Academic literature on the topic 'Teaching (religious aspects)'
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Journal articles on the topic "Teaching (religious aspects)"
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Osipova, N. G. "Social aspects of main religious doctrines: Buddhism." Moscow State University Bulletin. Series 18. Sociology and Political Science 27, no. 3 (October 4, 2021): 105–28. http://dx.doi.org/10.24290/1029-3736-2021-27-3-105-128.
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The article examines in detail the problems associated with the development of Buddhism, which introduced a personal aspect to religion and embodied the idea of the need for compassion for all living beings. A special place is occupied by the analysis of the moral and social component of this religion. Buddhism is seen as a protest movement that originated in India and is directed against the frozen hierarchy, mechanical ritualism and greed of the Brahmins. This religion challenged the Brahmin hierarchy, appealing primarily to warriors, kings, and the mass of the free population. The Buddhist community was a brotherhood of mendicant monks who did not perform any rituals, but only showed people the way to salvation by the example of their lives. Buddhism is also one of the radical reformist teachings, not only intellectually, but also socially. He called people, first of all, to inner perfection, the last stage of which can be achieved only through kindness and benevolence to all living beings. The central point of this article is devoted to the debate about the reality of the Buddha’s existence, his teaching and the transformations of this teaching. A significant place is given to the description of the way of life of Buddhist monks, the relationship within the Buddhist community and with the laity. The reasons for the attractiveness of Buddhism and its easy adaptability to other religious doctrines are substantiated. The possibilities of transformation of Buddhism, including within the framework of syncretic creeds, as well as in the activities of totalitarian and pseudo-religious sects, are shown. Examples of the politicization of this religion and its inclusion in the activities of fundamentalist organizations are given.
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Kosiewicz, Jerzy. "Scientific Tourism, Aspects, Religious and Ethics Values." Physical Culture and Sport. Studies and Research 62, no. 1 (June 1, 2014): 83–93. http://dx.doi.org/10.2478/pcssr-2014-0014.
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Abstract The presented paper focuses primarily on the tourism activities of teaching staff at universities and other research institutions. This applies in particular to travel during which the principal purpose is, inter alia, various exploratory internships, conferences, trips as a guest professor or a visiting professor under the auspices of the Erasmus and Erasmus Mundus programs. These peregrinations require extra effort, not only with regards to teaching and research duties, but also present opportunities to confront, test and evaluate one’s own research results and outlook with new listeners in new locations in different environments. This travel especially applies to the foreign environment, a situation that presents high degrees of professional, scientific and linguistic challenges, resulting in increased contributions and activity to the specific field of science. Regardless of the workload and the difficulties of the discussed travel, such travel can also bring about much personal satisfaction: a) due to a sense of a well done job as a result of meeting expectations of the employer and the host placed on the 'messenger of science' and b) due to the pleasure associated with those tourist experiences having autotelic and pragmatic (instrumental) overtones
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Zajączkowski, Ryszard. "The Main Philosophical Inspirations in the Teaching of John Paul II during His Pilgrimages to Poland." Religions 13, no. 2 (January 21, 2022): 106. http://dx.doi.org/10.3390/rel13020106.
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The article focuses on the philosophical aspects of John Paul II’s teachings during his pilgrimages to Poland. The pope, as an academic and philosopher, often discussed, in his teaching, topics that had also previously been part of his scholarly philosophical studies. Therefore, the philosophical legacy of Karol Wojtyła serves a significant context that enriches the papal teachings. This way, a complementing light is shed on his teachings, the terms he was using gain a deeper meaning and one can observe a deeper sense in his message. Under the influence of the statements of John Paul II during his pilgrimages to Poland, an unmistakable impression arises that they form a logical and comprehensive moral teaching firmly rooted in his pre-pontifical theological and philosophical thought, developing ideas (especially in the theological dimension) and giving them practical expression. The philosophical work of Karol Wojtyła is an important pillar and source of inspiration for the theology of John Paul II, especially in his teaching about the human person, laying the foundations for Christian anthropology. At the end of the paper, a specific aspect of the papal teaching in the Polish context is stressed.
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Safiqo, Tatik. "Pendidikan Afektif Dan Penerapannya Dalam Pembelajaran Di Sekolah." Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah 27, no. 2 (October 26, 2020): 51–60. http://dx.doi.org/10.52166/tasyri.v27i2.99.
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The failure of religious education is because the practice of education only pays attention to the cognitive aspects of the growth of values (religion), and ignores the development of affective and conative-volutive aspects, namely the ability and determination to practice the values of religious teachings. As a result, there is a gap between knowledge and practice in religious teaching, so that they are unable to form an Islamic personality. The success of education, so far, is only measured from the superiority of the cognitive domain and barely measures the affective and psychomotor domains, so that character building and character are neglected. In order to anticipate these various problems, religious education learning in schools must show its contribution. One of them is improving. As for every material taught to students contains values related to the behavior of everyday life, such as moral material, and for this moral aspect, in addition to studying the problems related to the knowledge aspect, the functional aspect is prioritized on the attitude aspect, so that later students behave as a Muslim who has a noble character. Then these affective values are in the material of morals and must be embedded in students in Religious Education.
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Sadat, Mian Mujahid Shah, Zakir ullah Zakir, and Irfan ullah Irfan. "بدھ مت کے اخلاقیات میں اخلاقی جہات ِ ثمانیہ ( آریہ ستیہ) اور اسلامی متقابل اخلاقی تعلیمات : ایک تحقیقی جائزہ." Al-Duhaa 3, no. 01 (June 1, 2022): 37–50. http://dx.doi.org/10.51665/al-duhaa.003.01.0126.
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This article provides a comparative overview of the specific moral aspects of the two religions "Islam and Buddhism". In which, an attempt has been made to prove this, Why wars and conflict are connected to religions? Why peaceful and ethical teaching of religions are hidden from lay community? For this, I adopted comparative study and critical temperament has been used to a lesser extent in order to gain access to the distinct moral teachings from the literature of other atheists and to pave the way for the followers of different religions to expand. Where other problems and difficulties surround religions, the issues that stand in the way of religions, they present to you how religion leads to decline, the following issues: Science, Atheism, Social Interaction, Philosophy of Religions, Feminism Movements, Sectarianism/Inter sects, Secularism, Inter Marriages. These are some of the things that hinder the progress of religion. Therefore, the religious people are requested, not to ignore the above mentioned issues but to look at them and teach religious teachings and at the same time take care of them as there is a lack of ethics and work in all areas, adhering to moral teachings.
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Kendiani, Sefti Dedek. "The Islamic Characters in Teaching English." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 431–48. http://dx.doi.org/10.33369/jeet.4.3.431-448.
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This study aims to determine the Islamic character implemented by the English Tadris lecturer in the learning process in the English Tadris Study Program at IAIN Curup. The method used was descriptive quantitative by using inferential percentage formula. The sample of this research is 127 students taken from the total number of English Tadris students, 234 students using the Hery King homogeny. The results of this study indicate the first 60.6% of lecturers implement religious aspects of greeting is Islam such as “Assalamualaikum, bismillahirrohmanirrohim, alhamdulillahirrobilalamin, in starting and ending lessons. Second, 48.8% of the lecturers implements aspects the lecturer uses clothes according to the Institut Agama Islam Negeri (IAIN) Curup code of ethics. Third, 47.2% in aspect Appreciating Achievement, the statement used is that the lecturer gives high motivation to students to continue learning. Fourth, 44.2% in democratic aspect, and statement of this aspect namely lecturers are open in accepting student opinions. Fifth,43.3% is the spirit of nationality aspect, the statements in this aspect are the lecturers commemorate national (Indonesian Independence day, Heroes day, mother's day, etc) and Islamic day (Maulid of the Prophet Muhammad SAW, Halal bi halal, Islamic Miraj, Islamic new year).
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Witie, Greg E. "Book Review: Luke the Theologian: Aspects of His Teaching." Interpretation: A Journal of Bible and Theology 45, no. 1 (January 1991): 86–88. http://dx.doi.org/10.1177/002096430004500122.
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Garrett, Susan R., and Joseph A. Fitzmyer. "Luke the Theologian: Aspects of His Teaching." Journal of Biblical Literature 110, no. 4 (1991): 729. http://dx.doi.org/10.2307/3267683.
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Bøe, Marianne Hafnor. "Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion." Religions 11, no. 12 (December 9, 2020): 662. http://dx.doi.org/10.3390/rel11120662.
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In what ways can teaching Islam through controversial issues be useful in religious education? Can it serve to counter problems of representation of Islam, and what are the benefits and possible pitfalls of adopting such an approach? In this article, I will explore the use of Muslim internal feminist critique of conservative and patriarchal interpretations of women’s religious leadership in Islam as a controversial issues approach to teaching Islam in non-confessional religious education. The approach can be relevant for students in upper-secondary religious education, but also in teacher education. Building on secondary research documenting the problems of teaching Islam in non-confessional religious education in the Nordic countries as well as research on Muslim feminism spanning over a decade, this article investigates the didactic potentials and challenges that adopting the controversial issues approach may hold for teaching Islam. The main argument of this article is that the internal feminist debate on Islam provides an alternative entry to teaching Islam. It provides didactic resources and tools for understanding the discursive aspects of Islam, i.e., how Islam is conceived, interpreted, debated and practiced by Muslims, which in turn highlight power aspects and authority that are central to the production of religious knowledge. Consequently, the controversial issues approach may serve to counter certain “grand narratives” that seem to permeate current representations of Islam in religious education.
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Muhidin, Muhidin, Ahmad Nurwadjah, and Andewi Suhartini. "Analisis Teologi Pendidikan Dalam Penguatan Pendidikan Islam." Jurnal Dirosah Islamiyah 3, no. 3 (August 11, 2021): 362–73. http://dx.doi.org/10.47467/jdi.v3i3.454.
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Education is often interpreted as a conscious effort made by educators towards students in an effort to provide knowledge, education and teaching to achieve happiness and the ultimate goal of life. The purpose of the true happiness of life is that which includes the fulfillment of physical and spiritual aspects. Islam as a doctrinal force has the essence of both. Education in Islam is education that is based on the teachings of Islam, Islam as a religious teaching taught and brought by Muhammad SAW, contains a set of teachings about human life, teachings that are formulated based on sources in the Qur'an and hadith and based on the explanation of the ratio of reason. So that the realization and reinforcement obtained in Islamic education must include physical and spiritual aspects
Dissertations / Theses on the topic "Teaching (religious aspects)"
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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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Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.
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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Davidson, Corinne. "Prohibitions against loans at interest : a pentateuchal problem." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63963.
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Silva, Abraão Victor Lopes. "O ensino religioso e a ética de Jesus para o adolescente hodierno." Universidade Católica de Pernambuco, 2013. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=935.
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Esta pesquisa teve como objetivo incrementar saídas diante da crise de sentido na atual pós-modernidade, assim como a formação de uma identidade ecumênica nos alunos adolescentes
por meio do Ensino Religioso cristão, tendo como exemplo a ética do Rabino e profeta Jesus de Nazaré, conduzindo o adolescente hodierno inserido nesta realidade desafiadora do mundo
atual, para abertura com o diferente e uma vida com propósito. Sendo um trabalho de cunho eminentemente bibliográfico, que visou a sistematizar as ideias e a prática do E. R. ecumênico
na aprendizagem dos adolescentes. Estimou-se por este trabalho, contribuir na busca do diálogo, respeito e tolerância inter-religiosa para a convivência harmônica entre as pessoas e a edificação de uma sã cidadania no adolescente hodierno.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.
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Kappeler, Warren. "Communication habits for the pilgrim Church : Vatican teaching on media and social communication." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102834.
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This study examines the communication habits of the pilgrim Church with focus upon Vatican documents on mass media and social communication. Attention is given to the historical context of Vatican Councils I and II. As the Church engaged modernity, it shifted ecclesial organization from closed to become open. This study documents the importance of sociology, especially communication theory and cybernetics for Catholicism today.It is argued that the pivotal event in the Roman Catholic Church's self-exploration for self-awareness and realization was the Second Vatican Council. At that Council, the Church re-examined itself and its own identity to come to grips with the modern world. The teachings of the Council were concerned mainly with the pastoral dimension of the Church and its self-realization. Reflexivity is an important theme of this study as it speaks about understanding the very identity of the modern Church. It is explained that the process of communication within the Roman Catholic Church is itself linked to this insight of reflexivity.
The first chapter shows that behind the pilgrim Church lies an emerging vision of the threefold offices of priest, prophet, and king. The history behind the Roman Catholic Church's transition from the First to the Second Vatican Council is provided. John Henry Cardinal Newman influenced nineteenth-century Catholic theology with his own study of the threefold office. In chapter four we return to the threefold office and examine the contribution of John Paul II. It includes an analysis of how the politics of the magisterium shapes Catholic social teaching. Chapter two examines the text and context of the Second Vatican Council's pastoral decree "Inter Mirifica". Chapter three provides a documented history of the Vatican's Pontifical Council for Social Communication and its teachings. Chapter five develops major tenets of a critical analysis of the communication of the post-Vatican II Church: attention is given to the discursive aspects of religious authority, argumentation, bureaucratization, and market culture. Chapter six takes a step towards examining the pragmatics of contemporary Vatican teaching.
This study concludes that there are three basic sociological and theological aspects of the pilgrim Church. These include a ritual approach to communication, the generational experience of Catholics and their respective attitudes toward Church teaching, and the important link in the faith's praxis between reflexivity and forming habits of communication.
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Collins, Helen E. "Through a glass darkly, seeking the common ground: The value of Derrida's two interpretations of interpretation for reading literature in religious education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/910.
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This thesis investigates and demonstrates the value of using Derrida's "two interpretations of interpretation" (the Rousseauistic and the Nietzschean) to enrich the reading of literature in Religious Education with reference to I.e Guin's A Wizard of Earthsea. Religious Education has responded in recent decades to developments in pedagogy, theology, and various other disciplines such as psychology and sociology. However, religious educators do not seem to have considered the question of the impact of modern literary theory on Religious Education. Such theories have influenced the way in which literature is read and studied in the English classroom. Such developments should be of interest not only to the English teacher but also to the Religious Education teacher. The hypothesis underlying this thesis is that the Derridean common ground of the Rousseauistic and Nietzschean interpretations will broaden and enhance the reading of literature in Religious Education by facilitating both the search for the centre (search for finite meaning) and the free play of signifiers (pursuit of infinitely deferred and pluralistic meaning). Generally, Post-Structuralism, with its emphasis on the impossibility of absolute meaning, seems antithetical to Religious Education, with its emphasis on the search for meaning. However, Derrida's common ground of the two interpretative positions suggests a reading of literature that allows for both the Rousseauistic concern with centre and definitive meaning and the Nietzschean concern with free play and provisional meaning. This thesis, then, establishes that the value of 'story' in Religious Education is considerably enriched by the adoption of Derrida's "two interpretations of interpretation" as an approach for reading literature, whether secular or sacred, in Religious Education.
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Veak, Tyler J. (Tyler James). "Entering the Circle: The Only Viable Hermeneutic for a Biblical Response to Ecocrisis." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277659/.
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A paradox exists in attempting to resolve ecocrisis: awareness of ecological concerns is growing, but the crisis continues to escalate. John Firor, a well-known scientist, suggests that to resolve the paradox and hence ecocrisis, we need an alternative definition of "human beingness"--that is, a human ontology.
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Lehtinen, Jean Marie. "Toward an understanding of the role functions of the supervisory conference in theological field education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26865.
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Throughout the history of theological education there have been many articles written about field education and the need for effective supervision, but few works describe research on the role functions of the supervisory conference. Studies have suggested that examining the supervisory process is complex and not easily researched. For accreditation, the Association of Theological Schools requires field education and supervision as an integral part of the Master of Divinity degree. The purpose of this study was to further the understanding of supervision from the perspectives of supervisors and students engaged in the process of theological field education.
An exploratory field research methodology was used. Previous research in theological field education supervision proved inadequate for hypotheses testing. The specific purpose of the study was to search for answers to two questions. First, how do supervisors and students describe the role functions of the supervisory conference? And second, what are the relationships between the role functions of the supervisory conference and conceptual level, constructive openness, orientation to supervision, personality type, age, gender, educational level, and experience?
Interviews of supervisors and students were the source of data for the study. The interviews included asking demographic information, asking the role functions of the supervisory conference, and administering four instruments: the Paragraph Completion Test, the Preactive Behavior Instrument, the Supervisory Beliefs Inventory, and the Myers-Briggs Type Indicator. The role functions were content analyzed and correlated with age, gender, experience, educational level, conceptual level, constructive openness, orientation to supervision, and personality types. Analyses were performed on the aggregated groups of supervisors and students, and on nine individual supervisor/student pairs.
The results of the study indicated general agreement between the field education supervisors and their students in understanding the role functions of the supervisory conference. The mean scores on conceptual level for supervisors and students were not significantly different. Supervisors rated themselves higher in constructive openness than their students. Students estimated their supervisors to be more directive than the supervisors believed themselves to be. The personality types of supervisors and students were similar on the perceiving and judging preferences.
When the data were examined by supervisor/student pairs, a more precise description of the supervisory interaction became apparent. For example, the effects of different conceptual levels and personality types became evident in the supervisory relationship. This finding suggests that future research in supervision should use individual pairs instead of aggregated groups.
Two important role function themes mentioned least often by students were "relating of religious traditions and values to the human and social needs which have been identified in the ministry placement" and the "linking of theology with the practice of ministry." These two themes represent key strategies for those preparing for future ministry, and should play an integral part in field education. This study has raised several questions for future research: Is the supervisor the key element in the learning of the student? Or is the context of field education the key to learning? What does the student learn from the supervisory conference and the field placement? And finally, is the articulation of the supervisor's own theology and experience an essential component in the supervisory process, and therefore, a component in supervisor training programs?Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Allis, Donna Jean. "Caring as a nurse: A student perspective." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186083.
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The purpose of this case study was to explore, from the perspective of students enrolled in a baccalaureate evangelical nursing program, the process of learning to care as a professional nurse. A modified symbolic interactionist perspective guided the study. The specific research questions focused on identification of student conceptions of caring, social processes that may have an effect on student conceptions of caring, and the effect that diverse clinical rotations may have on student conceptions. Initially, a content analysis of selected institutional documents was conducted and a detailed description of the institution was reported to contextualize the distinctive nature of the evangelical institution. Following this analysis, students and faculty members were observed during clinical experiences and interviewed both formally and informally during one academic year. Twenty-three nursing students enrolled in medical/surgical, maternity and community health clinical nursing courses and their respective faculty members participated in the study. The process of learning to care was, for many students, influenced by their life experiences and Christian worldview. As students developed conceptions of professional caring, they identified issues and tensions related to trust, respect, and interpersonal balance. In relationships with patients, staff nurses and faculty members, students identified conflicting messages regarding professional caring. The reality and challenge of providing care as a nurse was most meaningfully realized and negotiated in the clinical settings. The general conceptions of caring students held remained stable in each of the clinical settings, although students identified selected clinical characteristics that had an effect on the implementation of professional caring.
Books on the topic "Teaching (religious aspects)"
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Harris, Maria. Teaching and religious imagination. San Francisco: Harper & Row, 1987.
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Teaching and religious imagination. New York, NY: Harper & Row, 1987.
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Russian religious philosophy: Selected aspects. Tunbridge Wells, Kent, England: Search Press, 1988.
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Astley, Jeff. Teaching religion, teaching truth: Theoretical and empirical perspectives. Oxford: P. Lang, 2012.
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Teaching and religious imagination: An essay in the theology of teaching. [San Francisco]: HarperSanFrancisco, 1991.
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Eyre, Linda. Teaching your children joy. New York: Simon & Schuster, 1994.
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Teaching with spiritual power. Salt Lake City, Utah: Bookcraft, 1996.
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1954-, Comstock Gary, ed. Religious autobiographies. Belmont, Calif: Wadsworth Pub. Co., 1994.
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Arlene, Swidler, and Conn Walter E, eds. Mainstreaming: Feminist research for teaching religious studies. Lanham, MD: University Press of America, 1985.
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Teaching virtue: The contribution of religious education. London: Bloomsbury, 2014.
Find full textBook chapters on the topic "Teaching (religious aspects)"
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Khroul, Victor. "Digitalization of Religion in Russia: Adjusting Preaching to New Formats, Channels and Platforms." In The Palgrave Handbook of Digital Russia Studies, 187–204. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42855-6_11.
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AbstractExamining the “digital” as a challenge to one of the most traditional spheres of private and public life of Russians, the chapter is focused on institutional aspects of the religion digitalization in the theoretical frame of mediatization. Normatively, digitalization as such does not contradict the dogmatic teaching of any traditional for Russia religion, in Christianity, Judaism, Islam and Buddhism theologically it is being considered as a neutral process with good or bad consequences depending on human will. Therefore, functionally digital technologies are seen by religious institutions as a shaping force, one more facility (channel, tool, space, network) for effective preaching while the core of religious practices still remains based on non-mediated interpersonal communication.
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Saada, Najwan. "Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 135–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch008.
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In this multiple case study, the authors explore the purposes and significance of Islamic religious education as it is viewed and interpreted by Arab and Muslim teachers in Arab high schools in Israel. It interrogates how the Muslim teachers locate themselves and their pedagogy within a continuum of salafi (conservative) versus liberal conceptions of tarbiyya (the spiritual aspects of Islam) and ta`dib (the moral aspects of Islam) and why they do so. The results show that teachers support the salafi rather than the liberal conceptions of Islamic education. This means that they focus on the naql (the transmission of religious knowledge) rather than aql (rational thinking) in teaching the moral aspects of Islam. Also, teachers avoid the dealing with the intellectual diversity within Islam, the discussion of contemporary issues, and the tenets of other Abrahamic religions. They conclude that this may lead to religious illiteracy and argue that liberal Islamic education with critical and reflective reasoning is much appropriate for living in multicultural and multi-faith society.
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Lehner, Ulrich L. "Teaching the Faith in a Parish." In The Inner Life of Catholic Reform, 41–52. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197620601.003.0004.
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Religious education was not a priority of the medieval church. The Catholic Reform after the Council of Trent, however, made it one. Such instruction was to instill adherence to the normative expectations in questions of faith and morality in the faithful. These initiatives certainly disciplined the masses and created a culture in which confessional differences became identity markers. Focusing on these aspects, however, has largely eclipsed that religious instruction also had a spiritual dimension, which is the focus of this chapter. Learning about the expectations of the church made the faithful aware not only of what they had to know to be saved but also of how to live their faith and transform their lives. Thereby the parish gained theological and ecclesial prominence.
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Chaminda, J. W. Dushan, and Nilanthi Ratnayake. "Broadening the Scope of Ethical Consumer Behaviour." In Human Rights and Ethics, 1887–900. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch104.
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Consumption is an essential everyday process. By very nature, it is a means of expressing our moral identities and an outlet for ethical obligations. In more recent years, ethical aspects of consumption have come under greater scrutiny with the emergence of ethical consumption discourses, and are currently associated with a range of consumer behaviours and responsible business practices. To this end, religion is an undeniably powerful and concurrently the most successful marketing force that can shape the ethical behaviour, yet under-investigated in consumption practices despite Corporate Socially Responsibility provoked ethical behaviour. Ethical consumption practices are regularly characterised as consumption activities that avoid harm to other people, animals or the environment where basic Buddhist teachings become more pertinent and practiced in Buddhist communities. This study conceptualises the importance of religious beliefs in ethical consumer behaviour and through researcher introspection methodology, the study empirically explore whether and how ethical consumerism is reflected through Five Precepts of Buddhism [i.e. (1) abstain from taking life, (2) abstain from stealing, (3) abstain from sexual misconduct, (4) abstain from false speech, and (5) abstain from intoxicants that cloud the mind]. The study contributes to the theory and teaching in the marketing discipline by linking how religious beliefs enhance ethical consumerism that remains largely unexplored.
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Ratnayake, Nilanthi, and Dushan Chaminda Jayawickrama. "Manifestation of Ethical Consumption Behaviour through Five Precepts of Buddhism." In Technological Solutions for Sustainable Business Practice in Asia, 83–104. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8462-1.ch005.
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Consumption is an essential everyday process. By very nature, it is a means of expressing our moral identities and an outlet for ethical obligations. In more recent years, ethical aspects of consumption have come under greater scrutiny with the emergence of ethical consumption discourses, and are currently associated with a range of consumer behaviours and responsible business practices. To this end, religion is considered an undeniably powerful and concurrently the most successful marketing force that can shape the ethical behaviour, yet under-investigated in consumption practices despite the Corporate Socially Responsibility provoked ethical behaviour. Ethical consumption practices are regularly characterised as consumption activities that avoid harm to other people, animals or the environment where basic Buddhist teachings become more pertinent and practiced in Buddhist communities. This Chapter aims to conceptualise the importance of religious beliefs in ethical consumer behaviour and present the findings of a study that explored whether and how ethical consumerism is reflected through Five Precepts of Buddhism [i.e. (1) abstain from taking life, (2) abstain from stealing, (3) abstain from sexual misconduct, (4) abstain from false speech, and (5) abstain from intoxicants that cloud the mind]. The content of the Chapter contributes to the theory and teaching in the marketing discipline by linking how religious beliefs enhance ethical consumerism that remains largely unexplored.
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Lysaught, M. Therese. "Catholicism and the Neonatal Context." In Religion and Ethics in the Neonatal Intensive Care Unit, 37–64. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636852.003.0003.
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Roman Catholics comprise the largest single denomination in the United States and are the nation’s largest group of not-for-profit healthcare providers. Yet, there is little or no available literature to assist neonatal caregivers in understanding how religious beliefs and values might influence parents’ responses to the challenges posed by their newborn’s care. Equally, there is little or no available literature on the academic or pastoral side addressing questions of neonatal medicine from a theological perspective. This chapter addresses how Roman Catholic teachings might affect the ways in which parents and caregivers make treatment decisions. It examines the neonatal context in light of five aspects of Catholic teaching—the dignity of the human person, patient decision making, withholding and withdrawing treatment, palliative care, and Catholic social thought—as well as three important Catholic practices—baptism, the anointing of the sick, and the care of babies’ bodies, living and dead.
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Spickard, James. "How Would a World Sociology Think? Towards Intellectual Inclusion." In Diversity, Inclusion, and Decolonization, edited by Abby Day, Lois Lee, Dave S. P. Thomas, and James Spickard, 157–69. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529216646.003.0011.
Full textAbstract:
Sociology was founded in 19th century Europe and was institutionally formed in the mid-20th century United States. Its core concepts were shaped by those two historical-cultural milieux. As a result, the discipline sees the world as centred on the Global North, with the rest of humanity still embedded in ‘tradition’. Though sociologists recognize this approach’s flaws, this origin still shapes their teaching and research. This chapter shows how concepts developed in two non-Euro-American civilizations can improve contemporary sociology’s understanding of aspects of social life worldwide. The first set of concepts comes from Confucian China; it emphasizes the important role that maintaining right relationships plays in religious life. The second set comes from 14th-century North Africa; it helps understand the interactions between ethnicity and religion in a deeper way than is possible for a sociology that puts these two things into separate conceptual boxes. These illustrate the benefit for world sociology of overcoming the discipline’s theoretical ethnocentrism.
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Sun, Anna. "The Emerging Voices of Women in the Revival of Confucianism." In Confucianism as a World Religion. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691155579.003.0008.
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This chapter studies the role of women in the current revival of Confucianism, from their participation in intellectual debates regarding Confucianism, to their promotion of Confucian thoughts in popular culture, to their participation in ancestral worship rituals. The revival of Confucianism in Mainland China takes many forms, from a revival of Confucian education, such as after-school classes focusing on the teaching of the Confucian canon, to the intensification of scholarship on Confucian thought in academia. There is also the state's effort to promote Confucianism as the dominant Chinese cultural ideology. This myriad development is not surprising, for it corresponds to the many aspects of Confucianism as historical, political, institutional, cultural, educational, philosophical, and religious systems of ideas and practices.
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Smith, Jonathan Z., and Christopher I. Lehrich. "Why the College Major? Questioning the Great, Unexplained Aspect of Undergraduate Education." In On Teaching Religion, 111–18. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:osobl/9780199944293.003.0011.
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Trainor, Richard. "Another Look at Victorian University Reform." In Reform and Its Complexities in Modern Britain, 97–117. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192863423.003.0005.
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Exeter College provides an appropriate case study for a reassessment of an important episode in nineteenth-century British reform: the attempted transformation of England’s ancient universities, long-time strongholds of religious exclusion, indifference to research and lackadaisical approaches to teaching. One of Oxford’s larger colleges by the start of Victoria’s reign, modestly endowed Exeter undertook a spectacular building programme in the 1850s. Yet Exeter appears at first to have had only modest intellectual ambitions and to have been a stronghold of the defence of clergy privilege. In the 1850s, Exeter forged ahead of more prominent Oxford colleges in statutory reform, with positive academic results. Although that lead concealed half-hearted enthusiasm for religious reform—an ambiguity which produced internal conflict in the 1870s—by the end of the century further changes in its statutes had facilitated Exeter’s emergence as one of Oxford’s centres of advanced secular research. Likewise, whilst paucity of scholarships and consequent limits to changing student social composition restricted improvements in student attainment in the College, teaching there was much more serious in Edwardian times than it had been in the early 1800s. The Exeter case suggests that, in Oxford and Cambridge, internal factors such as rising academic seriousness among Fellows played important parts, in producing reform, alongside external forces such as national political pressure, rising Nonconformist influence, and the social broadening of the public schools. Moreover, the large extent of change at Exeter College, despite its initial inhibitions and the lingering presence there of aspects of the old regime, indicates the substantial albeit incomplete nature of nineteenth-century reform in the ancient English universities.
Conference papers on the topic "Teaching (religious aspects)"
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Zaicovschi, Tatiana. "Reflectarea informațiilor despre lipoveni în revista «Кишиневские епархиальные ведомости»." In Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.26.
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The magazine “Chisinau Eparchial Vedomosti”, which was published for fifty years (1867– 1917), contains a lot of articles that deal with Lipovans / Old Believers. If the magazine contains rather rich and varied information about such carriers of traditional culture in Bessarabia as Bulgarians, Gagauz, etc. (including customs, traditions, peculiarities of life and everyday life, national character, etc.), then the Lipovans are in a special position. Based on the profile of this magazine and the struggle of the clergy for the purity of the official Orthodox religion, they primarily provide information related to confessional aspects. So, the so-called anti-sectarian missionary activity is covered. Although, according to the authors of the publications, the religiosity of the Old Believers is based on assigning the main importance to the rituals, they could not fail to note the deep commitment of the Old Believers to public worship. Despite the general negative official attitude towards representatives of the Lipovans, some articles also reveal their positive aspects: they talk about teaching children literacy in home schools, about charity, help in the community (the socalled “secret alms”), about preventing them from begging in their environment etc.