Journal articles: 'Religious education Victoria Curricula'

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Zirkel, Perry A., and Ivan G. Gluckman. "Religious Challenges to Curricula." NASSP Bulletin 79, no. 567 (January 1995): 94–97. http://dx.doi.org/10.1177/019263659507956715.

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Reck, Stacie. "Analyzing and Evaluating Christian Religious Education Curricula." Christian Education Journal: Research on Educational Ministry 9, no. 1 (May 2012): 27–42. http://dx.doi.org/10.1177/073989131200900103.

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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.

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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.

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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

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Sooniste, Aleksandra, and Olga Schihalejev. "Religious Literacy in National Curricula of Estonia." Religions 13, no. 5 (April 30, 2022): 411. http://dx.doi.org/10.3390/rel13050411.

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Religious literacy may be seen as a prerequisite for religious freedom. This article analyzes how the development of religious literacy is supported in the curricula of Estonian primary and secondary schools and the extent to which these schools guarantee religious freedom. We assume that developing religious literacy is not limited to the lessons of Religious Education but can also be achieved in schools in which Religious Education is not taught. We analyze the national curricula for both basic and upper secondary schools to understand how religious literacy is represented, whether implicitly or explicitly. We are particularly interested in how the competencies of religious literacy are supported in the curricula and how freedom of religion is ensured in state-funded schools. The texts are analyzed according to the core curriculum analysis method and the religious literacy model, which identifies four stages in the development of religious literacy: examining religion as a category, engaging with a disposition towards religions, building up relevant knowledge, and promoting skills to interact well in multicultural society. This analysis shows that the dominant discourse related to religious literacy in the curricula focuses on social skills for future citizens, but religious literacy itself, a vital skill for operating in the modern multicultural world, is scarcely mentioned. Instead, it is present primarily as an implicit concept, and religion is portrayed as distant both in time and in space. Thus, this approach to education contributes insufficiently to the freedom of religion needed in a contemporary multicultural society.

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Walzer, Michael. "Moral Education, Democratic Citizenship, and Religious Authority." Journal of Law, Religion and State 1, no. 1 (2012): 5–15. http://dx.doi.org/10.1163/221248112x638172.

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I have two purposes in this essay: first, to argue that morality forms a central part of a liberal education and to say something about how it is properly taught; second, to argue more specifically that the moral virtues required by democratic citizenship, and the rights and obligations that citizenship entails, should figure in school curricula, and then to consider the conflicts with religious authority that this is sure to produce.

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Alkandari, Kalthoum, and Zaha Alsuwailan. "Pressures Confronting Islamic Studies Curricula in Kuwait: Perspectives of Curricula Planners on Challenges and Confrontations." Religious Education 114, no. 2 (January 11, 2019): 97–109. http://dx.doi.org/10.1080/00344087.2018.1537055.

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Revell, Lynn. "Islamic textbooks and curricula in Europe." Journal of Beliefs & Values 34, no. 1 (April 2013): 121–23. http://dx.doi.org/10.1080/13617672.2013.759374.

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Sonea, Cristian. "The Missionary Formation in the Eastern Orthodox Theological Education in Present Day Romania." Transformation: An International Journal of Holistic Mission Studies 35, no. 3 (July 2018): 146–55. http://dx.doi.org/10.1177/0265378818803063.

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The article presents the current missionary formation in the Romanian Orthodox Church. I evaluated the national curricula from the faculties of Orthodox Theology, following the missionary orientated topics in each subject, and I analyzed the curricula of Missiology taught in the faculties.The article underlines the relation between the content of the Missiology curriculum and the historical context in which the Orthodox Church in Romania developed, and it explains why there are both innovative and conservative themes within the curriculum. Finally, the specificities of the orthodox missionary formation in Romania are emphasized, such as the spiritual education, the central place of the liturgy, and the focus on internal mission.

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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.

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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

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Gunnarsson, Gunnar J. "Facing the New Situation of Religious Education in Iceland." Religions 11, no. 10 (October 20, 2020): 537. http://dx.doi.org/10.3390/rel11100537.

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Over the last two decades, Iceland has faced rapid societal changes in many ways, and cultural and religious diversity has grown faster than ever before. This has influenced the curricula of religious education. In 2011/2013, drastic changes were made to the National Curriculum Guide, and the curricula of individual subjects were merged into larger entities. Religious education thus became a part of the social studies curriculum, together with history, geography, sociology, life skills, ethics and philosophy. The aim of this article is to explore and discuss the influences of the societal changes in Iceland on religious education in compulsory schools. As little research exists on the consequences of the changes made to the curriculum for the practice of religious education, the focus will also be on some of the research that can shed light on the changing conditions of religious education in Iceland, such as Icelanders’ attitudes towards religion, and parents’ attitudes towards religious education in compulsory school. Particular attention will be paid to research into young people’s views towards the growing cultural and religious diversity in Iceland. The aim is to understand better the new situation of religious education in Iceland and the changes that have been made to the National Curriculum Guide.

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Venning, Christopher. "Chaplaincy in the State Schools of Victoria." Journal of Christian Education os-48, no. 1 (May 2005): 9–17. http://dx.doi.org/10.1177/002196570504800102.

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Hughes, Philip J. "Person-Centred Education: Some Implications for Aims, Curricula, and Values." Journal of Christian Education os-30, no. 1 (April 1987): 9–19. http://dx.doi.org/10.1177/002196578703000103.

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Gaus, Ralf. "Global (Citizenship) Education as inclusive and diversity learning in Religious Education." Journal of Religious Education 69, no. 2 (June 14, 2021): 179–92. http://dx.doi.org/10.1007/s40839-021-00142-w.

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AbstractSchool education is no longer just the place where students are supposed to deal with local phenomena and issues, but also with global ones. Every subject in German schools, such as Religious Education, has to make its own contribution to the Global Education of students. The goals of interest and educational policy associated with this vary. As a result of the AGENDA 21 process, Global Education has been implemented in German curricula, as in many other countries. This article assumes that Religious Education achieves its goal precisely when it is designed to be inclusive and students experience the topics of human rights, dignity of the human person, and social justice in the classroom. For this to happen, diversity and difference must be valued and used as learning opportunities.

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Kuburic, Zorica, and Milan Vukomanovic. "Religious education: The case of Serbia." Sociologija 47, no. 3 (2005): 229–55. http://dx.doi.org/10.2298/soc0503229k.

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The confessional religious education was introduced, as an optional subject in Serbian public school system by a governmental regulation published in July 2001. Such a decision was preceded by an incomplete public debate that lasted from November 2000 to July 2001. Major arguments for and against religious education are discussed in this paper. Other topics include religiosity in Serbia; models of religious education and main actors that participated in the debates and decision-making process; legislation curricula, textbooks; goals of religious education; teacher training; some empirical data on the attitudes towards religious education in schools, etc. Four years later, it is possible to assess not only the preconditions of the Serbian government decision, but also the consequences regarding some initial experiences in the primary and secondary schools and church-state relations (religious rights and freedoms) in general. More precisely, the issue of public religious education in Serbia appeared to be a litmus test for the forthcoming legislation on religious organizations and for the new social and political role of religious communities in Serbia today.

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Dieterich, Veit-Jakobus. "Wie steht es mit der Kompetenzorientierung in den Lehr- und Bildungsplänen für den Religionsunterricht?" Zeitschrift für Pädagogik und Theologie 70, no. 4 (December 19, 2018): 347–59. http://dx.doi.org/10.1515/zpt-2018-0052.

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AbstractAbout one and a half decades after the beginning of the debate it is time to ask about the implementation of competence orientation in the curricula for religious education in Germany. The focus is on the characteristics of competence orientation as well as its being embedded in the basic religious orientation of the curricula. The official guidelines and basic statements of the two major denominations in Germany were examined as well as all the curricula on the Protestant side in an exemplary selection. Competence orientation has been implemented in very different forms and proportions but at the same time, the focus has been on internal religious issues. This should be consciously reflected and the curricula should be opened in relationship to the whole of reality and society and connected with a consequent competence orientation – in the framework of its limited possibilities.

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Hankela, Elina. "Liberating the classroom: Ethnographic elements in liberation theologies curricula." Teaching Theology & Religion 23, no. 2 (June 2020): 84–95. http://dx.doi.org/10.1111/teth.12541.

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KARAMOUZIS, POLIKARPOS, EMMANOUIL FOKIDIS, and NIKOLAOS TSIREVELOS. "The necessity of Religious Education: Curricula and Instructors. A pan-Hellenic survey." Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 2, no. 1 (2019): 61–86. http://dx.doi.org/10.30457/30420195.

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Nastić, Nevena. "Sociological approach to the understanding of orthodox religious teaching in the first cycle of primary education." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 485–97. http://dx.doi.org/10.5937/zrufpl2014485n.

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In this paper, throught the analysis of Ortodox religious education, in the curricula for the first cycle of primary education in the Republic of Serbia, explore cycle values that are directed to students to teach, accept and incorporate them into ther behavior. This research is conducted from a sociological theoretical and methodological point of wiew, according to whitch, through the study of religion, certain social phenomena and processes are known. To that end, this paper presents the basic theoretical determinations of Othodoxy in sociology, points out the process of returning religious education in Serbi and analyzes the current curricula of Orthodox religious education from the first to the fourth grade of primary school. This is about Orthodox Christianity of the Serbian style and experience, founded in the part of Saint Sava, known as Svetosavlje. In the function of this paper, an analytical descriptive method was applied, in order to identify and describe teaching contents from Orthodox religious teching, and then to determine their coherence with other teaching contents and the ruling system of social values in the Republic of Serbia. The basic starting point in these considerations is that the religious values of Orthodoxy are contained in the curricula for the first cycle of primary education characterized by traditional culture and morals. They affect: the development of awareness of belonging to the Orthodox faith, Serbian tradition and nation; on the development of religious tolerance among people and towards other confessional communities, as well as on the acquisition of religious culture among students.

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Abdullah, Abdul Haris, and Shinta Nento. "Constructing Religious Moderation in Islamic Higher Education." Al-Ulum 21, no. 1 (June 25, 2021): 166–86. http://dx.doi.org/10.30603/au.v21i1.2084.

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This study focuses on students' perceptions to explore and measure the elements that form religious moderation. Nine common factors are understood: understanding Islam, sharia balance, values of human beings, plurality in religion, rights of minority groups, national engagement, anti-violence, an attitude of friendship, and educational curricula. The nine factors seem to be interlinked too intimately, and therefore a theme is needed to simplify and make them more operable. This research method is quantitative with the type of explantation research and using a survey approach. The study involved 90 samples. Data analysis techniques of these factors used the help of computer programs such as SPSS software. The results demonstrated that these nine factors could be reduced to produce new names for the three main factors, namely, diversity, peace, and education. The three designations of these factors will help facilitate the approach in an effort to create an understanding of moderation among students in Islamic religious colleges.

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Latif, Dilek. "Dilemmas of Religious Education, Freedom of Religion and Education in Cyprus." Religions 13, no. 2 (January 20, 2022): 96. http://dx.doi.org/10.3390/rel13020096.

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The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islamic RE is linked with the Turkish national identity in the Turkish Cypriot North. On both sides of the island, the compulsory and mono-confessional characters of RE, as well as the national curricula and textbooks that are used, are a source of conflict. Within this context, this article explores the way RE (Orthodox Christian, Sunni Islamic) is organized in Cyprus and to what extent this may lead to an infringement of the freedom of religion and freedom of education.

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Milovanović, Boško. "Correlativity of Serbian language and literature and religious teaching contents." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 307–24. http://dx.doi.org/10.5937/zrffp52-38239.

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The educational system needs to be based on the development of personality and realization of its integrity. Therefore, by analysing and comparing the curricula of the two subjects - Serbian Language and Literature and Religious Education - in junior grades (1-4) of primary school, we ascertained certain common goals and identified the elements which facilitate their realization and those which make it difficult. We observed the need for a stronger connection between the set goals and the expected outcomes of learning in the curricula of the two subjects, and education in general, with special focus on achieving and nurturing freedom, as well as ethical values and virtues. We exemplified the importance of didactic-methodical apparatus in teaching reading and text analysis by using a fairy tale Selfish Giant by Oscar Wilde.

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Kay, William K. "Bringing Child Psychology to Religious Curricula: the cautionary tale of Goldman and Piaget." Educational Review 48, no. 3 (November 1996): 205–15. http://dx.doi.org/10.1080/0013191960480301.

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Cox, William F., and Nelda S. Haney. "Analysis of Christian Character Curricula: Development of Holy Nation Citizens." Journal of Research on Christian Education 11, no. 2 (September 2002): 121–59. http://dx.doi.org/10.1080/10656210209484936.

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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.

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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development. It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts. The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided. The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.

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Ceglarek, Roman. "Problematyka programów nauczania religii w szkole powszechnej i gimnazjum ogólnokształcącym na łamach „Miesięcznika Katechetycznego i Wychowawczego” w latach 1932-1939." Poznańskie Studia Teologiczne, no. 31 (September 14, 2018): 217–40. http://dx.doi.org/10.14746/pst.2017.31.10.

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The educational changes launched in Poland in 1932 included the establishment of new types of schools, such as seven-year common schools and four-year middle schools. Therefore, there was a need for school curricula that would correspond to the new educational system. The National Board of Education first prepared the preliminary drafts and subsequently passed the school curricula. The Catechetic and Pedagogical Monthly analyzed them over the span of the 1930s. Not only the analyses and their results were published in the magazine, but also the contents of the curricula. That is why in pre-war Poland this Catholic periodical became one of the most important information sources on school curricula of religious education. Moreover, it was a source from which successive syllabuses were derived.

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Löffler, Winfried. "Secular Reasons for Confessional Religious Education in Public Schools." Daedalus 149, no. 3 (July 2020): 119–34. http://dx.doi.org/10.1162/daed_a_01807.

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The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.

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Lovat, Terence J. "Australian Hindu perspectives on new public curricula in Religious Studies and Values Education." British Journal of Religious Education 17, no. 3 (June 1995): 168–79. http://dx.doi.org/10.1080/0141620950170307.

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Ibrahim, Haslina, Khadijah Mohd Khambali @. Hambali, Suraya Sintang, Nurhanisah Senin, Suhaida Shaharud-din, Mahmud Ahmad, Mohd Roslan Mohd Nor, and Nor Adina Abdul Kadir. "The Role of Comparative Religion Curricula in Intra–Inter Civilizational Dialogue." Religious Education 108, no. 1 (January 2013): 28–40. http://dx.doi.org/10.1080/00344087.2013.747851.

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Dustman, Teresa. "A Call for Emotional Intelligence Skills Training Curricula at Christian Colleges." Journal of Research on Christian Education 27, no. 2 (May 4, 2018): 183–91. http://dx.doi.org/10.1080/10656219.2018.1499572.

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Grauf-Grounds, Claudia, Scott Edwards, Don Macdonald, Karen Mui-Teng Quek, and Tina Schermer Sellers. "Developing Graduate Curricula Faithful to Professional Training and a Christian Worldview." Christian Higher Education 8, no. 1 (December 10, 2008): 1–17. http://dx.doi.org/10.1080/15363750802134931.

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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 23, 2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.

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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.

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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.

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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

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Sherov, Sh, K. Tairov, and G. Zhumashova. "Islamic Education of Kyrgyzstan on the Way of Development." Bulletin of Science and Practice 7, no. 11 (November 15, 2021): 372–77. http://dx.doi.org/10.33619/2414-2948/72/48.

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The article examines the development of Islamic religious education in the history of the Kyrgyz Republic over the past 30 years. According to the study, religious Islamic education is divided into 3 stages: the first stage — 1991–2000, the second stage — 2000–2006, the third stage — 2006–2010, and the fourth — 2011–2020. The features of the development of Islamic education at each stage are analyzed. In addition, the process of implementation of the concept of “Reform of religious education and religious studies” adopted by the Government of Kyrgyzstan was analyzed. The attempts of the Commission on Religious Affairs of the Kyrgyz Republic and the Spiritual Directorate of Muslims of Kyrgyzstan to include secular subjects in the curricula of madrasahs and institutes were highlighted. For 30 years, the subject “History of Religious Culture” has been introduced in secondary schools on a pilot basis.

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Zemzemi, Mohsen, Mohd Anuar Mamat, and Muhammad Yusry Affandy Md Isa. "التّعليم الدّيني وتشكيل هوية الطفل في مجتمع متعدد الثقافات دراسة ميدانية حول المدارس الإسلامية في مقاطعة جنوب هولندا." Journal of Quran Sunnah Education & Special Needs 6, no. 2 (December 1, 2022): 111–33. http://dx.doi.org/10.33102/jqss.vol6no2.149.

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One of the most critical challenges facing the Muslim family and the Islamic school in the Netherlands is the formation of the identity of the child according to an equation that harmoniously combines his belonging to Islam and belonging to the multicultural Dutch society. The curricula of Islamic religious education are considered one of the essential tools in facing this challenge. This study aims to research fourteen values maid to help the child in the harmonious form of his Dutch Islamic identity in its three dimensions: collective, relational, and personal, by diagnosing the extent of these values in Islamic religious education curricula. This study relied on the descriptive approach, according to a comprehensive survey method, and using a questionnaire sent to the research community consisting of all religious education teachers in Islamic primary schools in the province of South Holland. In analyzing the data, the study relied on descriptive analysis methods. The study revealed that the general orientation of the research community is neutrality regarding the presence of four of these values, which are: human brotherhood, citizenship, at-tazkiyah (cleaning and development) and al-omran (being constructive), and also neutrality regarding the curricula's observance of cultural pluralism in the family and school environments of the child in presenting the values of the relational dimension. The study made recommendations related to the content of Islamic religious education curricula to raise their ability to contribute to the desired formation of the child's identity within the pluralistic Dutch social context and recommend benefiting from the experience of this research in similar social settings contexts.

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Mathieson, Stuart. "THE VICTORIA INSTITUTE, BIBLICAL CRITICISM, AND THE FUNDAMENTALS." Zygon® 56, no. 1 (February 2021): 254–74. http://dx.doi.org/10.1111/zygo.12676.

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Witten, Ulrike. "Die Friedliche Revolution als Thema im Religionsunterricht. Didaktische Perspektiven." Zeitschrift für Pädagogik und Theologie 71, no. 1 (April 9, 2019): 49–59. http://dx.doi.org/10.1515/zpt-2019-0006.

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AbstractTo what extent is the Peaceful Revolution an issue in religious education and how is it interpreted? This question will be answered based upon a critical analysis of curricula and textbooks for religious education. What follows is a critical classification in terms of pedagogy for religion and church history and in conclusion, reflections on how to teach about the Peaceful Revolution will be considered.

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Headley, Selena D. "“Just City-making” in Cape Town: Liberating Theological Education." Missionalia 49 (2021): 152–74. http://dx.doi.org/10.7832/49-0-358.

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Aspirational terms such as world-class, resilient, climate-friendly and a just city stand in contrast to adverse terms such unequal, divided, colonial, violent and segregated to describe the present and future state of the City of Cape Town. How do institutions offering tertiary qualifications in theology engage with the competing narratives of the city in the preparation of faith-based practitioners? The aim of this article is to explore the current landscape of theological education, offered in higher education institutions in Cape Town, in terms of an urban focus. The article will reflect how curricula, pedagogies and epistemologies engage the complexities of the urban context. The connection between theological education and ministry formation of faith-based practitioners will be explored in light of Cape Town’s urban futures.

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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.

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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Results: A 100% response rate was achieved. The responses indicated that little alteration had been made to existing general nursing courses to incorporate the change in legislation. The compulsory psychiatric nursing content varies from nil to 17.4% of the total curriculum. Conclusions: The theory and practice of psychiatric nursing constitute only a small proportion of undergraduate curricula. In view of the comparative unpopularity of psychiatric nursing as a career option for undergraduate students, the implications of this situation for the future psychiatric nursing workforce are serious.

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Saari, Kirsti. "The Operating Culture of Finnish Christian Schools¹." Journal of Christian Education os-53, no. 1 (May 2010): 35–47. http://dx.doi.org/10.1177/2056997110os-5300105.

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The main focus of the article is to describe the educational purpose of Finnish Christian schools within their operating culture. The empirical data was derived from the curricula of the schools, questionnaires and interviews. The curricula were examined for the background of the schools’ operations. The theoretical and conceptual framework of the study was built on the philosophy of Martin Buber. The research findings are integrated with the theoretical framework. The study does not emphasise the Christian values but considers them as presuppositions. The context of the questionnaires was a Christian worldview. The method of the research study was mainly content analysis interpreted according to the hermeneutical tradition emphasising interpretation. and understanding. It was concluded that educational relationship was regarded as fundamental reflecting the absolute value of each student. Communication skills were viewed as essential in building relationships including taking account of emotions. Pupils learned to understand one another's experiences by discussions and listening to the others. Individual attention and time were the keys to promoting wellbeing and personal encounter. Shared everyday life at schools was emphasised by teachers. The active role of parents was also an essential part of the school culture.

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Levisohn, Jon A. "From Integration of Curricula to the Pedagogy of Integrity." Journal of Jewish Education 74, no. 3 (November 26, 2008): 264–94. http://dx.doi.org/10.1080/15244110802447517.

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Kim-Cragg, HyeRan. "The Emperor Has No Clothes!: Exposing Whiteness as Explicit, Implicit, and Null Curricula." Religious Education 114, no. 3 (April 29, 2019): 239–51. http://dx.doi.org/10.1080/00344087.2019.1602464.

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Osbeck, Christina, and Olof Franck. "Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019." Religions 11, no. 10 (October 12, 2020): 521. http://dx.doi.org/10.3390/rel11100521.

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In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research.

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Stogiannidis, Athanasios. "Grundlegung einer modernen Religionsdidaktik der Öffentlichkeit und die Frage nach Identitätsbildung." Zeitschrift für Pädagogik und Theologie 67, no. 4 (December 1, 2015): 328–36. http://dx.doi.org/10.1515/zpt-2015-0406.

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Abstract The content and the orientation of Religious Education in public schools is a very significant issue discussed nowadays in the Greek theological and religious educational scientific environment. The new debate arose very intensively triggered by the new curricula in 2011. Its objective is the restructuring of the content and methodology of Religious Education in order to provide answers to contemporary social challenges. The confessional reference point is omitted in the new curriculum, aiming for a more open Religious Education. The main intention is the foundation of a new didactic approach in Religious Education that mainly addresses public issues and interests. In this framework religious literacy is highlighted as a key question. We believe, however, that this new didactic orientation disregards religious spiritual enrichment.

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Koirikivi, Pia, Saila Poulter, Eero Salmenkivi, and Arto Kallioniemi. "Katsomuksellinen yleissivistys uskonnon ja elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa." Ainedidaktiikka 3, no. 2 (November 14, 2019): 47–68. http://dx.doi.org/10.23988/ad.78078.

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Tutkimuksessa vastataan kysymykseen siitä, millaista katsomuksellista yleissivistystä eri uskontojen ja elämänkatsomustiedon opetus tarjoaa sekä millaisia eroja ja yhtäläisyyksiä niiden välillä on. Tutkimusaineistona on perusopetuksen opetussuunnitelman perusteiden (vuodelta 2014) viiden eri uskonto-oppiaineen sekä elämänkatsomustiedon sisältöalueet, jotka analysoidaan aineistolähtöisesti. Vastaavaa vertailevaa tutkimusta oppiaineiden sisällöistä ei ole aiemmin tehty. Tutkimuksen päätulokset osoittavat, että opetussuunnitelman perusteiden sisällöistä on tunnistettavissa yhteisesti jaettuja näkökulmia mutta myös selviä eroja. Keskeisin jännitteinen kysymys liittyy siihen, miten katsomusaineisiin sisäänrakennettu olettama lapsen omasta taustatraditiosta ja katsomusten keskinäinen erilaisuus vaikuttavat tavoiteltavaan yleissivistykseen. Kysymys liittyy yksittäisiä oppiainesisältöjä laajempaan kysymykseen siitä, millä perustein ja kenen näkökulmista katsomuksellisen yleissivistyksen kriteerit julkisessa koululaitoksessa tulisi määritellä. Comprehensive general knowledge and literacy of religions and worldviews in national core curricula (2014) of religious education and secular ethics education in Finnish basic education Abstract In the Finnish context, the teaching and learning of religions and worldviews are carried out mainly in the disciplines of religious education or secular ethics education. However, even though these school subjects are parallel to each other, previous studies have not focused on investigating how and in what ways these two school subjects are both similar and different in their approaches to providing the students with comprehensive general knowledge and literacy about religions and worldviews. For filling this gap in knowledge, this study analyses the curricular content areas of five different religious education curricula and the secular ethics curriculum with thematic content analysis. The findings of this study are relevant for developing the role that religious and secular ethics education has within Finnish basic education. Keywords: secular ethics education, comprehensive general knowledge and literacy of religions and worldviews, worldview education, curriculum, basic education, religious education

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Easton, Christina Elizabeth. "Religious Education – reform, not abolition: A reply to Matthew Clayton and David Stephens." Theory and Research in Education 17, no. 1 (March 2019): 100–111. http://dx.doi.org/10.1177/1477878519831675.

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This article is a reply to Matthew Clayton and David Stephens’s 2018 article ‘What is the point of religious education?’ I begin by problematising the ‘acceptability requirement’ used to justify the authors’ conclusions. I then disambiguate the key claim made in the article. If interpreted broadly, as an attack on curricula that teach about religions, then their claim is implausible, and not one that the authors themselves should endorse. However, if interpreted narrowly, as an attack on the prioritisation of religion at the expense of non-religious views, then their view is one that is already widely endorsed. I then clear up some relevant empirical considerations about current Religious Education policy and practice in England and Wales. I suggest that there are sufficiently weighty, non-partisan reasons for a curriculum subject not dissimilar to what is currently taught in schools. While Religious Education is in need of reform, it would be the wrong conclusion to draw from their paper that Religious Education should be abolished.

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Susanto, Nanang Hasan, and Yayan Rahayani. "Cross-Religion Curriculum Related to the Fact of Diversity: An Islam Education Model in 3 Secondary-Level Education Institutions in Indonesia." Edukasia Islamika 7, no. 1 (June 30, 2022): 135–56. http://dx.doi.org/10.28918/jei.v7i1.4623.

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This study aims to explore the Islamic Education model developed by 3 high school education institutions in Indonesia, related to the facts of diversity. Because this study seeks to explore the meaning of the object of research, the qualitative approach was chosen through searching for interview data, observation and documentation studies. The results showed that the 3 educational institutions studied, using Grimmit's classification of religious education, showed more characteristics of religious education than learning about religion and learning from religion. The religious education developed is only focused on maintaining traditions that have been carried out for generations. In addition, using the Symour classification, religious education developed by 3 educational institutions shows more characteristics of religious education "in the wall", compared to "at the wall", and "beyond the wall". The religious education developed is only focused on the internal teachings of religion, without a curriculum to recognize the basic foundations of other religions. This condition can lead to "truth claims", and "prejudice" against other religions. This study also offers the idea that in order to foster harmony, it is time for Educational Institutions in Indonesia to develop “at the wall” and “beyond the wall” religious education curricula.

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Mahmoudi, Hamid, Keith Walker, Abdolrahim Navehebrahim, Hamidreza Arasteh, and Hossein Abbasian. "The Missing Pieces in the Puzzle of Iranian Undergraduate General Education: Quantitative Findings." Comparative and International Education 49, no. 1 (December 14, 2020): 1–23. http://dx.doi.org/10.5206/cie-eci.v49i1.13431.

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The general education (GE) literature suggests that there is a mismatch of courses offered to students in Iranian higher education institutions such that the needs of 21st-century students are unmet by these curricula. This article points to the missing pieces in terms of learning and content gaps in many of the undergraduate GE programs designed under the influence of policy, values, and politics which originate from both religious and government interests. The article explores undergraduate students’ general 21st-century skill requirements and examines the extant curricula for possible gaps. The gap analysis points to the need for up-to-date general skills such as thinking skills, decision-making, research, awareness of international issues, lifelong learning, problem-solving, critical thinking, and it offers that these remedies might be a precious investment in Iran’s higher education for the future of that society.

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McGrail, Peter, and Anthony Towey. "Partners in progress? An impact study of the 2016 Religious Education reforms in England." International Journal of Christianity & Education 23, no. 3 (August 27, 2019): 278–98. http://dx.doi.org/10.1177/2056997119865569.

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Recent educational reform in England occasioned new interactions between the state, universities, faith communities and schools. In 2016, a suite of new public examinations testing the academic ability of English students matriculating at 16 and 18 years of age was introduced. In Religious Education, these state-driven changes deliberately involved religious stakeholders, universities and the ‘faith school’ sector. The curricula generated by this fourfold interaction have received a mixed reception. Themselves part of the agency for change, the authors outline the context of the reform and their investigation into its impact upon the strategies of school leaders and heads of department.

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Journal articles on the topic 'Religious education Victoria Curricula'

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