Dissertations / Theses on the topic 'Religious education in Australia'
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1
White, Dan, and res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
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Over the past three decades, the development of religious education in Australia has been largely shaped by catechetical and curriculum approaches to teaching and learning. To date, little emphasis has been placed on the pedagogical dimension of religious education. The purpose of this research project is to explore the manner in which ‘brain-based’ learning theory contributes to pedagogical development in primary religious education. The project utilises an action research methodology combining concept mapping, the application of ‘brain-based’ teaching strategies and focus group dialogue with diocesan Religious Education Coordinators (RECs). The insights derived contribute to the formulation and validation of an appropriate pedagogical model for primary religious education, entitled the ‘DEEP Framework’. The model reflects an integration of insights from brain-based theory with nuances from the contemporary Australian religious education literature. The project identifies four key, interactive principles that are crucial to pedagogical development in religious education, namely: Discernment, Enrichment, Engagement and Participation. It also recognises a fifth principle, ‘an orientation towards wholeness’, as significant in combining the various pedagogical principles into a coherent whole. The DEEP framework enables teachers to more successfully select and evaluate appropriate, interconnecting teaching strategies within the religious education classroom. The framework underpins the pedagogical rationale of the recently developed Archdiocese of Hobart religious education program and forms the basis for the implementation of a coherent professional development program across the Archdiocese.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Besly, Catherine. "Religious education and South Australia's state schools in the 1970's /." Title page, contents and conclusion only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09arb555.pdf.
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Hurley, C. E., and n/a. "A study of aspects of educational leadership in a religious teaching order." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060731.162220.
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The quality and nature of leadership among the superiors of
religious teaching orders has not been the subject of much research.
This field study examines the criteria by which the Provincial Superior of the Marist Brothers in the Sydney Province of Australia decides
on the appointment of his principals. In order to establish an evaluation
of these criteria, the concept of leadership in general and educational
leadership are first examined as described in literature. From the
literature a model is chosen against which the leadership of the founder
is examined since the spirit of the founder, in this case, Marcellin Champagnat, still pervades the present day members of the order he
established. The beginnings of the work of the Brothers in Australia
were also important as the pioneers brought with them the spirit of
the founder and were responsible for a quality of leadership in difficult
circumstances, a quality which has become a feature of the work of
the Brothers. It is evident that the present provincial superior
is imbued with the spirit of the founder and that he has succeeded
in interpreting the criteria laid down in foundation in terms which
are relevant to education today. Certain constraints and factors, special
to a religious teaching order bring about features of leadership which
are not found in lay schools.
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Meehan, Catherine Jane, and res cand@acu edu au. "Thinking and Acting: an exploration of Australian early childhood teachers’ beliefs and practice regarding learning, teaching and religious education." Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp161.10062008.
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The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers’ beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice. Whilst there are empirical studies that explore early childhood teachers’ beliefs and practice, there were no studies which explore early childhood teachers’ beliefs and practice with regard to learning, teaching and Religious Education in Australia. This study was conducted within both positivist and interpretivist paradigms, using a mixed methodological approach to data collection. Phase One was a large scale (n=540) use of a questionaire to ascertain teachers' beliefs. The Early Childhood Teachers' beliefs about learning, teaching and Religious Education questionaire was developed specifically for this study. Early childhood teachers from 6 states of Australian Catholic schools were surveyed using the Early Childhood Beliefs about Learning, Teaching and Religious Education Questionnaire. Following the quantitative analysis, four teachers were purposefully selected to develop rich, descriptive case studies. Classroom practice was observed and documented providing further insights into beliefs and practices with regard to Early Childhood and Religious Education. Analysis of the quantitative and qualitative data was conducted using three computer software packages including: SPSS, Leximancer and NVIVO. The analysis of data revealed both differences and similarities that exist between teachers’ stated beliefs and classroom practice and in particular their pedagogy with regard to Religious Education Key findings of the research included a confirmation that early childhood teachers’ in Catholic schools generally taught in accordance with their beliefs. It was highlighted specifically that a range of factors impact on teachers’ practice, which both support and constrain their practice. Some of the implications for teachers, teacher educators, providers of professional development are delineated. There is evidence presented in the results that supports the hypothesis that teachers' beliefs do underpin their classroom practice and that there are factors that constrain or support teachers' in their efforts to teach according to their beliefs about learning and teaching. The study highlighted implications for Religious Education in the early years of schooling, for the continued professional development and curriculum development for Religious Education in the early years of schooling. In summary, this thesis examined the role of Early Childhood teachers’ beliefs about learning, teaching and Religious Education and the relationship to classroom practice. It critically explored the impact that a range of factors have on teachers’ ability to implement practice that was consistent with their stated beliefs
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Fisher, John. "Reaching the heart : Assessing & nurturing spiritual well-being via education." University of Ballarat, 2008. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/13798.
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Several quantitative measures of spiritual well-being were developed with primary and secondary school students and teachers, and university education students, namely the Spiritual Health And Life-Orientation Measure, Feeling Good, Living Life, and the Quality Of Life Influences Survey. Spiritual dissonance was revealed by comparing respondents’ ‘ideals’ with ‘lived experiences’ in four domains of spiritual well-being. Teachers and university education students reported a decline in help being provided in schools to develop the relationships which foster school students’ spiritual well-being.Doctor of Education EdD
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Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
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Armstrong, John Malcolm. "Religious attendance and affiliation patterns in Australia 1966 to 1996 : the dichotomy of religious identity and practice." View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020729.140410/index.html.
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Teece, Geoffrey. "A religious approach to religious education : the implications of John Hick’s religious interpretation of religion for religious education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1103/.
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This thesis is concerned with the question as to how to present the study of religion to students in religious education (RE) in schools that reflects a distinctively religious character but not a confessional one. It recognises that how religion is conceptualised in RE and the search for a distinctive rationale that reflects the subject’s nature and purpose, has been a contested question over the history of the subject in state maintained schools since the Education Act of 1870. More recently, criticism of what has been termed ‘modern liberal RE’ has focused on the claim that, in many instances, the subject has misrepresented religion, by being guilty of essentialism and in denying students opportunities to engage with the ‘truth claims’ of religions. It is within this context that this thesis argues that a nuanced understanding of John Hick’s religious interpretation of religion can positively illuminate these debates by providing a second order explanatory framework for the study of religion in RE.
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Slivkoff, Paulina Matvei. "The formation and contestation of Molokan identities and communities : the Australian experience." University of Western Australia. School of Social and Cultural Studies, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0084.
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[Truncated abstract] Molokans are a Russian sectarian community that has been a transnational diasporic community since their exile from southern Russia in 1839. During the 1839 exodus they were relocated to Georgia, Armenia, and Azerbaijan. These countries make up a region referred to by Molokans as Transcaucasia located in and around the Caucasus Mountains. A further migration to Turkmenistan followed in 1889. Since that time, Molokans have settled in Iran, the United States of America, Mexico, Australia and Brazil. The colonies in Brazil and Mexico have disbanded with members re-joining Molokan communities in the United States of America and Australia. The communities remain in contact with one another and with various Molokan communities still existing in the Russian Soviet Socialist Federal Republic. Molokans are characterised by a religious structure of lay ministers and elders in a traditional, patriarchal social community. They are a collectivity of churches (there is no hierarchy between the churches) and sub-groups who practise varying degrees of adherence to Molokan dogma. They are a millenarian, charismatic religious community similar to Pentecostals and Anabaptists with the exception that they have ceased to evangelise and have become ‘closed’ communities practising endogamy. Given their closed structure, relatively little is known about this group in mainstream society . . . Spirituality, in the form of prophecy, healing, and the shared expression of religious ecstasy (rejoicing in the Holy Spirit) provides a sense of communitas that helps to bind the communities. Persecution in Russia and in the United States of America promoted mistrust of outsiders and contributed to the closure of social boundaries. Interventionist and reform activities in both Russia and the United States of America reinforced the belief that social closure was the only way to maintain cultural continuity. Their shared history of migration and persecution contributes to the building of a core community identity.
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Armstrong, John Malcolm, and frjohnarmstrong@ozemail com au. "Religious Attendance and Affiliation Patterns in Australia 1966 to 1996 The Dichotomy of Religious Identity and Practice." The Australian National University. Research School of Social Sciences, 2001. http://thesis.anu.edu.au./public/adt-ANU20020729.140410.
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The period between 1966 and 1996 was a period of great change for society in Australia. Two particular aspects of that change have been highlighted in this study. It will examine the changing patterns of attendance at religious services and religious affiliation over this time period. In particular it examines the connection of attendance and belief patterns, which have changed during this period, with particular reference to Christian religious groups. ¶
By examining data from each of the Censuses in the period between 1966 and 1996 it was possible to note three fundamental changes in the patterns of religious affiliation. The first was the movement away from patterns of Christian affiliation to no religious affiliation. The second was the shift of migration patterns which drew substantially from Europe in the period prior to 1971 to a pattern with higher levels of migration from Asia and Oceania. The third saw a decline in Christian affiliation among the 15-24 age group. ¶
After analysing this affiliation data a weekly average religious attendance measure was composed to compare data from each of the social science surveys. This made it possible to examine generational trends by age and sex which resulted from changing patterns of affiliation, immigration, stability of residence and marital status Also a case study of the Canberra parishes in the Catholic Archdiocese of Canberra and Goulburn was undertaken to examine the particular impact that these changes had on a particular religious grouping. ¶
In studying these indicators it is believed that the change in patterns of Australian religious attendance and affiliation while influenced by life course events has also been substantially affected by issues of generational change. These changes not only produce lower levels of religious attendance but also have significant impact on aspects of society which have sustained communal life.
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Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.
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This research was undertaken in the light of Foucault's theories and methodologies of language with particular reference to Discipline and Punish as applied to education. The opening section gives a detailed review of these methodologies and the way they will be applied to the various areas of educational practice. There is detailed consideration of the relationship between church and state from the early nineteenth century up until the Education Act, 1944, with particular reference to religious and educational discourse. This is followed by a study of the principles underlying the teaching of religion and the practice of worship in schools prior to 1944. From this the thesis moves to a closer consideration of the 1944 Education Act with the examination of the debate in parliament and in the country as a whole. Most of the evidence for the period is taken from The Times as reflecting the wider use of religious and educational discourse. The thesis then considers the outcome of the 1944 Education Act and the effects it had on religious education until the passage of the 1988 act, with particular reference to the changes in teacher praxis in the nineteen-sixties. Parallel to this is a survey of the main theological developments in Britain between 1944 and 1988 and an assessment of the changes within religious institutions during the same period. Before coming to a detailed consideration of the 1988 Education Reform Act, the thesis considers the changes that took place in teacher praxis between the nineteen-sixties and 1988, and then considers the debate in parliament and in the country during 1988. The final sections are concerned with the implementation of the act, with consideration of the governmental documentation issued to supplement the act and various comments upon these. Fieldwork within Hastings and Sutton has yielded data which attempts to place the research within the context of present praxis in a range of schools. The study concludes with media reaction to the act and an overview of the key points that have arisen from the research.
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Plopper, Eli. "The Religious Education Association religious feeling and scientific loyalty /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1502.
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Akinde, Adebisi. "Religious conflict in Nigeria : a role for religious education." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3575.
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Hallam, Gillian. "Trends in LIS education in Australia." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105355.
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Recent reforms to the higher education sector are presenting challenges for academic staff and university administrators across Australia. Within this context, LIS education faces its own specific issues and challenges. This paper reviews the current trends in the LIS education, looking at student numbers, aca-demic staffing and curriculum issues. Education providers also need to consider the career-long learning needs of the profession. It is argued that LIS educators cannot work in isolation: the LIS profession as whole must work together collaboratively to ensure it has a bright and relevant future.
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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.
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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
17
McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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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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Kim, Young-Ho. "People's tradition of religious education /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169321.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Douglas M. Sloan. Dissertation Committee: William B. Kennedy. Includes bibliographical references: (leaf 139-143).
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Patel, E. S. "Ismaili religious education and modernity." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395302.
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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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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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Clarke, Terence. "Curriculum development in religious education." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.
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Pollard, Gaynor. "Religious education and feminist theology." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439141.
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Bambic, Daryl. "Guiding the religious response of adolescents : an alternative model of religious education." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22558.
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A review of the models of religious education reveals their weaknesses and limitations. The tension among the models and the leading theorists arises from the divergent understanding of the relationship of religion to education as well as the concept of personhood. The transcendent nature of persons is argued from both a psychological and philosophical perspective. The nature of the religious experience as well as religious development is examined in both adults and adolescents. Given the transcendent dimension of human nature, as witnessed through the religious response, it is argued that the first order activity of religious education should be the development of adolescent spirituality.
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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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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Mwesigwa, Fred Sheldon. "Religious pluralism and conflict as issues in religious education in Uganda." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/559/.
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This study investigates the complications raised in teaching a confessional Religious Education in a multi-religious context pertaining in Ugandan religiously founded public schools, government and private founded schools. The thesis contends that the introduction of Islam, Anglican and Roman Catholic Christian religious traditions in Uganda not only presented alternative religious systems to the existing African traditional religion but ushered in an era of competition for converts that subsequently led to religious conflict. The thesis also submits the view that the missionary aim of formal education in Uganda led to the creation, not only of a denominational, but a divisive educational system. While the study commends the colonial government and the first independent government's efforts towards establishing a nondenominational educational system, it suggests that their failure to address the controversial questions raised by the nature of RE at the time was a missed opportunity. The study probes the current syllabuses, aims and content of CRE and IRE for secondary and primary schools and suggests that their main intention of promoting spiritual growth of students is inappropriate for implementation in the multi-religious schools. The thesis questions the government's proposed exclusion of RE from the education curriculum and its replacement with Moral Education. It suggests that while Moral Education could be a subject on its own, Religious Education needs to be maintained but re-designed to address the multi-religious context. It presents a multi-faith RE as the ideal format of teaching about religion.
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Sefton, Robin 1941. "Alternative futures : cultivating a new management paradigm in vocational education and training." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.
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Cyril, Lesley Anne. "Nurturing servant leaders in religious education." Click here to access this resource online, 2006. http://hdl.handle.net/10292/367.
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The purpose of this thesis is to explore conditions under which the human spirit flowers in modern organisations. The topic of the thesis was sparked by prolonged study at the Master’s level of the writings of Robert K. Greenleaf, modern servant leadership theorist. Greenleaf was concerned with the ways and the conditions in which the human spirit flowers. He wrote a number of essays on the topic (Greenleaf, 1996b). He often questioned what organisations as they currently stood were doing to help people grow as whole people. As workers spend increasing amounts of time in the workplace, organisations continue to seek ways in which to increase employee satisfaction and decrease the compartmentalising of human experience. The geographical context of study is that of Aotearoa/New Zealand with participants selected from the Church Educational System of the Church of Jesus Christ of Latter-day Saints in the Tāmaki-makau-rau/Auckland region. The Church Educational System, or CES, is a worldwide religious education provider headquartered in the Western United States. The context for study was chosen based on my perceived personal growth as a student for nine years in the CES programmes and my desire to understand how the programme was administered in Aotearoa/New Zealand. The project employs a qualitative methodology using as primary data gathering methods in-depth interviews with three CES directors, three focus groups made up of sixteen volunteer teachers, classroom observations, and document analysis. Using Greenleaf’s descriptions of the servant leader as a central focus, I attempt through this qualitative study to address the central research question: How does the Church Educational System (CES) nurture servant leaders? The central metaphor of the garden was used in processing and analysing data. The garden metaphor was intended to assist in the conceptualisation of relationships of service as they are at work in the lives of participants. Identified relationships of service from the findings were between participants co-workers (plants), love (life-force), Jesus Christ (sun), The Church of Jesus Christ of Latter-Day Saints (plot), purpose (strength), Aotearoa/New Zealand (soil), exemplars (canopy), experience (seasons), Church Educational System (gardener), positions, training, programmes (gardener tools), growth (colour/aroma/fruit), knowledge (water), and organisational care (pruning/transplanting). Findings indicated that nurturing in the Church Educational System is influenced by the ability of the organisation to bring people together in meaningful ways. Findings also show that understanding relationships of service that make up whole people may be an important step for organisations in the nurturing of servant leaders. Nurturing in the CES appears to be taking place in three primary areas: balancing, renewal, and regeneration. The findings of this study have significance for those inside and outside of the CES. A chapter is dedicated to exploring possible application of findings in variant organisational contexts. Providing consistent formal and informal opportunities for sharing in spirit and intellect at the organisational level appears to be a key in the nurturing of servant leaders in organisations.
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Gower, Ralph Ronald. "Postmodernism, children's thinking and religious education." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428206.
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Baek, Sungwoo. "Ontology, otherness and critical religious education." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/ontology-otherness-and-critical-religious-education(429b520d-4580-47b3-b486-e2c0b50d36c7).html.
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This thesis is a philosophical, theological and educational exploration of the theme of ontology and otherness. It is intended to provide a theoretical ground for the possibility of Christian religious education in Christian schools, with particularly reference to school religious education in South Korea. For this purpose it investigates a philosophical ground of education, particularly religious education, in terms of ontology and otherness. The recent ontological turn in both education and religious education shows that they take critical realism (CR henceforth) as the pivotal philosophical ground. In reception of this approach the thesis argues, after reading of the originator of CR, Roy Bhaskar, that there is a characteristic feature in the philosophy, viz. the agential centred form of explanation of reality which results in the production of a lacuna of the dimension of otherness in CR. In response to the problem, the thesis attempt to integrate the dimension of otherness into CR through the exploration of Emmanuel Levinas’s philosophy of otherness which provides an account of the non-agential moment and ethical subjectivity as what that fills the lacuna and the point of the integration with CR, and incorporate Bhaskarian dialectical agent with ethical subjectivity. However, in doing so, it is revealed that there is a radical diverting point between Bhaskar’s notion of alethia and otherness which makes a prominent difference in accounting of ultimate reality as shown between Bhaskar ’s meta-Reality and Christian understanding of Trinitarian God. Drawing from the philosophical and theological account of ontology and otherness, the thesis finally attends Wright’s approach from the frame of otology and otherness, and argues for the use of Wright’s approach for the possibility of paving a way for Christian religious education in Christian schools.
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Jackson, Robert. "Religious education in a plural context." Thesis, University of Wales Trinity Saint David, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683002.
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Hand, Michael John. "Is religious education possible? : an examination of the logical possibility of teaching for religious understanding without religious belief." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:e7395208-3666-4227-be0f-b99e8c7639d5.
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The present thesis is a contribution to an unresolved debate in philosophy of education about the logical coherence of a particular account of Religious Education. The account of Religious Education at issue, which I call the liberal account, prescribes the teaching of religious understanding without religious belief. It stipulates that the aim of Religious Education is to teach pupils the meaning of religious propositions while leaving open the question of their truth. Underpinning the account are the assumptions that (i) no religious proposition is known to be either true or false and (ii) it is morally objectionable to teach questionable propositions as if they were known to be true. Opponents of the liberal account argue that it is logically incoherent. Their argument rests on two premises: (i) that religious propositions constitute an autonomous epistemological class or 'form of knowledge', and (ii) that understanding a form of knowledge involves holding certain propositions of that form to be true or false. If both premises are sound, it follows that religious understanding necessarily involves religious belief. The aim of the present thesis is to show that this challenge to the logical coherence of the liberal account of Religious Education is unsuccessful. I argue that the second premise is sound but the first is not. The second premise, that understanding a form of knowledge involves holding certain propositions of that form to be true or false, is an extension of an argument about language in general made by Wittgenstein. Wittgenstein claims that 'If language is to be a means of communication there must be agreement not only in definitions but also (queer as this may sound) in judgments' (Wittgenstein, 1953, Section 242). That is to say, language-users must reach agreement not only on how words are connected to each other (agreement in definitions) but also on how words are connected to experiences (agreement in judgments). The process of fixing experiential criteria necessarily involves accepting the truth of certain contingent propositions. I contend that Wittgenstein's argument can properly be extended to individual epistemological classes, with the exception of the class of necessary propositions. The validity of the first premise, that there is a religious form of knowledge, turns on the method of verification of religious propositions. I argue that religious propositions are propositions about divine persons and, as such, are verified in exactly the same way as propositions about human persons. Gods, like other persons, comprise minds and bodies (or minds and a relation to the material world analogous to 'having a body'), so religious propositions can be distributed without remainder over the familiar epistemological classes of mental and material propositions. Pupils can be taught what religious propositions mean with reference to other propositions of the same epistemological kinds and without reference to distinctively religious experiences. It follows that the aim of teaching for religious understanding without religious belief is logically coherent.
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Bursey, Wallace Dean. "Educating teachers for Ontario's multi-religious classroom : accommodating religious learners and respecting student autonomy." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/39047/.
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The 2015 revisions to the Ontario teacher education program were intended to give greater attention to diversity in the Ontario classroom and provide new teachers with more knowledge of the Ontario context. Using an interpretivist methodology, a careful examination of the curriculum changes undertaken by the Ontario Ministry of Education and the Ontario College of Teachers indicates that these objectives have not been met. Despite being an integral part of the identity and experience of a large number of Ontario teachers and students, religion is not one of the diversities given attention to in the revisions. This omission has revealed a gap in the Ontario teacher education curriculum in which the religious diversity component of the Ontario context is largely ignored. The gap in teacher education has also created a misunderstanding of the nature and intent of the secular classroom where, instead of being a place where all religions are given equal attention and one that fostering healthy religious conversations, it has become an environment of fear and silence, where teacher and students are unsure of how to engage it religious conversations. My research concludes that the OCT curriculum does not provide sufficient curriculum content that addresses teacher knowledge, skills and attitudes in the area of religion, nor does it provide information about religious belief systems and world views or clarify religious language and terminology. Despite the fact that teachers and parents welcome the academic, non-confessional study of religion in the classroom, the OCT and the OME have not indicated through the revisions that this is the direction in which they intend to proceed. Enacting changes to increase the amount of time required for teacher education has not prepared teachers to address the multi-religious context of the Ontario classroom or to meet the needs of religious students.
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McLaughlin, Terence Henry. "Parental rights in religious upbringing and religious education within a liberal perspective." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018556/.
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This thesis engages in a critical examination of parents' rights in religious upbringing and religious education within a liberal perspective. One of the central features of a 'liberal perspective' is taken here to be a commitment to the importance of valuing and developing the autonomy of the child. This commitment has important implications for the defensibility of both religious upbringing and religious education, and for the scope of parental rights that can be exercised in relation to them. In the first three chapters it is argued that, given this perspective, parents have a right to give their children a certain kind of religious upbringing; one where their children are brought up to have an initial determinate religious commitment, but one which is both open to, and compatible with, the child's eventual achievement of autonomy. This view is defended against a range of objections and the character of such an upbringing is explored in some detail. In the next four chapters it is argued that, following on from this claim about religious upbringing, a broadly similar claim can be made about religious education and schooling. Parents are seen as having the right to give their children a distinctive kind of liberal education, including a form of religious schooling, which seeks the development of their child's autonomy from a particular starting point. The argument proceeds from an analysis of parents' rights in general concerning education, through a critical exploration of the notion of liberal education, to an outline of the concept of the `liberal religious school' and an analysis of the difficulties to which it gives rise. The thesis concludes with an exploration of further considerations which support the view that a plurality of forms of liberal education, including education in religion, should be acknowledged, in relation to which parental rights can legitimately be claimed and exercised.
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Dearden, Lorraine Margaret. "Education, training and earnings in Australia and Britain." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307611.
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Robinson, Edwin H. "The relationship of moral and religious development in adolescent religious education a case study /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.
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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
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Whitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.
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This thesis considers the initial teacher education of non-specialist primary undergraduate student teachers in teaching Religious Education. The focus of the research is a short module taught in the second year of the students’ degree course, which prepares students to teach in predominantly multicultural classrooms in London. The module adopts an Interpretive Approach to Religious Education, which contributes to a realignment of the students’ conceptualisation of knowledge through examination of the concepts of episteme and phronesis. Findings show that overt acknowledgement of the student teachers’ developing professional understandings, situated in decisions which reference values as well as subject knowledge, can alter their understanding and confidence about teaching Religious Education and indicates wider benefit in their appreciation of their developing teacher personae. The Structure of the Research Chapter 1 is a contextual introduction which presents a series of lenses through which to view the Religious Education module. Chapter 2 is an exploration of three main ideas which influenced the research: the Interpretive Approach to RE, the concept of phronesis, and the benefits to understanding pedagogy through self-study in teacher education. Chapter 3 explains the methodological thinking behind the research, ethical considerations and the methods employed. These include practitioner research, use of ethnographic and reflexive lenses and analysis of data from both students and personal reflection through self-study. Chapter 4 reports the findings from the research carried out with students, exploring the ideas which emerge from their responses to the module and my observations and interviews which illuminate ideas which emerge from the analysis. Chapter 5 is a discussion of the content and development of the module itself, exploring the impact and development of activities which influence the students’ understanding of RE. Chapter 6 draws together the threads of the research to explore the vision of a transformative ITE RE module, which recognises the value of acknowledging and developing phronesis in primary non-specialist student teacher education and concludes with recommendations to improve the current situation in RE in primary ITE.
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Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.
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Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.
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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
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Lutzo, Raymond J. "A Model of religious education in corrections." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Felderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.
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This thesis is a study of a divide in Philosophy, in particular one which pertains to its nature and method. The divide, which is shown to be deep and unbridgeable, is explored through four important topics in the Philosophy of Religion, specifically through: (a) the religious interest in immortality, (b) the understanding of myth as a form of religious communication, (c) the belief in miracles, and (d) the practice of prayer. It shows that depending on which understanding of the nature and methodology of Philosophy prevails, very different views of religion emerge. It further shows that there are serious practical implications (a) for Religious Education in school, and (b) for the legal prescription of an act of worship in school each day. This is due in part to the different views of religion that have emerged from the philosophical discussion, and in part due to the impact of the nature and methodology of philosophy on the way in which these issues are discussed by religious educationalists. For religious educationalists the important outcomes of this study are that reliance on an 'evidentialist' philosophy of religion may render RE indefensible on the school curriculum or invite pupils to become agnostics or atheists. On the other hand, by turning to 'Socratic' philosophy the educationalist is enabled to maintain a degree of impartiality and to invite pupils to deepen their understanding of religious life. Similarly for school worship, the reliance on an 'evidentialist' philosophy of religion turns worship into hypocritical practice but by turning to 'Socratic' philosophy, worship can transform one's understanding of education through the expression of its meaning. For philosophers the study is important because it serves as a reminder of the serious repercussions that their work can have.
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Burke, Michael Terence. "Religious education as a multi-process curriculum." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.
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Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.Bibliography: pages 181-187.
Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.
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Treadgold, Claire, and n/a. "The nature and development of electoral education in Australia." University of Canberra. Communication, Media & Tourism, 1996. http://erl.canberra.edu.au./public/adt-AUC20061109.152254.
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This thesis is a study of the nature and development of electoral education, a public
information program intended to contribute to the political development of Australians.
The aim of the program is to increase awareness of the voting system and other relevant
electoral matters. It seeks to counteract the demonstrated ignorance that Australians,
especially young Australians, display about this aspect of the democratic processes of
Australian society. The present study attempts to identify the origins of electoral
education, the factors that gave impetus to its development, and the roles played by its
main proponents. The study also examines the impact electoral education has had on
education curriculums throughout the years, and the reasons for it attracting greater
attention in recent times. The contributions that the Australian Electoral Commission
has made to electoral education will be discussed. This includes their Electoral
Education Centres, teacher in-service courses, and resource development. Other
providers of electoral education will be examined for their contributions to the field. The
thesis concludes with an historical case study of the Aboriginal electoral education
undertaken by the Australian Electoral Commission.
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Martin, Allan. "Older adulthood, education and social change (Australia, New Zealand)." Thesis, University of Auckland, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205817.
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The outcome of demographics which point to a rapid increase in the number of older adults in the population has been widely debated in the literature. However, it has been examined primarily from the perspective of an unrealistically optimistic or unduly pessimistic view of the future, with few attempts to provide other alternatives. This thesis is structured in three sections. The first backgrounds the context of the research question, the relevant literature, the prospect of gender bias in that literature and the historical development of government policy towards ageing. The second section presents a theoretical perspective for social change, examines the development of social movements and puts a case for a new social movement arising out of the increasing number of older adults and supporting educative processes. The third section reports on empirical research based on interviews in Australia and New Zealand with leaders of organisations involved with older adults and focuses on drawing conclusions from the research in relation to the research question. The theory proposed in this thesis is based on the premise that an opportune time in history exists for older adults to contribute to social and political change. However, for senior members of society to undertake this role will require education in some form, to act as an agency or catalyst to initiate an organised social movement. Findings of this research support the view that the majority of older adults remain fit and healthy and do not conform to the medicalisation approach to ageing on which government policy and, to a large extent, public attitudes, have been formed. While there would be problems of organisation in the formation of a new social movement there are no insurmountable obstacles to overcome. The greatest difficulty would seem to lie in overcoming inertia, sectional interests, generating the leadership and developing innovative and imaginative educative processes.Subscription resource available via Digital Dissertations only.
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Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.
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Heath, Alexander Jane. "Youth education decisions and job-search behaviour in Australia." Thesis, London School of Economics and Political Science (University of London), 2000. http://etheses.lse.ac.uk/1530/.
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This thesis uses Australian unit-record data to examine two important aspects of labour supply behaviour. The first part of this thesis examines the participation decisions of Australian teenagers. Traditionally, the decision of whether to complete school or enter the labour force has been explained using personal characteristics, such as age and gender, and family background characteristics, such as parents' education. Chapter 2 extends this framework to consider whether neighbourhood characteristics provide information about these participation decisions over and above personal and family background characteristics. The results suggest that neighbourhood effects are present. Also within this framework, Chapter 3 considers whether government policy initiatives, designed to increase the proportion of Australian teenagers completing high school, achieved this aim. Again, the results suggest that this extension increases our understanding of teenage participation decisions. The second part of this thesis investigates two aspects of job-search behaviour. Chapter 4 examines the factors that affect how teenagers look for work. An equilibrium search model is developed to explain why local labour market conditions may be important. The empirical analysis supports the model's implication that teenagers in high unemployment areas are more likely to use general search methods, such as a newspapers or employment agencies, which appear to be less successful on average. Chapter 5 considers whether reservation wage information helps to explain the unemployment duration of the individuals in a sample that covers a wider cross-section of the Australian labour market. Despite the importance of this variable in job-search models, it does not appear to explain unemployment duration experiences once background characteristics and previous labour market experience has been controlled for.