt, med utgångspunkt i den insamlade och analyserade forskningen, visar på att det finns ett flertal utmaningar man kan stöta på som lärare i religionskunskapsundervisningen. Forskningen tyder dock på att man som lärare kan tillämpa olika didaktiska metoder för att möta utmaningarna och skapa en förstående och inkluderande klassrum.

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Mutter, Morgan L. „Delhi Secondary School as a temple of worship : musical choices and devotional diversity“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99386.

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Delhi Secondary School is a public school with approximately 6,000 students; 300 teachers, 6 administrators, and countless headmistresses and support staff. It claims that its admissions policy is non-discriminatory, boasting that it admits students from all castes, religions and genders. Ethnographic tools, participant observation, and interview were used to discover how Delhi Secondary School supports religious plurality within their educational community as advertised on their web site, specifically how the music specialist teachers in Delhi Secondary School recognize students' religious diversity in their music curriculum. Analysis of my field notes, interviews, transcripts, photographs and other documents revealed that Hindu, Muslim, Sikh, Buddhist, Jain and Catholic religions were represented in the devotional music that was studied and performed by the students. These findings suggest that the school supports religious plurality through participation and acceptance of spiritual acts during lessons, morning assemblies, concert performances and other daily activities. I conclude that the study and performance of diverse devotional music has important social and musical functions in Delhi Secondary School.

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Santos, Mirinalda Alves Rodrigues dos. „O Ensino Religioso e o Programa Escola de Zé Peão: interfaces e articulações no currículo“. Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7892.

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This study has as objective to search interfaces on the curricular proposal of the program school Zé Peão and its possible articulations with the religious teaching. Since there is a need to include the religious teaching on the curricular proposal of this program, once that this teaching is recognized by legislations of global and local education in Brazil as field of knowledge. This argumetation takes place by the fact the religious teaching becomes a specific part of the popular education, since that education is focused on a cultural diversity. The discussion was supported, legitimated and concluded through guidelines and bases of education (LDB de n° 9394/96), Curricular parameters for the religious teaching (PCNER, 1997), in addition, bibliographic interlocutions were made with important theorists such as: Freire (1980, 1981, 1983, 2004), Zotti (2004), Passos (2007), Junqueira e Blanck (2013), Silva (2011), and other authors, also through methodological qualitative procedures done in this study, which was made a state of art of the bibliography available by the program of graduate degree in education (PPGE/UFPB), with the analysis of the pedagogical (planning and sistematization) of the year and atuation of the author in the program school Zé Peão (PEZP) and by the analysis of speech made by educators, coordenators and idealizator of the program.
Esse estudo tem como objetivo buscar interfaces na proposta curricular do Programa Escola Zé Peão e suas possíveis articulações com o Ensino Religioso. Tendo em vista que há uma necessidade de incluir o Ensino Religioso na proposta curricular desse programa, uma vez que esse ensino é reconhecido pelas legislações da educação brasileira global e local enquanto uma área de conhecimento. Essa argumentação se fortalece pelo fato de que o Ensino Religioso passa ser uma especificidade da Educação Popular, pois essa educação vislumbra seu olhar para a diversidade cultural. A problemática que está sendo levantada foi apoiada, legitimada e concluída através das legislações que rege o Ensino Religioso, entre elas a Constituição de 1988, a Lei de Diretrizes e Bases da Educação (LDB de n° 9394/96), Parâmetros Curriculares Nacionais para o Ensino Religioso (PCNER, 1997), além disso, foi feito interlocuções bibliográficas com principais teóricos como: Freire (1980, 1981, 1983, 2004), Zotti (2004), Passos (2007), Junqueira e Blanck (2013), Silva (2011), entre outros autores, e também através dos procedimentos metodológicos qualitativos realizados nesse estudo, o qual foi feito um Estado da Arte das bibliografias disponíveis pelo Programa de Pós – graduação em Educação (PPGE/UFPB), pela análise do material pedagógico (planejamento e sistematização) do ano e atuação da autora no Programa Escola Zé Peão (PEZP) e pelas análises dos discursos dos educadores, os coordenadores e idealizador desse programa.

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Drieghe, Geert. „The aporetics of religious diversity“. Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7469/.

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My thesis situates itself within the field of the Philosophy of Worldviews. Specifically, it aims to address the normative question of what the task should be of such a philosophy when faced with the problem of conflicting beliefs between religious worldviews. To answer this question, I turn to the procedure of aporetical analysis, in short, aporetics. Firstly, aporetics offers a distinct method of consistency restoration within inconsistent sets on the basis of thesis rejection and thesis modification. Secondly, aporetics leads to an understanding of the availability of aporetic exits on the basis of epistemic criteria. On the one hand, this leads us to opt for an orientational monism/pluralism, which steers the middle course between the epistemic stances of exclusivism and pluralism. On the other hand, it allows us to identify epistemic criteria for worldview acquisition on the basis of three distinct superclasses. These superclasses can be derived from Jürgen Habermas' validity claims, and applied to the self-understanding of contemporary theories of religion.

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Madison, Cassandra Roxy. „La gestion de la diversité ethnoculturelle par l’éducation en France et en Roumanie“. Thesis, Paris 2, 2012. http://www.theses.fr/2012PA020023/document.

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La présente étude explore l’application par l’école en Roumanie et en France de deux méthodes de gestion de la diversité ethnoculturelle, notamment l’intégration et l’assimilation. L’école aspire à modeler un bon citoyen en enseignant un socle de valeurs reflétant la tradition culturelle en France et religieuse en Roumanie ; d’une part, les manuels français d’éducation civique, juridique et sociale ainsi que les manuels d’éducation religieuse roumains illustrent une stratégie d’assimilation. D’autre part, l’éducation civique en Roumanie et l’éducation au fait religieux en France reflètent une stratégie d’intégration. L’assimilation est implantée par une pédagogie passive, qui a tendance à créer des élèves passifs, tandis que l’intégration s’appuie sur des méthodes pédagogiques actives, favorisant la formation des citoyens actifs. L’identité culturelle des minorités issues de l’immigration ainsi que des minorités nationales influence leur intégration dans le pays d’accueil, affectant directement la cohésion sociale. L’obéissance et la conformité aux règles, nécessaires pour le bon fonctionnement de la démocratie, représentent uniquement un pas primitif vers l’intégration culturelle, économique, politique, sociale et religieuse, qui est étroitement liée au sentiment d’appartenance et partiellement illustrée par l’acquisition de la citoyenneté. En Roumanie, comme en France, l’assimilation se justifie par le besoin de préserver certaines valeurs traditionnelles, cependant, elle favorise le développement de l’intolérance et de la méfiance, effet qui s’atténue légèrement avec l’âge. La réussite de l’intégration requiert un effort réciproque de la part des minorités ainsi que des personnes non-minoritaires. Tous les citoyens, indifféremment de leurs origines sont encouragés à participer à la construction et à la réalisation du projet national
This thesis explores the utilisation of integration and assimilation by the Romanian and the French public school in order to manage ethnocultural diversity. The school aspires to create a good citizen through teaching core values that reflect the cultural tradition in France and the religious tradition in Romania; as such, both French Civics textbooks as well as Romanian Religion textbooks reflect a strategy of assimilation. Inversely, Romanian Civics textbooks and French History of religions textbooks illustrate a strategy of integration. In both countries, assimilation is implemented using a passive pedagogy, having a tendency to create passive students, while integration is reflected by active learning methods that aspire to model students into active citizens. The cultural identity of immigrant and national minorities partially determine their integration in the host country, which consequently directly affects social cohesion. Obeying the law and conforming to societal norms, although necessary for the functioning of democracy, both represent solely a primitive step towards cultural, economic, political, social and religious integration, which itself is linked to the feeling of belonging and partially illustrated by the acquisition of citizenship. In Romania as well as in France, assimilation may be justified by the need to preserve certain traditional values; however, this strategy encourages the development of intolerance and weariness, an effect that subsides as children get older. Successful integration requires equal effort from minorities as well as from nationals. All citizens, regardless of their origins, are encouraged to participate in defining and carrying out national objectives

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Kadiwal, Laila. „Religious pluralism in Ismaili Muslim religious education : from difference to diversity“. Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/55033/.

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Three questions command even greater attention today, as over forty countries, including many Muslim-majority states, unite against Daesh (the so-called ‘Islamic State'): How do Muslims relate to the Muslim ‘other'? How do Muslims relate to the religious ‘other'? What role can Muslim religious education play in fostering peace? Islam and Muslim education are suspected of promoting intolerance. This thesis investigates a group of Shia Ismaili Muslim trainee-teachers' attitudes to plurality in their religious education programme. The Secondary Teacher Education Programme (STEP) is a two-year postgraduate course of the Ismaili Muslim community to train religious education teachers. STEP, a novel development in Muslim education, experiments with an innovative pedagogical approach to plurality. The research spanning over three years involved in-depth interviews, focus group, observations and textual analysis. 21 trainee-teachers from 13 different countries participated in the study. Alan Race's (1983) typology ‘inclusivismexclusivism- pluralism' serves as a key theoretical lens through which to examine attitudes to religious others. The thesis argues that a ‘rooted religious pluralisation' is taking place in the Ismaili community facilitating the emergence of the ‘tradition' of pluralism in the community. The study shows that initially, the participants were inclusive of other religious communities and worldviews on ‘theological', ‘humanistic' and ‘instrumental' grounds, but were selective about how they embraced it. Many of them believed that their religious perspective exceptionally equipped them over their religious ‘other'. Gradually, STEP's ‘civilizational, normative and humanistic' approach cultivated an ‘academically informed pluralism' in most trainee-teachers. It strengthened their Ismaili Muslim identity on the one hand and generated an appreciation for diversity on the other. The individuals developed not only greater socio-cultural and historical awareness of religion, but also their ability to make a space for faith academically. It cultivated in the participants a degree of ‘inter-tradition competence' and ‘intra-Islam competence'. The individuals were not ‘pluralist angels', but they discursively participated in pluralism. The present study makes three key contributions. Firstly, this is the first study to propose the thesis of ‘rooted religious pluralisation'. It identifies the key features and tendencies inherent in a religious community's engagement with diversity through a five-dimensional working framework. Moreover, as a study of the socio-cultural process of ‘intra-faith pluralisation' in Muslim religious education setting, it is unique. It is about making sense of the everyday experiences of the Muslims who encounter diversity within their own faith. The thesis identifies various stages involved in the process of developing intra-faith competence and provides tools and vocabulary to discuss them meaningfully. Moreover, the study suggests the possibility of a Muslim education that can play a vital role in combating extremism and sectarianism. Current scholarship does not sufficiently take account of new and thought-provoking pedagogical developments in Muslim education. There is a dearth of studies on Muslim faith communities' efforts to build ‘intra-Islam competency' in their followers through faith-based education. The literature is also silent about how Ismaili Muslims handle differences among themselves regarding matters of faith, how they view differences within Islam and relate to wider religious plurality. Thus, the study contributes to a niche in the existing literature on religious pluralism.

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Penner, Myron. „Plantinga, belief in God, and religious diversity“. Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

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Bernardo, Luís. „Religious Diversity in the Portuguese hospital sector“. Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19502.

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Zwischen 2001 und 2009, veränderte sich die religiöse Betreuung in portugiesischen öffentlichen Krankenhäusern von einem traditionellen Modell der Betreuung durch Kapläne, in dem Römische Katholische Kapläne die einzigen offiziellen religiösen Vertreter auf dem Krankenhausgelände waren, auf ein gesetzlich erzwungenes pluralistisches Modell, wo die religiöse Vielfalt sowohl eine Herausforderung als auch eine Ressource für religiöse Akteure bedeutet. Als Vergleichsfallstudie von drei High-End, öffentlichen Universitäts Krankenhäusern in Portugal zeigt diese Dissertation, dass die Bestimmung von religiöser Unterstützung strittig wurde, sobald die durch die Römische Katholische Kirche ausgeübte Dominanz in dem speziellen Fall des religiösen Beistands in Krankenhäusern durch Gesetzesänderungen in Frage gestellt wurde, die noch nicht vollständig umgesetzt sind. Rechtsänderungen in Richtung eines Übergangs zwischen traditionellen Kaplansämtern und Leistung Geistiger und Religiöser Unterstützung produzierten unterschiedliche Ergebnisse in den drei untersuchten Fällen in dieser Dissertation. Jede Gruppe religiöser Vertreter innerhalb jedes Krankenhaus hat gezielt lokale Aufträge ausgehandelt, um Ihre strategischen Ziele zu erreichen. Dieses divergierende Muster ist das wichtigste Forschungsrätsel in dieser Studie. In der vorliegenden Arbeit wird vorgeschlagen, dass die religiöse Betreuung in öffentlichen Krankenhäusern entlang von vier Dimensionen betrieben wird: das Niveau der organisatorische Integration der religiösen Hilfeleistungen, deren strategischen Ausrichtung, deren institutionelle Untermauerung und deren Kognitiven Orientierungen. Diese Dimensionen bestimmen zu einem großen Teil, die Muster des strategischen Handelns der religiösen Vertreter in Krankenhäusern. Die vorliegende Arbeit stellt fest, dass jeder der drei untersuchten Fälle, obwohl integriert in einem einzigen rechtlichen und operationellen Rahmen, in seinem Niveau der organisatorischen Integration divergiert und das dass die Kernursache aller folgenden Unterschiede zwischen den anderen Dimensionen ist.
Between 2001 and 2009, religious assistance in Portuguese public hospitals moved from a traditional chaplaincy model, where Roman Catholic chaplains stood as the only official religious representatives within hospital premises, to a legally enforced pluralistic model where religious diversity is both a challenge and a resource to religious actors. As a comparative case study of three high-end, public university hospitals in Portugal, this dissertation shows that religious assistance provision became contentious as the dominance exerted by the Roman Catholic Church in the specific case of religious assistance within hospitals was challenged by legal changes which are not fully implemented. Legal change towards a transition between traditional chaplaincies and Spiritual and Religious Assistance Services produced divergent results across the three cases studied in this dissertation, as the set of religious representatives within each hospital negotiated through specific local orders in order to achieve strategic goals. This divergent pattern is the most important research puzzle in this study. In this dissertation, it is proposed that religious assistance in public hospitals operates along four dimensions: the level of organizational integration of religious assistance services, their strategic orientation, their institutional underpinnings and their cognitive orientations. These dimensions determine, to a large extent, the patterns of strategic action by religious representatives within hospitals. This dissertation finds that each of the three cases studied, while integrated in a single legal and operational framework, diverge in their level of organizational integration and this is the core cause of all remaining differences across other dimensions.

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Greene, Richard Royce Jr. „Religious Diversity in the Southeastern United States: An Exercise in Mapping Religious Diversity in the Region from 1980-2010“. Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1396983364.

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Sinacore-Guinn, David. „Religious pluralism and the theory of deep diversity“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44586.pdf.

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Konieczka, Matthew P. „Critical pluralism a new approach to religious diversity /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4700.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

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Fox, Luke Christopher. „Unbounded commitment : a Kierkegaardian response to religious diversity“. Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8456/.

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This thesis addresses the existential challenges and opportunities posed by religious diversity. It argues that philosophical engagements with diversity misrepresent and obstruct full engagement with it. The thesis reconceptualises diversity from a Kierkegaardian perspective, sensitive to the existential dimensions of religion and focused on religious commitment. Drawing on features of Kierkegaard’s description of religious faith, particularly uncertainty, risk, paradox and transcendence, it proposes that an authentic, Christian response to religious diversity is one of unbounded commitment. It is unbounded in that it is an absolute, boundless commitment and deep fidelity to God’s revelation, but entails a venturing, boundary-crossing, radical openness to finding this in sites of offence. This is grounded in the idea of horizontal transcendence: that subjectivity and selfhood are called into being by the presence of inassimilable others that invite one beyond one’s boundaries in deep relationships and substitutionary love. Deep engagement with religious others goes to the heart of faith in Christ as well as expressing fundamental truths about the human situation itself. A concluding sketch is provided of how deep interreligious encounter can be achieved through indirect communication focused on the character of the participants.

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Ganyi, Pamela Ayum. „Religious diversity in post-colonial multicultural Nigerian society“. Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53406.

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Chapter one set out the aims of this study, and outlined the scope and methodology employed in achieving this. Chapter two dealt with the definition of some key terms employed in this study and also gave the historical background of pre-colonial and colonial Nigerian society. It highlighted the divisions that existed in the pre-colonial societies that make up what is today Nigeria, and pointed out that, apart from the major differences in culture, ranging from language to religion, these societies each had different political systems, the most organised at the time, being the Hausa/Fulani system, where the Sokoto Caliphate linked over 30 different independent Hausa kingdoms, creating the most powerful Islamic state in West Africa. As noted in this chapter, the caliphate provided the longest resistance to British colonial rule in Nigeria, and although it was annexed in 1903, some of its political systems adopted prior to British occupation, were retained by the colonial government. Unfortunately, the gradual transition of British influence in the region that is today Nigeria, from slave trade to legitimate trade and then to colonialism did not allow enough time for the local people to mount any formidable opposition to British annexation. In the beginning, the growing British influence was seen as a welcome relief from the oppressive period of the slave trade. The encouragement of legitimate trade and the coming of the missionaries led the local people to be more open to British occupation of the region, believing that this was for the greater good of the people. In addition, some traditional rulers who resisted British occupation were quickly subdued by the much more advanced military might of the British forces. Nevertheless, throughout the period of British colonial rule in Nigeria, cultural differences, while extant, did not necessarily lead to conflicts as the political and economic systems were managed by the British administrators. In addition, by the mid-20th century, the wave of nationalism movements provided a distraction from the focus on cultural affinities. Nigerians saw the British colonial government as a common enemy and they, therefore, overlooked their cultural differences and regional affinities and, together, emphasised a common national identity and a collective goal of attaining independence from Britain. When Nigeria became independent in 1960, the expectations for the country s future were positive. The population density provided a labour force and a consumer market which showed great potential for economic growth. This, coupled with the fact that commercial quantities of petroleum had been discovered in the Niger Delta region in 1958, led many people to believe that Nigeria was destined for a leading position, not just in Africa, but also in world affairs. Unfortunately, this was not to be, as independence from Britain did not bring with it the perfect society which Nigerians had envisaged. According to Falola and Heaton (2008: 158), by 1970, Nigeria s stability and prestige had been greatly damaged by a decade of political corruption, economic underdevelopment and military coups. Most damaging, however, was the culmination of these problems in a civil war from 1967 to 1970 that rent the country along regional and ethnic lines, killed between 1 and 3 million people, and nearly destroyed the fragile federal bonds that held together the Nigerian state.
Mini Dissertation (MA)--University of Pretoria, 2015.
Modern European Languages
MA
Unrestricted

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MARQUES, IGOR EMANUEL DE SOUZA. „A DIVERSIDADE RELIGIOSA NO ESPAÇO ESCOLAR ADVENTISTA DO ABCD PAULISTA“. Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1563.

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Against the backdrop of the denominational status of network Adventist education present in a remarkable way in the school space and the intense religious diversity students, this research analyzes the relationship of possible tensions between the denominational school status and religious diversity present. It takes into account the process of modernity causing significant change in education, in religion and in the form of the two institutes relate to each other. It took into account the socio-economic and religious profile of the students and how is the reception of religious education in Adventist school space, including students who declare themselves Adventists. The area chosen for this research was the Adventist schools located in the ABCD Paulista context, which offer high school. These school units are located in the cities of Diadema, Santo Andre and Sao Caetano do Sul, cities located in the same micro region, but with different socioeconomic realities.
Tendo como pano de fundo a confessionalidade da rede adventista de educação presente de maneira marcante no espaço escolar e a intensa diversidade religiosa discente, esta pesquisa analisa a relação de possíveis tensões entre a confessionalidade escolar e a diversidade religiosa presente neste espaço. Leva em consideração o processo de modernidade causadora de importantes transformações na educação, na religião e na forma dos dois institutos se relacionarem. Levou-se em consideração o perfil socioeconômico e religioso dos alunos e possíveis tensões na recepção do religioso no espaço escolar adventista por parte dos discentes, inclusive por aqueles que se declaram adventistas. O espaço escolhido para esta pesquisa foi o de colégios adventistas localizadas no contexto do ABCD Paulista, que ofertam o Ensino Médio. Estas unidades escolares estão situadas nas cidades de Diadema, Santo André e São Caetano do Sul, cidades localizadas na mesma microrregião, mas com distintas realidades socioeconômicas.

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Heilbron, Hirschel Lothar. „Christians and religious diversity? : a theological evaluation of the meaning of an ethic of embrace in a context of religious diversity“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19920.

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Thesis (DTh)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Due to the consciousness of religious pluralism and the need for peace amongst the religious communities of the world, the researcher considered, and herewith presents, the arguments for and against each of three traditional theological models for evaluating the relation between Christianity and other religions. Although this theological debate about the truth and salvific value of non- Christian views of life is important, and although the three approaches discussed each brings out important aspects that have to be considered in this debate, they were found to be limited in an important respect, namely, that they do not suggest practical strategic solutions for how Christians should relate to people who hold beliefs that differ from their own. With reference to the notion of an “ethic of embrace,” drawing on a number of New Testament texts as interpreted by theologians like Hans Küng, Miroslav Volf, Harold Nethland, Sam Storms, and Robert H. Stein, to name but a few, a strong case could be made for the necessity of such an ethic as a guideline for how the churches should interact with those who do not share their faith. It could be concluded that each of the three theoretical models, Particularism, Inclusivism and Pluralism, needs to be reconsidered from the perspective of an ethic of embrace. The researcher therefore inquired into the extent to which each of the theoretical models can be reconciled, and can indeed support and undergird, an ethic of embrace. Since, at least at face value, Particularism seems to raise most questions in this regard, it received particular attention. It was concluded that, also when applied in the context of the Particularist model, the ethics of embrace is the missing link that can help influence religiously motivated conflicts in a positive way. This allows for a more peaceable praxis as it not only addresses religious conflict in the world, but can also enable the Particularistic model to foster peace among religions and therefore, indirectly, peace among the nations of the world. The themes of reconciliation, tolerance, forgiveness and hospitality, which are interconnected with an ethic of embrace form an important part of chapter 5, with its focus on the truth and salvific significance of Jesus Christ reflected in his life as portrayed by Biblical witnesses. It is argued that He is not only the truth, or the one who spoke about the truth and his salvific significance, which is of central importance to the Particularistic model, but was able to demonstrate its practical application through the life He lived among humans. He demonstrated practically how the neighbour can be embraced in accordance with a particular understanding of the will of God.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die potensiaal van ’n etiek van omhelsing (“embrace”) aangesien drie tradisionele modelle in die teologie van die godsdienste, naamlik Partikularisme, Inklusivisme en Pluralisme, nie voldoende is om vrede tussen die verskillende gelowe van die wêreld te bevorder nie. Argumente ten gunste van en teen elke model, sowel as hulle sterk en swak punte, word behandel om duidelik aan te toon dat nie een van die drie modelle genoegsame praktiese strategiese metodes oplewer nie. Nadenke oor die waarheidsgehalte en moontlike verlossingskrag van nie-Christelike godsdienste, en oor Christene se wyse van interaksie met mense van ander gelowe, verskaf opsigself nie die nodige vrugbare praktiese riglyne nie. Met betrekking tot die idee van ’n etiek van omhelsing, het verskeie teoloë, waaronder Hans Küng, Miroslav Volf, Harold Nethland, Sam Storms, en Robert H. Stein, om net ’n paar te noem, sterk konstruktiewe argumente ontwikkel wat die idee van ’n etiek van omhelsing ondersteun en bevorder in verband met Christene se verhouding met mense van ander gelowe. Hierdie studie argumenteer ten slotte dat die drie teologiese modelle wat ondersoek is ’n etiek moet heroorweeg van ’n verhouding van omhelsing teenoor mense van ander gelowe, indien hulle tot vrede tussen mense van verskillende gelowe wil bydra. Die navorser ondersoek ook tot watter mate die drie modelle met ’n etiek van omhelsing versoen kan word. Aangesien Partikularisme skynbaar meer vrae in hierdie verband oproep, word dit veral deurdink. Die navorser kom dan tot die gevolgtrekking dat die etiek van omhelsing, in die konteks van Partikularisme, dalk die verlore skakel is wat, ook vir die Partikulariste, geweld onder die verskillende gelowe kan teenwerk. Dit kan moontlik nie slegs vreedsame verhoudings tussen die verskillende gelowe teweegbring nie, maar ook daartoe bydra dat Partikularisme in die teologiese debat tot geloofsvrede kan bydrae. Versoening, vergifnis, gasvryheid en toleransie is temas wat in verband met ’n etiek van omhelsing ter sprake kom, en vorm belangrike aspekte van hoofstuk 5, aangesien dit nie net in abstrakte sin die waarheidsgehalte en verlossingskrag van Christus sterk beklemtoon nie, maar ook die wyse waarop dit in sy lewe, soos die Bybelse getuies dit narratief skets, in ’n praktyk van omhelsing van die medemens gestalte gevind het.

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Castelli, Michael J. „Studies on church schools, faith schools, religious education and dialogue“. Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/studies-on-church-schools-faith-schools-religious-education-and-dialogue(9a468b4f-399e-43b0-87d1-1e773f67ed73).html.

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Ntountoumis, Ioannis. „Religious Diversity at the Crossroads of Istanbul : Cases of Religious Tolerance and Ethnic Cleansing“. Thesis, Uppsala universitet, Teologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-211426.

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What makes Istanbul special and unique, is not its beauty, but the memories, the good and the bad of people who once lived there and were forced to leave for different reasons. This is something that people could realize as soon as they visit Istanbul and talk to the remaining minority populations who have faced bigotry, prejudice and persecution. Those have kept alive the real meaning of this metropolis. It is the multicultural and cosmopolitan character and especially the religious pluralism and diversity which still manages somehow to survive and characterizes the city and life in it, making it unique and offering a perfect symbolism since Turkey and especially Istanbul has become a significant mediator between the West and the East. Even though the figures have been dramatically changed and decreased, the city has retained some of its multicultural character, and still hosts some of the most important religious institutions. This is the main theme of this thesis, the history, the problems and the panorama of the life in the multicultural Istanbul. It is an overall view on different areas where population from different religious and cultural backgrounds co-existed for years and have a great historic meaning. The mahalles that will be examined in this study are those of Fener, Balat, and Ortakoy from the European side and Kuzguncuk from the Asian one. This thesis will try to highlight the main events which led to the alienation and the shrinkage of the religious populations in Istanbul, and will present a report on the current situation and projects which promote the religious diversity and aim to restore, partly, the glory of the multicultural past. Why nationalism prevailed and how did its predominance affect the multicultural Istanbul? What is the current situation in the neighborhoods which used to or still host populations from different religious backgrounds, and how do the recent cultural initiatives aim to bridge the gap that hatred and policies created?

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Gough, Sharon R. „Spiritual and religious diversity: Implications for counselor education programs“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/714.

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The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVC) identifies 9 core competencies for integrating spirituality/religion into practice. Previous research indicates that some mental health professionals have experienced discomfort when considering the balance between religious ideology (RI) and scientific orientation (SO) in their practice. However, no research exists assessing this potential for cognitive dissonance among mental health professionals nor has there been a test of the relative influence of RI/SO on approval of ASERVC competency integration into counselor training. Therefore, the purpose of this quantitative study was first to assess RI/SO cognitive dissonance and, second, to test RI/SO relative to ASERVC competency integration. The Religious Ideology, Scientific Orientation, Conflict Questionnaire and Core Competency Questionnaire was administered to a random sample of American Psychological Association and American Counseling Association professionals. The results from t tests revealed a significant difference in cognitive dissonance with higher scores on both RI/SO associated with greater dissonance. Multiple regression analysis revealed neither RI nor SO predict competency approval. Findings suggest an important social-change implication: Counselors may not perceive a conflict between RI and SO and, therefore, may be willing to accept the integration of the ASERVC competencies into their training. Implications also include changes in curricular requirements within academic programs that train counselors, social workers, and psychologists to integrate these competencies; considerations for ethical guidelines addressing religious and spiritual diversity; and the development of continuing education coursework pertaining to spiritual and religious diversity competencies.

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Geary, Frank K. „Characteristics of religious diversity in mid-nineteenth century Warwickshire : a study of the 1851 religious census“. Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:0a368528-0203-4bdc-a648-dbc23455ce7b.

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The Census of Religious Worship of 1851 was a unique attempt to collect information about the nation's religious practice in the middle of a century of great social, economic and political upheaval. By 1851, a period of intense urbanisation had resulted in the country's urban population exceeding that in rural areas. Warwickshire can be considered as a microcosm of England as a whole, with its mixture of rural and urban landscapes and agricultural and industrial employment. This study attempts to investigate how far the Religious Census helps to illustrate the nature and extent of religious diversity. From the survey of the extensive literature emerge a number of significant questions about the reliability of the Census. This study is rooted in the geographical, socio-economic and religious contexts of Warwickshire in the middle of the nineteenth century, drawing original raw material from transcriptions of the Warwickshire returns of the Religious Census. The spatial distribution of these differences is analysed through a comparison of distribution maps. It is possible to observe the results of the attempts of the Church of England as it struggled to maintain its position as the Established Church, as well as responding to criticisms. There is evidence that the Church of England in Birmingham was faring much better than in other urban-industrial centres, while in rural Warwickshire, clerical abuses such as pluralism and nepotism were being addressed. We can also see the rapidly developing diversity of religious provision in the proliferation of Nonconformist sects and denominations during the first half of the nineteenth century. The results of the Census reveal the variety of provision of accommodation for worship, including Sunday Schools, variations in attendance and worship provided and also demonstrate clearly the variety of religious experience in rural and urban areas in the county which the different denominations offered.

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Lahmar, Fella. „Dealing with diversity in Muslim schools in Britain“. Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13568/.

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This research was designed to explore the ways that Muslim schools are dealing with the tensions arising from the diversity presented to them within their own religious group and how this then shapes individual schools as they operate within a post 9/11 and 7/7 social context. The work was carried out in six case study schools located within four different geographical contexts in England. Giddens’ notion of “double hermeneutics” informed the theoretical and conceptual frameworks driving the research in its aim to analyse the relationships between structure and agency operating within these schools and to understand them as social phenomena. To a lesser extent, these frameworks were also influenced by Gadamer’s interpretation of the “practical wisdom” concept which is used as a conceptual tool for data analysis. In setting out to provide a nuanced picture of these schools and explore their trajectories, four traditional theoretical typologies of Islamic education underpinned the analysis. These typologies were identified as important in understanding the dilemmas presented to Muslim schools in constructing themselves as “academically successful institutions” without compromising on their “Islamic ethos”. More so, as these schools deal with the tensions arising from maintaining an Islamic ethos while competing in an era where consumerist parental attitudes and academic achievement in the league tables are important to their future. The critical question that these schools’ leaders are facing is: How can the right balance be struck between “Islamic ethos” and the market dynamics of quality schooling? In resolving this dilemma, the concept of “what constitutes being a good/practising Muslim” was found to be key to how the case study schools managed this balance. This thesis argues that Muslim schools in Britain are being diversified by a continuously changing process that is shaped by internal factors as they try to balance the everyday dilemmas presented to them with the external factors that impact on them as they compete and operate within a wider educational context. As they grow in experience and confidence in their educational achievements Muslim schools are less influenced by “imported” factors. This then frees them to work on “tailoring” the education they offer more specifically to their own needs and challenges while taking into account and balancing this with their wider British influences. This has implications for those social debates such as multiculturalism, inclusion and exclusion and community cohesion that are now necessarily being influenced by a late modern social context.

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Van, Vuuren Hermanus Jacobus. „A strategy to manage diversity in secondary schools / .J. van Vuuren“. Thesis, North-West University, 2008. http://hdl.handle.net/10394/1706.

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The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

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Woods, Maggie. „Religious education in special schools : assessment and pedagogy“. Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405262.

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Devan, Benjamin Bradford. „A Wesleyan Open Inclusivist approach to religious diversity and New Atheism“. Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11464/.

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Probing the “New Atheism” reveals not an isolated phenomenon, but a contemporary expression of a longer tradition of atheist advocacy and antagonism toward religion, beliefs about the Divine, and associated practices. Although not all critics of religion are atheists, and atheists display diversity among themselves, A Wesleyan Open Inclusivist Approach to Religious Diversity and New Atheism argues that New Atheists are sufficiently similar to religious people to be fruitfully approached utilizing conceptual tools that pertain to religious diversity, interaction, and dialogue. Specifically, it proposes that an optimistic Open Inclusivist attitude from the philosophy of religion, grounded by and employing methodological, biblical, historical, and ethical resources supplied and integrated by the Wesleyan tradition, is productive for approaching religious diversity issues that incorporate atheism and New Atheists. A Wesleyan variety of Open Inclusivism lessens or eliminates difficulties that competing paradigms from philosophy of religion exhibit, and eschews complications implicit or explicit to select Reformed, Catholic, and Universalist theologies. It coherently urges genuinely significant, reciprocal learning among religious believers and atheists and a hopeful urgency about salvation. Insisting that every person possesses sacred worth or inherent dignity, it undergirds ir/religious liberty and constructive attempts to persuade. It prods collaboration around common priorities, empowers prudent opposition where necessary, and operates in what John Wesley called the more excellent way of love. As one exemplar of ecumenical, Creedal, and evangelical Christianity; A Wesleyan Open Inclusivist Approach to Religious Diversity and New Atheism aims to interpret the Bible faithfully and to critically utilize historical precedents, reason, logic, and the sciences listening to existential and practical experience. Honoring each voice in conference, it effectively mediates ongoing dialogue on topics vital to atheism and religion, including the relationships of religion and science, problems of evil and suffering, and optimal ethical flourishing for physical as well as spiritual realities.

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Marlowe, Eric-Jon Keawe. „Treatment of religious expression and belief in Utah public schools : perspectives of the religious minority /“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd776.pdf.

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Fancourt, Nigel Peter Michell. „Self assessment in religious education“. Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1108/.

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This research investigates the nature of pupil self-assessment in religious education. It considers the implications of theories of self-assessment as assessment for leaming for self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on assessment has claimed that selfassessment is essential in formative assessment, to combat the negative effects of summative assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect selfassessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' assessment careers. Reflexive self-assessment: As a result of analyzing the data on assessment and religious education an original form of self-assessment is proposed. Reflexive self-assessment is a subject-specific model of self-assessment, linked to interpretive approaches. This harmonizes classroom self-assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of self-assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour.

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Dhan, Singh Dhami Manee Chaiteeranuwatsiri. „Teacher perceptions of diversity management in Nepalese primary schools /“. Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838018.pdf.

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Marlowe, Eric-Jon Keawe. „Treatment of Religious Expresssion and Belief in Utah Public Schools: Perspectives of the Religious Minority“. BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/275.

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Recorded members of The Church of Jesus Christ of Latter-Day Saints (also known as Mormon or LDS) comprise over 70% of Utah's population. This qualitative study identifies the unique concerns and challenges that members of Utah's minority religions may face in public schools. Semi-structured interviews, designed to elicit rich, detailed information, were conducted with 48 participants (13 leaders, 17 parents, 18 students) from seven different minority religions in Utah. Each interview was audio taped, transcribed, and then analyzed using the qualitative analysis program N-Vivo. Looking at the school institutional treatment (laws, policy, teachers, administrators) of participants' religions, few expressed major concerns or challenges. Ignorant LDS favoritism and school accommodation of LDS Released-Time Seminary were issues most commonly expressed. In contrast to institutional treatment, social treatment of participants' religion in school received significantly more comment, and related concerns ran considerably deeper. Participants identified areas of occasional peer exclusion such as LDS cliques, Seminary, conversation, and dating. Participants further identified areas of occasional uncomfortable peer interaction such as LDS proselytizing, sense of superiority, and assumptions or stereotypes. Several participants cited LDS ignorance, cohesiveness, and their doctrine of one true church as general causes of this peer exclusion and uncomfortable interaction. Furthermore, the data suggests that the challenges mentioned by participants are enhanced in the higher LDS populated and more rural areas of Utah. The findings also suggest that the prevalence of such challenges have been decreasing over time. All participants identified some concerns or challenges they face as members of a minority religion in their Utah school communities. However, it appears most participants, with some clear exceptions, did not view treatment of their religion in Utah public schools as a major issue.

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Horning, Craig. „Religious Charter Schools: Superintendents' Perceptions in a Catholic Context“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/2419.

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Thesis advisor: Elizabeth Twomey
This qualitative study was exploratory and analyzed an emerging form of schooling - "religious" charter schools - within the context of urban Catholic elementary education in America. Specifically, it examined the perceptions of Catholic school superintendents related to this form of schooling. The study investigated if a common understanding of religious charter schools was salient among Catholic school superintendents. In addition, it analyzed the perceptions of Catholic school superintendents related to the benefits and challenges to this type of school in a Catholic context. The research design was a basic qualitative research study. The data collection methods used were the distribution of a semi-structured questionnaire and the conducting of follow-up open-ended interviews. A descriptive contemporary historical analysis of the relevant literature on religious charter schools was a component of the research design and influenced the development of the semi-structured questionnaire and open-ended interview protocol. The synthesis of the literature on religious charter schools is the first of its kind in a Catholic school context. The findings of this study indicate that while the religious charter school terminology is problematic in a Catholic context, the concept of such schools are perceived to be potentially beneficial, but challenging to implement in practice. The clear benefit to religious charter schools in a Catholic context is perceived as financial. This perception was shared by the superintendents against the backdrop of the current closing crisis faced by many urban Catholic elementary schools in the United States. The most likely beneficial scenario that emerged from this study is the leasing of former Catholic school facilities to charter schools and subsequently developing "wraparound" religious education programs. Developing positive relationships with charter schools may result in additional income for struggling urban parishes as well as opening new doors for religious education programming and outreach to the urban poor. Challenges to religious charter schools in a Catholic context include church and state complications related to public funding, religious identity issues, legal concerns and the fact that they are not Catholic schools
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Higher Education and Educational Administration

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Smith, Andre. „Managing the diversity of parental involvement in primary schools / Andre Smith“. Thesis, North-West University, 2012. http://hdl.handle.net/10394/8246.

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The word diversity can be described as being different or having differences. Furthermore, it also relates to variety or assortment. Diversity forms an integral part of society worldwide. It consists of many different aspects which are all evident in different ways in society. These aspects of diversity include culture, religion, race, language, socio-economic class, gender, ability, etc. Diversity also exists in education as an important part of society. Parental involvement is viewed by many people as an important part of the education process. It has many positives which include improved academic performance of the child, understanding of the schools circumstances, having a more positive attitude towards the school, improved community involvement and a positive school climate. Parental involvement enhances the complete learning experience of the child and focuses on the total development of the child. It includes the making of a commitment and the forming of a partnership between parent and school which is also fundamentally prescribed by legislation. When this partnership is engaged in properly there is a definite positive outcome for both the child and the school. Fundamentally, the purpose of parental involvement lies in the opportunities that it offers all the stakeholders involved to contribute towards the upbringing and development of the children. Managing the involvement of parents should be well planned and directed. School managers need to take into account the issue of diversity in relation to parental involvement. Schools have to make use of creative strategies and approaches as they deal with differences among people which need to be respected in such a way that everyone can be integrated into the school system. Diversity amongst people has an influence on parental involvement and need to be managed to good effect. Ultimately, positive parents will educate positive children who are what we strived for. What is interesting from the results of the study is that the respondents that participated in the research are of the opinion that racial differences as an aspect of diversity doesn‟t have a significant influence on parental involvement. Diversity aspects that are viewed as having a
Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2012

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Atkin, Nicholas James. „Catholics and schools in Vichy France, 1940-44“. Thesis, Royal Holloway, University of London, 1988. http://repository.royalholloway.ac.uk/items/d3698b77-e8c6-49cd-8776-d9ad8f6f1438/1/.

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In 1940 the French Catholic Church was quick to blame military defeat on the laicism of the Third Republic. However, the Church was confident that it could rectify the errors of the past. The new authoritarian regime at Vichy offered the possibility of overturning the past sixty years of secularism and of rebuilding France along Christian lines. This thesis examines how the Church attempted to win France back to the faith through the vehicle of education. It shows how it hoped to strengthen the position of its own educational system and how it tried to re-assert its influence over children in the State school. The study is divided into four parts. The first looks at the role education played in Church/State relations and puts into context events treated in more detail later. The second part examines the curriculum of confessional schools and the ways by which the Church attempted to influence the lessons of the State school. Part three looks at teachers and pays particular attention to the teaching orders. Although they recovered much of their former legal status under Vichy, they never became fully-fledged supporters of the regime. In addition, the thesis looks at how the Church tried to break the traditional secularism of the State 'instituteurs'. Part four investigates the funding of Catholic education. It examines the measures that Vichy took to alleviate the material plight of Catholic schools and illustrates how State subsidies contributed to the growth of Catholic education. Analysis of Vichy's educational policy reveals that the regime was less clerical than has previously been recognised. This study alsoconcludes that the Church was not an unqualified supporter of the regime and that Catholics began to have their doubts about Vichy far earlier than has sometimes been suggested.

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Bernardo, Luís [Verfasser], und Naika [Gutachter] Foroutan. „Religious Diversity in the Portuguese hospital sector / Luís Bernardo ; Gutachter: Naika Foroutan“. Berlin : Humboldt-Universitaet zu Berlin, 2018. http://d-nb.info/117599510X/34.

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Sandau, Wayne Reinhold. „The open church diversity in the local congregation /“. Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Lankshear, Jane F. „Quality and diversity in Anglican primary schools : a study of denominational inspection“. Thesis, University of Wales Trinity Saint David, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683378.

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Guy, Robert L. Holsinger M. Paul. „Religious expression in public education“. Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006619.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: M. Paul Holsinger (chair), Moody Simms, John Freed. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

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Jechoutek, Karl G. „Religious competition, Creole identities, and economic development : foundations of competitive diversity in early Victorian Cape Town“. Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11389.

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Includes abstract.
Includes bibliographical references (p. 242-276).
What kind of economic development trajectory can be expected in cosmopolitan cities that display a high degree of cultural, religious, ethnic and social diversity? Much can be gleaned from examining defined periods in their history that show a rapid transition in religious/cultural and socio-economic terms. Cape Town, a city that prides itself on its deeply rooted diversity and hybridity, and aspires to global status as a creative urban hub after having emerged from the rigidities of apartheid, appears not to be able to manage a breakthrough to sustained long-term development. An examination of the city's transformational period during the early decades of the nineteenth century may explain why this is so. Competitive diversity in religion, culture and business provided the template for a highly individualised development path with a short time horizon. This work uses the analytical tools of human development theory, cultural value analysis, the linkages between religion and economics, rational choice theory, urban development studies, and the study of identity formation and creolisation to construct a lens for the review of religious and socio-economic discourse in Cape Town during the first half of the nineteenth century.

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Marfleet, Andrew Graham Richard. „Christian values in education : schools in a plural society“. Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389204.

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Meier, Barbara Ethel. „A survey of religious education in the American public schools“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Damons, Etherecia Oryetta. „Religious education in South African public schools : opportunities and problems“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60353.

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O'Grady, Kevin. „Motivation in secondary religious education“. Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).

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Blakeslee, Andrew Noel. „Accounting for religious diversity: John Hick's pluralistic hypothesis and John Cobb's process pluralism“. Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96725.

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This study brings John Hick's pluralistic hypothesis into engagement with the process pluralism position developed by John B. Cobb Jr. and David Ray Griffin in the ongoing attempt to adequately account for the reality of religious truth-claim diversity. Despite numerous criticisms, Hick's position remains viable in its explanatory intentions, whereas Cobb's and Griffin's position is not, contrary to its self-perception, an improvement upon Hick's hypothesis. Moreover, Cobb's and Griffin's position is not properly pluralistic and is better modified for greater alignment with the lived traditions. The primary issue is one of coherence in relation to the positing of multiple ultimacy to account for truth divergence. However, a Whiteheadian epistemology offers a potentially fruitful way of understanding and arguing, not for the veracity of multiple ultimacy, but for the veracity of religious experience per se.
Cette étude compare l'hypothèse pluraliste de John Hick avec la position pluraliste du "process" développée par John B. Cobb Jr. et David Ray Griffin, dans le but de tenir compte de la réalité en regard de la diversité religieuse. En dépit de nombreuses critiques, la position de Hick demeure viable, alors que celle du "process" n'est pas, contrairement à la prétention de ses représentants les plus connus, une amélioration de l'hypothèse de Hick. En outre, la position du "process" n'est pas vraiment pluraliste et devrait être modifiée en vue d'un meilleur alignement avec les traditions vivantes. La question principale en est une de cohérence par rapport à l'ultime multiple susceptible de rendre compte de la divergence quant à la question de la vérité. Toutefois, une épistémologie whiteheadienne pourrait offrir un moyen fructueux de compréhension et d'argumentation, non pas de la véracité de l'ultime multiple, mais de la véracité de l'expérience religieuse comme telle.

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Halse, Scott. „Functional specialization and religious diversity : Bernard Lonergan's methodology and the philosophy of religion“. Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=113673.

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Religious diversity has become a central topic in the philosophy of religion. This study proposes a methodological approach to the topic by exploring the division of tasks set out by Bernard Lonergan (1904-1984). Lonergan’s methodological framework, which he called functional specialization, provides a generic differentiation of tasks, each of which is central to the overall project of understanding religious diversity. This thesis explores the relevance and utility of functional specialization as a methodological approach to religious diversity in the philosophy of religion. [...]
La diversité religieuse est aujourd’hui une préoccupation centrale dans l’étude de la philosophie des religions. Cette étude propose une démarche méthodologique en explorant la division des tâches mise de l’avant par Bernard Lonergan (1904- 1984). La méthodologie employée par celui-ci, qu’il nomma « spécialisation fonctionnelle», permet d’établir une séparation générique des tâches, chacune d’elles jouant un rôle important dans la compréhension globale de la diversité religieuse. Cette étude illustré la pertinence et l’utilité de la spécialisation fonctionnelle en tant qu’approche méthodologique dans la philosophie des religions, et particulièrement dans l’étude de la diversité religieuse. [...]

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Dissertationen zum Thema „Religious diversity in schools“

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