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Books on the topic 'Religious Socialization'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Bhatia, Kiran Vinod, and Manisha Pathak-Shelat. Challenging Discriminatory Practices of Religious Socialization among Adolescents. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29574-5.

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2

Owetschkin, Dimitrij. Tradierungsprozesse im Wandel der Moderne: Religion und Familie im Spannungsfeld von Konfessionalität und Pluralisierung. Essen: Klartext Verlag, 2012.

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3

Schlange, Christina. Die Entwicklung von Gottesbildern bei Kindern unter Berücksichtigung ihrer religiösen Sozialisation: Eine Untersuchung im Blick auf Schülerinnen und Schüler der dritten und vierten Jahrgangsstufe. Münster: MV Wissenschaft, 2011.

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4

Familie und religiöse Erziehung in unserer Zeit: Eine empirische Studie über elterliche Erziehungspraktiken und religiöse Merkmale bei Erzogenen. Bern: P. Lang, 1988.

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5

ʻAlwān, ʻAbd Allāh. Tarbiyat al-awlād fī al-Islām. 3rd ed. [al-Qāhirah]: Dār al-Salām, 1996.

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6

Jennings, Willie James. The Christian imagination: Theology and the origins of race. New Haven: Yale University Press, 2010.

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7

The Christian imagination: Theology and the origins of race. New Haven [Conn.]: Yale University Press, 2010.

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8

1956-, McNeir Bob, ed. Masculine socialization & gay liberation: A conversation on the work of James Nelson & other wise friends. Arlington [Tex.]: Liberal Press, 1992.

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9

Children of the promise: The confraternity of the purification and the socialization of youths in Florence, 1427-1785. Oxford: Oxford University Press, 2004.

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10

Interaktion und Organisationsberatung: Interaktionstheoretische Beiträge zu Profession, Organisation und Beratung. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2009.

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11

Wilhelms, Günter. Sinnlichkeit und Rationalität: Der Beitrag Alfred Lorenzers zu einer Theorie religiöser Sozialisation. Stuttgart: W. Kohlhammer, 1991.

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12

Rukungah, Peter Mwiti. Towards becoming Muntu: Personhood, life transition and therapy. Nairobi]: [Faith Inst. of Counselling], 2002.

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13

Rukungah, Peter Mwiti. Towards becoming muntu: Personhood, life transition, and therapy. Nairobi, Kenya: Act Print, 1993.

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14

Doris, Bühler-Niederberger, ed. Macht der Unschuld: Das Kind als Chiffre. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005.

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15

Lebensgeschichte und religiöse Sozialisation: Aspekte der Subjektivität in Arbeiterautobiographien aus der Zeit der Industrialisierung bis 1914. Frankfurt am Main: P. Lang, 1991.

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16

Caretakers of our common house: Women's development in communities of faith. Nashville, TN: Abingdon Press, 1997.

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17

Erny, Pierre. Les premiers pas dans la vie de l'enfant d'Afrique noire: Naissance et première enfance. Paris: L'Harmattan, 1988.

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18

Kranz, Olaf. Interaktion und Organisationsberatung: Interaktionstheoretische Beiträge zu Profession, Organisation und Beratung. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2009.

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19

Rwelamira, Juvenalis Baitu. Traditional moral formation among the Bahaya of Tanzania. Nairobi, Kenya: CUEA Publications, Catholic University of Eastern Africa, 2003.

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20

Qicheng, Zhang, ed. Ten thousand things: Nurturing life in contemporary Beijing. Brooklyn: Zone Books, 2012.

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21

Becoming Buddhist: Experiences of socialization and self-transformation in two Australian Buddhist centres. New York: Continuum International Pub. Group, 2012.

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22

Vivre son enfance au sein d'une secte religieuse: Comprendre pour mieux intervenir. Québec: Presses de l'Université du Québec, 2008.

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23

Pukhan ŭn wae myŏlmang haji annŭnʼga. Sŏul-si: Hangmunsa, 2007.

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24

Couture, Yves. La terre promise: L'absolu politique dans le nationalisme québécois. Montréal: Liber, 1994.

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25

Svetlana, Roubailo-Koudolo. La participation des institutions d'afa et du vodu dans les processus de la socialisation des enfants (en milieu Ewe). Lomé: DI.FO.P, 1991.

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26

Macedo, Stephen. Diversity and distrust: Moral plurality, civic education, and American liberalism. Bloomington, Ind: Poynter Center, Indiana University, 1997.

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27

The Socialization Trap. The Learning Parent, 1993.

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28

Smith, Christian, Bridget Ritz, and Michael Rotolo. Religious Parenting. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691194967.001.0001.

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How do American parents pass their religion on to their children? At a time of overall decline of traditional religion and an increased interest in personal “spirituality,” this book investigates the ways that parents transmit religious beliefs, values, and practices to their kids. We know that parents are the most important influence on their children's religious lives, yet parents have been virtually ignored in previous work on religious socialization. The book explores American parents' strategies, experiences, beliefs, and anxieties regarding religious transmission through hundreds of in-depth interviews that span religious traditions, social classes, and family types all around the country. Throughout we hear the voices of evangelical, Catholic, Mormon, mainline and black Protestant, Jewish, Muslim, Hindu, and Buddhist parents and discover that, despite massive diversity, American parents share a nearly identical approach to socializing their children religiously. For almost all, religion is important for the foundation it provides for becoming one's best self on life's difficult journey. Religion is primarily a resource for navigating the challenges of this life, not preparing for an afterlife. Parents view it as their job, not religious professionals', to ground their children in life-enhancing religious values that provide resilience, morality, and a sense of purpose. Challenging longstanding sociological and anthropological assumptions about culture, the book demonstrates that parents of highly dissimilar backgrounds share the same “cultural models” when passing on religion to their children.

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29

1966-, Becker Sybille, Nord Ilona 1966-, and Enders-Dragässer Uta 1940-, eds. Religiöse Sozialisation von Mädchen und Frauen. Stuttgart: W. Kohlhammer, 1995.

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30

Margret, Kraul, Lüth Christoph, and Behnken Imbke 1941-, eds. Erziehung der Menschen-Geschlechter: Studien zur Religion, Sozialisation und Bildung in Europa seit der Aufklärung. Weinheim: Deutscher Studien Verlag, 1996.

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31

Balboni, Michael J. Hostility to Hospitality: Spirituality and Professional Socialization within Medicine. Oxford University Press, 2018.

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32

Making European Muslims: Religious Socialization among Young Muslims in Scandinavia and Western Europe. Taylor & Francis Group, 2014.

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33

Sedgwick, Mark. Making European Muslims: Religious Socialization among Young Muslims in Scandinavia and Western Europe. Taylor & Francis Group, 2014.

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34

Sedgwick, Mark. Making European Muslims: Religious Socialization among Young Muslims in Scandinavia and Western Europe. Taylor & Francis Group, 2014.

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35

Sedgwick, Mark. Making European Muslims: Religious Socialization among Young Muslims in Scandinavia and Western Europe. Taylor & Francis Group, 2014.

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36

Sedgwick, Mark. Making European Muslims: Religious Socialization among Young Muslims in Scandinavia and Western Europe. Taylor & Francis Group, 2014.

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37

Challenging Discriminatory Practices of Religious Socialization among Adolescents: Critical Media Literacy and Pedagogies in Practice. Springer International Publishing AG, 2019.

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38

Hicks, Mark A. Religious Education in the Traditions. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.11.

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This chapter explores the history, purpose, and aims of religious education in the United States, defined as devotional-based education that promotes religious identity formation. The chapter first differentiates between secular education and religious education in the United States, then considers how issues of theology, social culture, expression of religious freedom, civil rights, personal identity, technology, and demographic shifts shape religious identity formation. The chapter concludes with a discussion of how rituals within religious traditions connect the aspirations of a tradition with instructional practices. It examines how religious education, from a devotional perspective, teaches people how to practice a religious way of life and informs their beliefs, behaviors, and acts of belonging. Religious education, the author describes, is an act of learning by which children, youth, and adults are moved toward living the ultimate values of a community of faith. While the nature of that journey varies widely depending on the aims of a particular religious group, religious education is primarily rooted in the hope that the learner can transcend a particular human socialization in order to achieve an aim that is important to their religious tradition.

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39

Stimulating the socialization task of families within the local church: Reuniting the secular and the spiritual. 1994.

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40

Integrating Islam: Political And Religious Challenges in Contemporary France. Brookings Institution Press, 2006.

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41

Sedgwick, Mark. Making European Muslims. Taylor & Francis Group, 2018.

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42

Moberg, Jessica. Material Religion. Edited by James R. Lewis and Inga Tøllefsen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190466176.013.28.

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This chapter introduces material studies, a theoretical field rooted in performance studies, embodiment phenomenology, critical theory and post-functionalist anthropology. It lays out central analytical points and presents four approaches that can be used in the study of NRMs: 1) material mediation – the process by which objects and bodies are transformed into mediators of the otherworldly; 2) material socialization – how practitioners learn religion by acquiring correct ways of relating to objects and material worlds; 3) circulation of artifacts – how religious objects are produced, distributed and used; and 4) foodways – the process where food and drink is cultivated, prepared and consumed, and its importance for the cultivation of religious communities. The chapter includes an example of how material theory can be applied, and a discussion of how such perspectives can contribute to, and further, the study of new religions.

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43

Nucci, Larry P., and Robyn Ilten-Gee. Moral Education. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.10.

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This chapter positions moral education as concordant with the moral component of religion, but does not equate moral education with socialization into the particular norms or conventions of any specific faith tradition. Research findings have revealed that deeply religious children and adolescents make a similar set of distinctions between religious conventions and moral prescriptions regarding fairness and the welfare of others. This research forms the basis of a critique of the proposition that religiously devout people maintain a separate “morality of divinity.” The chapter reviews research on moral education designed to stimulate development of these universal moral understandings of fairness and welfare through developmental approaches to classroom rules and discipline together with practices that foster responsive engagement and transactive forms of discourse to stimulate the development of a critical moral perspective. This developmental approach to moral education is compatible with the basic moral core of religious systems but may be viewed as challenging to religious traditions and customs that sustain social inequalities.

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44

Bühler-Niederberger, Doris. Macht der Unschuld: Das Kind Als Chiffre. VS Verlag fur Sozialwissenschaften GmbH, 2015.

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45

Heiner, Prof, Bielefeldt, Ghanea Nazila, Dr, and Wiener Michael, Dr. Part 3 Vulnerable Groups, 3.4 Children. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198703983.003.0022.

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This chapter examines the right of the child to religious freedom. The Convention of the Rights of the Child confirms the status of each individual child as a rights holder, including in the area of freedom of religion or belief. At the same time, the child needs a facilitating environment usually provided by the family. Parents have rights and duties to provide direction to the child in the exercise of his or her freedom of religion or belief in a manner consistent with the evolving capacities of the child. This has practical implications for religious socialization within the family and/or community, religious education in the school, participation or non-participation in religious community activities, the prevention of harmful practices, and other areas.

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46

Balboni, Michael J., and Tracy A. Balboni. Why Medicine Should Resist Immanence. Edited by Michael J. Balboni and Tracy A. Balboni. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199325764.003.0013.

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This chapter outlines four reasons why medicine should resist a spirituality of immanence as its chief love. First, this spirituality is incongruent with the beliefs of most American patients and their experience of serious illness. Second, a spirituality of immanence fails the test of religious pluralism, an essential characteristic of medicine in the twenty-first century. Third, this spirituality enables and encourages impersonal social forces, including bureaucracy, market forces, and the technological imperative, to affect how medicine is conceived, practiced, and experienced. Finally, immanence is creating a professional socialization with negative clinician outcomes, such as burnout. The argument especially focuses on the impact of immanence in creating conditions for impersonal medicine and its subsequent impact on clinician socialization. Apart from partnership with traditional religions, medicine is helpless to resist impersonal forces overtaking the patient–clinician relationship.

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47

Rockenbach, Alyssa Bryant, and Julie J. Park. Religion, Spirituality, and College Students. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.31.

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While religion and spirituality have played pivotal roles in shaping US higher education since its inception, empirical studies on college student spirituality are a relatively recent phenomenon, gaining steam in the early 2000s with landmark national studies. These studies reflect a growing interest in the inner lives of college students and their journeys for meaning and purpose. This chapter provides an overview of key studies addressing religion and spirituality in the lives of US college students. Unique patterns related to religious worldview, race/ethnicity, sexual orientation, and gender are discussed, reflecting the tremendous range of experiences among college students. The chapter also addresses the impact of college on religious and spiritual development, including the role of different campus environments and experiences, reflecting the role of peer socialization and institutional dynamics.

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48

Smith, Christian, and Amy Adamczyk. Handing Down the Faith. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190093327.001.0001.

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The most important influence shaping the religious and spiritual lives of children, youth, and teenagers is parents. Yet little research has studied this link in the intergenerational transmission of religion between generations. This book reports the findings of a new, national study of religious parents in the United States. The findings are based on 215 in-depth, personal interviews with religious parents from many traditions and different parts of the country; and on analyses of two nationally representative surveys of American parents. Unlike many studies that focus only on mainstream Christianity, this book reports on parents from a wide range of traditions: mainline Protestant, Catholic, evangelical, black Protestant, Jewish, Muslim, Mormon, Buddhist, and Hindu. It explores the background beliefs informing how and why religious parents seek to pass on religion to their children; examines how parenting styles interact with parent religiousness to shape religious transmission; shows how the approaches of parents now were influenced by their own experiences as children growing up under their parents; reveals how religious parents view their congregations and what they most seek out in a local church, synagogue, temple, or mosque; explores the experiences and outlooks of immigrant parents; and steps back to consider how the field of American religion has transformed over the last 100 years to explain why parents shoulder such a huge responsibility today in transmitting religious faith and practice to children. The book will interest scholars of religion, family, parenting, and socialization; clergy and religious educators and leaders; and religious parents themselves.

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49

Chhibber, Pradeep K., and Rahul Verma. Transmitting Ideology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190623876.003.0008.

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Ideology is transmitted to citizens through multiple pathways, each of which provide heuristic cues to ordinary voters. Citizens form their political views through the efforts of political parties and the political elite; their socialization, especially the kind of education they receive; the media; and through their activities in the social organization including religious associations. In India, those who are more religiously active, get their news from local and vernacular media, and do not speak English language are less likely to support either an active role for the state in transforming social norms or making special provision for some groups. Indians who are members of civil society, consume English-language media, and speak English are more likely to favor statism and recognition.

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50

Haven in a Heartless World: The Family Besieged. W. W. Norton & Company, 1995.

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