Gotowe bibliografie tematyczne / Religious education in Australia

Gotowa bibliografia na temat „Religious education in Australia”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 7 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Religious education in Australia”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Religious education in Australia"

1

Babie, Paul. "Religious Freedom and Education in Australian Schools". Laws 10, nr 1 (30.01.2021): 7. http://dx.doi.org/10.3390/laws10010007.

Pełny tekst źródła
Streszczenie:
This article examines the constitutional allocation of power over primary and secondary education in Australia, and the place of and protection for freedom of religion or belief (FoRB) in Australian government and religious non-government schools. This article provides both an overview of the judicial treatment of the constitutional, legislative, and common law protection for FoRB and a consideration of emerging issues in religious freedom in both government and religious non-government schools, suggesting that the courts may soon be required to provide guidance as to how the available protections operate in both settings.
Style APA, Harvard, Vancouver, ISO itp.
2

Mayrl, Damon. "How Does the State Structure Secularization?" European Journal of Sociology 56, nr 2 (sierpień 2015): 207–39. http://dx.doi.org/10.1017/s0003975615000119.

Pełny tekst źródła
Streszczenie:
AbstractWhy do similar modern nations accord religion different roles in their public institutions? This paper engages this question by examining trends in religious instruction in the public schools of the United States and Australia from 1850 to 1950. I find that American education secularized farther and faster than Australian education because of its decentralized system of educational administration. In the United States, decentralized educational administration facilitated challenges to religious exercises by religious minorities, fostered professional development among educators, and allowed novel educational practices oriented in new educational theories rather than religion to spread. In Australia, by contrast, centralized state control over education insulated majoritarian religious exercises from minority criticism, suppressed professional development, and helped maintain traditional educational practices that sustained religious instruction. The state thus has both mediating and constitutive effects on secularization, a finding which opens new directions for research into the dynamics of secularization.
Style APA, Harvard, Vancouver, ISO itp.
3

Jackson, Stephen James. "“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980". History of Education Review 49, nr 2 (16.10.2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.

Pełny tekst źródła
Streszczenie:
PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
Style APA, Harvard, Vancouver, ISO itp.
4

A.V., Shevchuk. "TEACHING SUBJECTS OF RELIGIOUS DIRECTION IN AUSTRALIAN SCHOOLS WITHIN SECOND PART OF XX CENTURY". Collection of Research Papers Pedagogical sciences, nr 91 (11.01.2021): 23–28. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-3.

Pełny tekst źródła
Streszczenie:
The article contains general review of the state of Australian education in context of teaching subjects of religious direction; historical review of system of education is done, since the times of land settlement of the continent; key changes that happened in Australian society regarding reinterpretation of the place of subjects of spiritual direction in the educational state program were highlighted. Key reasons the caused the transformation of understanding of importance of teaching religion in state educational establishments are defined and described, these are demographical changes that happened in Australian society after the World War II and eventually led to necessity of upbringing the ability of understanding and respect of citizens towards the representatives of different beliefs and values, forming cultural pluralism in pupils of these schools, which is the determinative feature and demand towards democratic society and transformation from catechistic approaches towards pedagogical approaches in teaching subjects of spiritual upbringing, which had its main feature in forming the pupil’s ability to manifest positive influence of religion for the development of the society; to understand peculiarities of basic church traditions and educate tolerance and sense of respect for all religions as representatives and providers of all-human values. Result of rethinking by Australian society for the important role of religion for the democratic development of the state is indicated, which led to the practice of studying according subjects of spiritual direction in state schools, having given for the pupils the chance to receive knowledge and abilities as result of studying miscellaneous religious beliefs. The review is done regarding opportunities and conditions for teaching religion in educational establishments of Australia by representatives of religious confessions; principles of choice of the content of program of subject of spiritual direction and criteria for its estimation by school administration and also the keeping of democratic rights of parents and pupils, that content the freedom of choice towards of subjects of this kind are noted. The article contains the presumption that the experience of teaching subjects of spiritual direction can be valuable for Ukrainian education at modern stage of its development in the context of value-directed education of pupils of secondary schools.Key words: Australia, religious education, democracy, multi-confession, multi-culture, cultural pluralism, state schools, teaching religion, catechistic approaches, pedagogical approaches.
Style APA, Harvard, Vancouver, ISO itp.
5

A.V., Shevchuk. "TEACHING SUBJECTS OF RELIGIOUS DIRECTION IN AUSTRALIAN SCHOOLS WITHIN SECOND PART OF XX CENTURY". Collection of Research Papers Pedagogical sciences, nr 91 (11.01.2021): 23–28. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-3.

Pełny tekst źródła
Streszczenie:
The article contains general review of the state of Australian education in context of teaching subjects of religious direction; historical review of system of education is done, since the times of land settlement of the continent; key changes that happened in Australian society regarding reinterpretation of the place of subjects of spiritual direction in the educational state program were highlighted. Key reasons the caused the transformation of understanding of importance of teaching religion in state educational establishments are defined and described, these are demographical changes that happened in Australian society after the World War II and eventually led to necessity of upbringing the ability of understanding and respect of citizens towards the representatives of different beliefs and values, forming cultural pluralism in pupils of these schools, which is the determinative feature and demand towards democratic society and transformation from catechistic approaches towards pedagogical approaches in teaching subjects of spiritual upbringing, which had its main feature in forming the pupil’s ability to manifest positive influence of religion for the development of the society; to understand peculiarities of basic church traditions and educate tolerance and sense of respect for all religions as representatives and providers of all-human values. Result of rethinking by Australian society for the important role of religion for the democratic development of the state is indicated, which led to the practice of studying according subjects of spiritual direction in state schools, having given for the pupils the chance to receive knowledge and abilities as result of studying miscellaneous religious beliefs. The review is done regarding opportunities and conditions for teaching religion in educational establishments of Australia by representatives of religious confessions; principles of choice of the content of program of subject of spiritual direction and criteria for its estimation by school administration and also the keeping of democratic rights of parents and pupils, that content the freedom of choice towards of subjects of this kind are noted. The article contains the presumption that the experience of teaching subjects of spiritual direction can be valuable for Ukrainian education at modern stage of its development in the context of value-directed education of pupils of secondary schools.Key words: Australia, religious education, democracy, multi-confession, multi-culture, cultural pluralism, state schools, teaching religion, catechistic approaches, pedagogical approaches.
Style APA, Harvard, Vancouver, ISO itp.
6

Chia, Joy. "Intercultural interpretations: making public relations education culturally relevant". Journal of University Teaching and Learning Practice 6, nr 1 (1.01.2009): 46–56. http://dx.doi.org/10.53761/1.6.1.5.

Pełny tekst źródła
Streszczenie:
Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.
Style APA, Harvard, Vancouver, ISO itp.
7

Buchanan, Michael T. "Sustaining School Based Religious Education Leadership". Discourse and Communication for Sustainable Education 9, nr 2 (1.12.2018): 68–78. http://dx.doi.org/10.2478/dcse-2018-0015.

Pełny tekst źródła
Streszczenie:
Abstract The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.
Style APA, Harvard, Vancouver, ISO itp.
8

Jackson, Stephen. "Religious Education and the Anglo-World". Brill Research Perspectives in Religion and Education 2, nr 1 (25.03.2020): 1–98. http://dx.doi.org/10.1163/25895303-12340003.

Pełny tekst źródła
Streszczenie:
Abstract Focusing on Australia, Canada, and New Zealand, “Religious Education and the Anglo-World” historiographically examines the relationship between empire and religious education. In each case the analysis centres on the foundational moments of publicly funded education in the mid- to late-nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880 to 1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, the essay calls for a greater transnational approach to the study of religious education in the Anglo-World.
Style APA, Harvard, Vancouver, ISO itp.
9

Mayrl, Damon. "Administering Secularization: Religious Education in New South Wales since 1960". European Journal of Sociology 52, nr 1 (kwiecień 2011): 111–42. http://dx.doi.org/10.1017/s000397561100004x.

Pełny tekst źródła
Streszczenie:
AbstractThis paper examines the development of religious education policy in the government schools of New South Wales (Australia) since 1960. The New South Wales religious education curriculum features three components: (1) teacher-led “general religious education” (gre); (2) right-of-entry denominational instruction provided by visiting clergy (“special religious education”, or sre); and (3) occasional additional devotional exercises such as hymns and prayers. Between 1960 and 1980, this system underwent a partial secularization. gre was transformed from a straightforward course in Christianity built around government-produced Scripture readers to a flexible curricular component built around the academic study of multiple religions. At the same time, sre was strengthened and had its position in the curriculum secured; and devotional exercises were allowed to continue only in those settings where they formed an “appropriate” match with the community. I find that “secularizing” reforms were most consistently driven by teachers and administrators with practical motives: avoiding controversy, improving working conditions, and facilitating class management. This finding both challenges and complements recent works that interpret secularization as a political process driven by politicians and professionals primarily interested in enhancing their power or prestige at the expense of religious actors.
Style APA, Harvard, Vancouver, ISO itp.
10

Dixon, Cynthia K. "There is an Appetite for Religious Studies: Religious Education in the Public Domain". Journal of Christian Education os-43, nr 1 (kwiecień 2000): 29–40. http://dx.doi.org/10.1177/002196570004300106.

Pełny tekst źródła
Streszczenie:
Arriving in Western Australia in the early 1970s interest in Religious Education and Christian family nurture ensured that Cynthia Dixon would soon meet Brian Hill, and their families develop friendships. Mutual interest in the ministries of Scripture Union. The Churches Commission on Education, the development of curriculum in Religious Studies and, latterly, the development of a Values Framework have led to joint membership of numerous committees. “As two rather isolated voices in our respective universities,” Cynthia comments. “I always found Brian a constant support and inspiration, willing to offer his expertise to course development.” Brian's willingness to supervise Cynthia's doctoral study in the 1980s was a privilege for her, too.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Religious education in Australia"

1

White, Dan, i res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.

Pełny tekst źródła
Streszczenie:
Over the past three decades, the development of religious education in Australia has been largely shaped by catechetical and curriculum approaches to teaching and learning. To date, little emphasis has been placed on the pedagogical dimension of religious education. The purpose of this research project is to explore the manner in which ‘brain-based’ learning theory contributes to pedagogical development in primary religious education. The project utilises an action research methodology combining concept mapping, the application of ‘brain-based’ teaching strategies and focus group dialogue with diocesan Religious Education Coordinators (RECs). The insights derived contribute to the formulation and validation of an appropriate pedagogical model for primary religious education, entitled the ‘DEEP Framework’. The model reflects an integration of insights from brain-based theory with nuances from the contemporary Australian religious education literature. The project identifies four key, interactive principles that are crucial to pedagogical development in religious education, namely: Discernment, Enrichment, Engagement and Participation. It also recognises a fifth principle, ‘an orientation towards wholeness’, as significant in combining the various pedagogical principles into a coherent whole. The DEEP framework enables teachers to more successfully select and evaluate appropriate, interconnecting teaching strategies within the religious education classroom. The framework underpins the pedagogical rationale of the recently developed Archdiocese of Hobart religious education program and forms the basis for the implementation of a coherent professional development program across the Archdiocese.
Style APA, Harvard, Vancouver, ISO itp.
2

Grace, Michael James, i res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools". Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

Pełny tekst źródła
Streszczenie:
This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
Style APA, Harvard, Vancouver, ISO itp.
3

Besly, Catherine. "Religious education and South Australia's state schools in the 1970's /". Title page, contents and conclusion only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09arb555.pdf.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Hurley, C. E., i 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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
5

Meehan, Catherine Jane, i res cand@acu edu au. "Thinking and Acting: an exploration of Australian early childhood teachers’ beliefs and practice regarding learning, teaching and religious education". Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp161.10062008.

Pełny tekst źródła
Streszczenie:
The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers’ beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice. Whilst there are empirical studies that explore early childhood teachers’ beliefs and practice, there were no studies which explore early childhood teachers’ beliefs and practice with regard to learning, teaching and Religious Education in Australia. This study was conducted within both positivist and interpretivist paradigms, using a mixed methodological approach to data collection. Phase One was a large scale (n=540) use of a questionaire to ascertain teachers' beliefs. The Early Childhood Teachers' beliefs about learning, teaching and Religious Education questionaire was developed specifically for this study. Early childhood teachers from 6 states of Australian Catholic schools were surveyed using the Early Childhood Beliefs about Learning, Teaching and Religious Education Questionnaire. Following the quantitative analysis, four teachers were purposefully selected to develop rich, descriptive case studies. Classroom practice was observed and documented providing further insights into beliefs and practices with regard to Early Childhood and Religious Education. Analysis of the quantitative and qualitative data was conducted using three computer software packages including: SPSS, Leximancer and NVIVO. The analysis of data revealed both differences and similarities that exist between teachers’ stated beliefs and classroom practice and in particular their pedagogy with regard to Religious Education Key findings of the research included a confirmation that early childhood teachers’ in Catholic schools generally taught in accordance with their beliefs. It was highlighted specifically that a range of factors impact on teachers’ practice, which both support and constrain their practice. Some of the implications for teachers, teacher educators, providers of professional development are delineated. There is evidence presented in the results that supports the hypothesis that teachers' beliefs do underpin their classroom practice and that there are factors that constrain or support teachers' in their efforts to teach according to their beliefs about learning and teaching. The study highlighted implications for Religious Education in the early years of schooling, for the continued professional development and curriculum development for Religious Education in the early years of schooling. In summary, this thesis examined the role of Early Childhood teachers’ beliefs about learning, teaching and Religious Education and the relationship to classroom practice. It critically explored the impact that a range of factors have on teachers’ ability to implement practice that was consistent with their stated beliefs
Style APA, Harvard, Vancouver, ISO itp.
6

Fisher, John. "Reaching the heart : Assessing & nurturing spiritual well-being via education". University of Ballarat, 2008. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/13798.

Pełny tekst źródła
Streszczenie:
Several quantitative measures of spiritual well-being were developed with primary and secondary school students and teachers, and university education students, namely the Spiritual Health And Life-Orientation Measure, Feeling Good, Living Life, and the Quality Of Life Influences Survey. Spiritual dissonance was revealed by comparing respondents’ ‘ideals’ with ‘lived experiences’ in four domains of spiritual well-being. Teachers and university education students reported a decline in help being provided in schools to develop the relationships which foster school students’ spiritual well-being.
Doctor of Education EdD
Style APA, Harvard, Vancouver, ISO itp.
7

Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /". Connect to full text, 2003. http://hdl.handle.net/2123/5673.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Armstrong, John Malcolm. "Religious attendance and affiliation patterns in Australia 1966 to 1996 : the dichotomy of religious identity and practice". View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020729.140410/index.html.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Teece, Geoffrey. "A religious approach to religious education : the implications of John Hick’s religious interpretation of religion for religious education". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1103/.

Pełny tekst źródła
Streszczenie:
This thesis is concerned with the question as to how to present the study of religion to students in religious education (RE) in schools that reflects a distinctively religious character but not a confessional one. It recognises that how religion is conceptualised in RE and the search for a distinctive rationale that reflects the subject’s nature and purpose, has been a contested question over the history of the subject in state maintained schools since the Education Act of 1870. More recently, criticism of what has been termed ‘modern liberal RE’ has focused on the claim that, in many instances, the subject has misrepresented religion, by being guilty of essentialism and in denying students opportunities to engage with the ‘truth claims’ of religions. It is within this context that this thesis argues that a nuanced understanding of John Hick’s religious interpretation of religion can positively illuminate these debates by providing a second order explanatory framework for the study of religion in RE.
Style APA, Harvard, Vancouver, ISO itp.
10

Slivkoff, Paulina Matvei. "The formation and contestation of Molokan identities and communities : the Australian experience". University of Western Australia. School of Social and Cultural Studies, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0084.

Pełny tekst źródła
Streszczenie:
[Truncated abstract] Molokans are a Russian sectarian community that has been a transnational diasporic community since their exile from southern Russia in 1839. During the 1839 exodus they were relocated to Georgia, Armenia, and Azerbaijan. These countries make up a region referred to by Molokans as Transcaucasia located in and around the Caucasus Mountains. A further migration to Turkmenistan followed in 1889. Since that time, Molokans have settled in Iran, the United States of America, Mexico, Australia and Brazil. The colonies in Brazil and Mexico have disbanded with members re-joining Molokan communities in the United States of America and Australia. The communities remain in contact with one another and with various Molokan communities still existing in the Russian Soviet Socialist Federal Republic. Molokans are characterised by a religious structure of lay ministers and elders in a traditional, patriarchal social community. They are a collectivity of churches (there is no hierarchy between the churches) and sub-groups who practise varying degrees of adherence to Molokan dogma. They are a millenarian, charismatic religious community similar to Pentecostals and Anabaptists with the exception that they have ceased to evangelise and have become ‘closed’ communities practising endogamy. Given their closed structure, relatively little is known about this group in mainstream society . . . Spirituality, in the form of prophecy, healing, and the shared expression of religious ecstasy (rejoicing in the Holy Spirit) provides a sense of communitas that helps to bind the communities. Persecution in Russia and in the United States of America promoted mistrust of outsiders and contributed to the closure of social boundaries. Interventionist and reform activities in both Russia and the United States of America reinforced the belief that social closure was the only way to maintain cultural continuity. Their shared history of migration and persecution contributes to the building of a core community identity.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Religious education in Australia"

1

National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Gross, Zehavit, i Suzanne D. Rutland. Special Religious Education in Australia and its Value to Contemporary Society. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Engebretson, Kath. In your shoes: Inter-faith education for Australian religious educators. Ballan, Australia: Connor Court Publishing, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Engebretson, Kath. In your shoes: Inter-faith education for Australian religious educators. Ballan, Australia: Connor Court Publishing, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Harrison, Steve. Religious education. Dunstable: Belair, 2001.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Sandra, Palmer, red. Religious education. Leamington Spa: Scholastic, 2001.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Fairweather, Ian C. M. Religious education. Edinburgh: Scottish Academic Press, 1992.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Aslan, Ednan, i Margaret Rausch, red. Religious Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Stafford, E. B. Religious education. [Bakau?]: [s.n.], 1987.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Elliott, Ray H. Exploring religions and faith at school: An education in religions curriculum for year levels 7-10... : a case studyof the policy, theory and practice of Trinity Grammar School, Kew, Victoria, Australia. Bellevue Heights, S. Aust: Australian Association for Religious Education, 1986.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Religious education in Australia"

1

Ridge, Pauline. "Law, Tolerance and Religious Schools in Australia". W Religious Tolerance, Education and the Curriculum, 27–39. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-412-6_3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Gross, Zehavit, i Suzanne D. Rutland. "Values Education". W Special Religious Education in Australia and its Value to Contemporary Society, 69–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Gross, Zehavit, i Suzanne D. Rutland. "Cultural and Religious Identity". W Special Religious Education in Australia and its Value to Contemporary Society, 103–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Gross, Zehavit, i Suzanne D. Rutland. "Countering Religious Bullying in the Playground". W Special Religious Education in Australia and its Value to Contemporary Society, 177–200. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_8.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Pascoe, Susan. "Challenges for Catholic Education in Australia". W International Handbooks of Religion and Education, 787–810. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_42.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Gross, Zehavit, i Suzanne D. Rutland. "Historical Background and Structure of SRE in Australia". W Special Religious Education in Australia and its Value to Contemporary Society, 27–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Engelhardt, Craig S. "Protestant Education in Australia: A Public Asset". W International Handbooks of Religion and Education, 481–503. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_26.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Pell, Cardinal George. "Religion and Culture: Catholic Schools in Australia". W International Handbooks of Religion and Education, 835–45. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_44.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Gross, Zehavit, i Suzanne D. Rutland. "Educating for Multiculturalism". W Special Religious Education in Australia and its Value to Contemporary Society, 153–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Forgasz, Paul, i Miriam Munz. "Australia: The Jewel in the Crown of Jewish Education". W International Handbooks of Religion and Education, 1125–40. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_61.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Religious education in Australia"

1

Munawiroh, Munawiroh, Lisa’diyah Ma’rifataini i Faida Hanun. "Religious Education and Religious Value in Manila". W Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294521.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Zulkarnain, Zulkarnain, i Samsuri Samsuri. "Religious Leaders and Indonesian Religious Harmony". W Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.23.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Solikah, Alfiatu, Syamsul Arifin, Khozin i Abdul Haris. "Religious Education Based Pesantren by Islamic Religious Counselor to Prostitutes". W International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.012.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Jones, Clive. "Integration for Education". W SMPTE Australia Conference. IEEE, 1999. http://dx.doi.org/10.5594/m001219.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Mostitskaya, Natalia. "Interpretation of Religious Architecture Symbols in a Communicative Space of Religious Feasts". W 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.45.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Anwar, Saepul. "Tolerance Education Through Islamic Religious Education in Indonesia". W 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.95.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Cross, Kelly J. "Balancing engineering and religious identities". W 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757555.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Dumitrescu, Horia. "Religious Education In A Secular Society". W EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.154.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Adnan, Mursidin, Jayadi, Suriadi, Yayan Ridwan i Afiful Ikhwan. "Education of Religious Characters in Indonesia". W 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.083.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Arizandy, Aan. "Inclusive-Dialogic Religious Education: A Model for Cultivating Multi-Religious Character in Early Childhood Education (ECE)". W International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.003.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Religious education in Australia"

1

Lapcha, Haidar, i Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), styczeń 2021. http://dx.doi.org/10.19088/creid.2021.002.

Pełny tekst źródła
Streszczenie:
Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
Style APA, Harvard, Vancouver, ISO itp.
2

Bazzi, Samuel, Masyhur Hilmy i Benjamin Marx. Islam and the State: Religious Education in the Age of Mass Schooling. Cambridge, MA: National Bureau of Economic Research, maj 2020. http://dx.doi.org/10.3386/w27073.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy i Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

Pełny tekst źródła
Streszczenie:
This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
Style APA, Harvard, Vancouver, ISO itp.
4

Kirkpatrick, Cletus. Differences in the attitudes of church-attending Catholics toward changes in religious beliefs and practices correlated with age and education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1427.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Mallard, Timothy S. Consider the Call: A Vocations Resource Manual for Army Chaplains, Chaplain Assistants, and Directors of Religious Education (From a Christian Faith Perspective). Fort Belvoir, VA: Defense Technical Information Center, lipiec 2001. http://dx.doi.org/10.21236/ada399172.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Douglas, Bettina, i Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, czerwiec 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Pełny tekst źródła
Streszczenie:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
Style APA, Harvard, Vancouver, ISO itp.
8

Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, marzec 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

Pełny tekst źródła
Streszczenie:
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
Style APA, Harvard, Vancouver, ISO itp.
9

Sultan, Sadiqa, Maryam Kanwer i Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.011.

Pełny tekst źródła
Streszczenie:
Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
Style APA, Harvard, Vancouver, ISO itp.
10

Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.013.

Pełny tekst źródła
Streszczenie:
In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Religious education in Australia” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii