Gotowe bibliografie tematyczne / Religious education theory

Gotowa bibliografia na temat „Religious education theory”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 14 lutego 2022

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Artykuły w czasopismach na temat "Religious education theory"

Moore, Allen J. "A SOCIAL THEORY OF RELIGIOUS EDUCATION". Religious Education 82, nr 3 (czerwiec 1987): 415–25. http://dx.doi.org/10.1080/0034408870820309.

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Stan, Lavinia, i Lucian Turcescu. "Religious education in Romania". Communist and Post-Communist Studies 38, nr 3 (1.09.2005): 381–401. http://dx.doi.org/10.1016/j.postcomstud.2005.06.007.

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This article provides an overview of the Romanian post-communist legislation on religious education in public schools, examined against the background of the 1991 Constitution and international provisions protecting freedom of conscience, critically assesses the pre-university textbooks used in Orthodox and Roman Catholic religion courses, and discusses the churches attempts to ban evolutionary theory from schools and the efforts of the Orthodox Church to introduce religious symbols in public universities.

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Rohmah, Siti, M. Syukri Ismail, Moh Anas Kholish i Mona Novita. "Recontextualization of Islamic Peace Education". Fieldwork in Religion 13, nr 2 (20.12.2018): 183–202. http://dx.doi.org/10.1558/firn.37545.

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Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

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Pirner, Manfred L. "Public Religious Pedagogy: Linking Public Theology, Social Theory and Educational Theory". International Journal of Public Theology 11, nr 3 (19.10.2017): 328–50. http://dx.doi.org/10.1163/15697320-12341497.

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Abstract This paper addresses the relationship of public theology and education, a field of research that has been neglected in theology as well as in educational theory and religious pedagogy. It does so by firstly analyzing the discourse in the public sphere at the intersection of theology and religious education in Germany, and secondly by drawing on the social theories of John Rawls and Jürgen Habermas to provide a framework for relating public theology and (religious) education. In the German context the rediscovery and revaluing of the political dimension of public religious education has led to the evolving concept of ‘public religious pedagogy’, with obvious analogies to public theology—a concept that may have the potential to become a new paradigm in the academic discipline of religious pedagogy. Systematically, the article advances the hypothesis that philosophical discourse on the question of ‘how citizens who remain deeply divided on religious, philosophical, and moral doctrines, can still maintain a just and stable democratic society’ (John Rawls) corresponds to the discourse in educational philosophy and educational science on the question of how a consensus on major objectives of public education in general and the role of religion in this context in particular can be reached. It will be demonstrated that the academic discourse around religious education can benefit from dialogue and interaction with the social theories of (the later) Rawls and Habermas.

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Gearon, Liam. "The Imagined Other: Postcolonial Theory and Religious Education". British Journal of Religious Education 23, nr 2 (marzec 2001): 98–106. http://dx.doi.org/10.1080/0141620010230204.

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Wright, Andrew. "Hermeneutics and Religious Understanding Part Two: towards a critical theory for religious education". Journal of Beliefs & Values 19, nr 1 (kwiecień 1998): 59–70. http://dx.doi.org/10.1080/1361767980190105.

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Roebben, Bert, Carla Gober, Heejung Kwon i Stefan Heil. "REVIEW ARTICLE: NEW INTERNATIONAL PERSPECTIVES ON RELIGIOUS EDUCATION THEORY". Religious Education 99, nr 4 (wrzesień 2004): 436. http://dx.doi.org/10.1080/00344080490513216.

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Horan, Michael P. "Education as Formation: Religious Education Theory as a Source for Educational Practice". Religion & Education 24, nr 1 (czerwiec 1997): 19–22. http://dx.doi.org/10.1080/15507394.1997.11000848.

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Duoblienė, Lilija. "KRITINĖ TARPTIKYBINĖ PEDAGOGIKA: PRO IR CONTRA". Religija ir kultūra 5, nr 1 (1.01.2008): 98–108. http://dx.doi.org/10.15388/relig.2008.1.2788.

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Straipsnyje kritinės pedagogikos požiūriu aptariama religinio ugdymo situacija pasaulyje ir Lietuvoje. Pirmiausia apžvelgiama kritinės pedagogikos, kaip naujos, perspektyvios pedagogikos krypties, ypatumai, jos neomarksizmu ir moderniąja filosofija grįstos nuostatos. Gilinamasi į kritinės pedagogikos pastangas keisti religinį ugdymą, ypač religinį ugdymą į tarptikybinį kritinį ugdymą. Šios galimybės svarstomos platesniame religijos ir religinio ugdymo kontekste: šiuolaikinių filosofų požiūriu, tarptautinių organizacijų religinio ugdymo strategijų perspektyvoje, atsižvelgiant į Lietuvos religinio (katalikų tikybos) ugdymo programas.Pagrindiniai žodžiai: religinis ugdymas, kritinė pedagogika, bendrosios bendrojo lavinimo programos, Lietuva.CRITICAL INTERFAITH PEDAGOGY: PRO & CONTRALilija Duoblienė SummaryThe article deals with the problem of religious education in the world and Lithuania from the critical pedagogy perspective. Firstly the situation of religious education in other states is analyzed, emphasizing new approach on religious education and it’s relation with religion education. Some suggestions to transform religious education in correspondence to the new approach of contemporary philosophers (Derrida, Gadamer, Vattimo) and critical pedagogues (McLaren, Giroux, Kincheloe, Apple), basing their view on critical theory, are introduced. Special interest is shown to critical pedagogy approach to transform religious education into interfaith critical education. Such suggestion and possibility to realize it is interpreted in the broadest context of different world organizations of religious / religion education and their strategies. In this context the situation of religious education in Lithuania is describing also, trying to evaluate possibilities to change it in correspondence with the challenges of globalization.Keywords: religious education, critical pedagogy, school curriculum, Lithuania.

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Asror, Machfudzil, i Achmad Wahyudi. "Street Children Religious Education Using an Interactional Education Approach". Journal of Development Research 5, nr 1 (31.05.2021): 71–80. http://dx.doi.org/10.28926/jdr.v5i1.131.

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According to the Islamic viewpoint, if someone wants happiness in the world and hereafter then that person must have knowledge and to gain knowledge someone must undergo an educational process including religious education. Education that seeks to make Islamic teachings a way of life for a person. Street children are social entities with social disabilities, namely people with welfare problems whose daily activities are to earn income or beg at crossroads and traffic lights. Their religious education is often neglected. Therefore, through an interactional education approach, it is hoped that street children can learn Islam through the theory and practice directly in their activities on the streets and public places. This research is a field research which the required data is extracted from the field. This research used descriptive qualitative method. The subjects of this research are street children in Sidoarjo regency and related agencies such as the Social and Labor Office, the Education Office and the Ministry of Religion of Sidoarjo Regency. Street children who are the targets of this study are children aged 18 years and under, both boys and girls who live on the streets. The object of this research is religious education of street children in Sidoarjo regency. The data that will be explored in this research are those related to religious education in street children in Sidoarjo district which includes: First, the characteristics of street children in Sidoarjo regency. Second, the background to be street children. Third, the form of religious education carried out in the street children’s community. Fourth, institutions involved in the religious education process of street children. Fifth, religious practices carried out by street children. Sixth, obstacles in implementing religious education in street children communities. The data collected in this research were collected through the interview, observation and documentation techniques. After the data has been collected using these various techniques, the data obtained is collected and described in a data matrix. The data in this study were analyzed using interactive model analysis techniques. By religious education based on interactional education theory, street children can learn Islam by way of theory and direct practice in their activities on the streets and public places, for example: reciting the holy Qur’an and rowatib prayer, habituation of manners in speech (permission and thanking expressions) every time you interact with everyone, throw garbage in its place and so on.

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Rozprawy doktorskie na temat "Religious education theory"

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.

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

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Lek, Lauren. "Using a grounded theory approach| Capturing the history and culture of the charism of the Sisters of St. Joseph of Carondelet in sponsored secondary schools". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248690.

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This grounded theory study explored the experiences of lay faculty, administration and Sisters of St. Joseph of Carondelet (CSJ) to capture how the spirit of the CSJ continues in the organizational culture of their sponsored secondary schools. Since 1950, CSJ in the Los Angeles Province, have experienced a very similar decline as other orders of religious across the United States. In order to preserve the culture and history of the CSJ in their sponsored secondary schools, the researcher conducted twenty semi-structured interviews to capture the lived experiences of those currently serving, and those who have served, on the four secondary school campuses.

Utilizing the literature on preserving organizational culture from Edgar Schien, and Lee Bolman and Terrance Deal, the research seemed to conclude that this charism has been preserved even through transitions to lay leadership. A series of seven distinct themes emerged indicating that a CSJ school: consistently incorporates the gospel values into all aspects of the school community; seeks out opportunities to model service to the dear neighbor in how faculty, staff and students serve one another, and in turn impact the broader community; serves a diverse population of students and intentionally creates a culture of unity and support, and a sense of belonging, to cultivate a community of acceptance, love and sisterhood; fosters an environment of excellence through the intentional actions of teachers and leaders to be capacity builders, assisting all young women to become all of “which woman is capable”; recognizes the essential role that leadership plays in fostering a gospel-driven, nurturing environment, evidenced in the faculty, staff and sisters as models; is marked by a spirit of joy and fun that is tangibly felt among the students, the faculty and staff, and throughout the entire school community, and recognizes the challenges with living out the gospel values and being called to building a spirit of unity and love.

The results of the study suggest that the organizational school culture has been able to preserve the charism of the Sisters of St. Joseph of Carondelet, echoing their foundational spirituality dating back to 1650 Le Puy, France.

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Aaron, Scott T. "A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults". Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.

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The Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.

This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.

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Hannam, Patricia M. "What should religious education aim to achieve? : an investigation into the purpose of religious education in the public sphere". Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24013.

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This thesis is concerned with the question of what religious education should aim to achieve in the public sphere, and from that comes an interest in what is it that the teacher of religious education should aim to do. My enquiry is located, theoretically as well as conceptually, in the sphere of education. It is an educational study into religious education and situated in what can be termed a ‘Continental construction’ of educational research. I identify that since the inception of religious education in public schools in England, persistent assumptions have been made about both religion and education. I show how this has led, in my view, to conceptualisations of religious education which have been, and continue to be, incomplete. The central chapters of my thesis consider first religion and then education. This allows me to introduce my theoretical base, which is especially but not exclusively drawn from the work of Simone Weil and Hannah Arendt. I develop an argument suggesting that by also understanding religion existentially as faith, rather than as only belief or practice, will open new ways of considering the role of religious education in the public sphere. This is alongside an argument I develop with Arendt for education being conceptualised as bringing the child to action rather than to reason. This thesis argues for a broader understanding of religion, and therefore what it means to live a religious life, in religious education than has previously been considered. I bring this broader way of understanding what it means to live a religious life together with my argument for conceptualising education as bringing the child to action. This enables me to make a new proposal for what religious education should aim to achieve in the public sphere.

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Dunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.

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Halverson, Taylor David. "Improving blended learning environments for biblical studies applications of the "innovations in distance education" theory /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238499.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology and Religious Studies, 2006.
"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.

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Hayward, Mary. "The representation of Christianity in religious education in England : the shaping of a tradition". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/36435/.

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Christianity holds a central place in Religious Education (RE) in England. Since the Education Reform Act of 1988, it has been formally named in legislation relating to Religious Education; formerly its presence in the curriculum was assumed, but there was no specific indication of a requirement to teach particular religions - not even in the Education Act of 1944 which was of particular importance in formalising arrangements for Religious Education. Interpretation of ERA (DfES Circular 1/94) suggested that Christianity should 'predominate' in the RE curriculum. This study arises from recognition of the status accorded to Christianity in RE and the recognition that its representation and the shaping of this have not in the main been addressed by research. My study falls into three main parts. Part 1 considers the shaping of Christianity in RE (Chs.1 and 2) drawing on relevant written sources, among which Agreed Syllabuses hold a key place. Chapter 3 focuses particularly on the representation of Christianity in Agreed Syllabuses from the period 2001-2004, providing necessary background to the research which underpins Part 2. Part 2's concern is the teaching - and thus representation - of Christianity in key stage 3 in schools with and without a religious character. Based on a survey undertaken across England, it draws on data gathered from teachers. It includes an analysis of the content teachers select about Christianity (Chapter 5), and analyses the aspirations teachers have for their pupils' learning about and from Christianity. Teachers' own experience of studying the tradition is discussed in Chapter 7. These chapters in particular offer material relating to the representation of Christianity and the factors which shape this which, as far as I am aware, is unavailable elsewhere. Part 3 takes up my contention at the end of Part 2 (Chapter 9), that a new configuration of Christianity is needed in RE. A case is presented for this (Chapter 10), taking into account especially the changing face of the tradition globally, and drawing out possible implications for RE from some recent studies of Christianity. Chapter 11 takes my own recommendation seriously and explores a possible way forward in reconfiguring Christianity so that RE may offer a more adequate representation of the tradition in the present. A final note reflects on the challenge a new configuration presents to RE. The above summary of my concerns points to the argument I advance: that the representation of Christianity in RE has been shaped by factors extrinsic to a considered study of the tradition; this has allowed the emergence of a 'curriculum Christianity' which fails to do justice to its diverse presence and dynamic, locally and globally. Teachers are heirs to this curriculum tradition and in some measure its guardians and interpreters. The relatively few scholarly attempts to give account of Christianity 'as a religion' bears on their encounter with the tradition in their own studies and, it would seem, on its representation in RE. I argue that a re-conceptualisation of what might be understood by 'Christianity' and the development of new paradigms for its study might contribute to a more authentic representation of Christianity in RE.

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Cush, Denise. "Championing the underdog : a positive pluralist approach to religious education for equality and diversity". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50282/.

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It is 25 years since my first publications in professional and academic journals, Resource and the British Journal of Religious Education respectively, and thus a suitable point to reflect on my contribution to the discipline, or rather disciplines, of Religious Education and Religious Studies. Although the majority of my published work relates to religious education, my teaching and administrative career has included both religious studies and religious education, and I have also published materials relating to the religions themselves and the teaching of religious studies at university level.

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McCaffry, Anthony J. "Theology for parishioners : an analysis of the theory and practice of an adult religious education project, 1982-1984". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/2388/.

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Fleming, Gerard Patrick, i res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne". Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.

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This thesis analysed Religious Education Coordinators’ perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 – 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.

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Książki na temat "Religious education theory"

Coe, George Albert. A social theory of religious education. New York: C. Scribner's Sons, 1986.

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Song, Nam Soon. Character education theory in Protestantism: A theological and educational reconsideration. Richmond, Va: [s.l.], 1987.

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Burgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Wheatin, Ill: BridgePoint, 1996.

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Burgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Wheaton, Ill: Victor Books, 1996.

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Burgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Nappanee, Ind: Evangel Pub. House, 2001.

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Islamic tahdhib and akhlaq: Theory and practice. Chicago: IQRAʼ International Educational Foundation, 1997.

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Schmack, B. L. A critique of the theory and practice of a creation centred religious education programme. [Guildford]: [University of Surrey], 1992.

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LeBar, Lois E. The contribution to Protestant curriculum theory of the organizing principle of the 1948-49 Presbyterian "Faith and life" curriculum for the children's division. Ann Arbor, Mich: UMI Dissertation Services, 1997.

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Intergenerational religious education: Models, theory, and prescription for interage life and learning in the faith community. Birmingham, Ala: Religious Education Press, 1988.

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A new vision of religious education: Theory, history, practice, and spirituality for DREs, catechists, and teachers. Mystic, Conn: Twenty-Third Publications, 1993.

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Części książek na temat "Religious education theory"

Taştan, Osman. "Human Rights and Religious Education through Islamic Legal Theory". W Religious Education, 261–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_17.

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Engebretson, Kathleen. "Phenomenology and religious education theory". W International Handbooks of Religion and Education, 651–65. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_46.

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Hemel, Ulrich. "Religious Education Theory, Roman-Catholic, Southern Europe". W Encyclopedia of Sciences and Religions, 2015–19. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_977.

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Ucan, Ayse Demirel. "Applying the Framework of Critical Religious Education and Variation Theory to Islamic Religious Education". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 44–69. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-3.

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Francis, Leslie J. "Psychological Type Theory and Religious and Spiritual Experiences". W International Handbooks of Religion and Education, 125–45. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9018-9_8.

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McElhinney, Eugene P. "Applying René Girard’s Mimetic Theory in the Religious Education Classroom". W Global Perspectives on Catholic Religious Education in Schools, 457–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_37.

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Grümme, Bernhard. "A Theory of Alterity as a Perspective for Interreligious Learning". W Global Perspectives on Catholic Religious Education in Schools, 601–13. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_48.

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Ucan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 93–145. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-5.

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Ucan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 146–89. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-6.

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Avest, Ina ter. "On the Edge: A Biographical Approach to Pedagogical Theory Development". W On the Edge: (Auto)biography and Pedagogical Theories on Religious Education, 1–10. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-175-7_1.

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Streszczenia konferencji na temat "Religious education theory"

Gusmaneli, Gusmaneli, Khadijah Khadijah i Radhiatul Hasnah. "Free learning: study of humanistic theory in islamic religious education". W International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk418.

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Otaya, Lian G. "The Assumption Testing and Compatibility Model of Final Examination in Islamic Religious Education by Item Response Theory". W International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.5.

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Relela, Mokgadi, i Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.

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The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, and political issues impacting on contemporary society. The theory of evolution is one such Life Sciences topic deeply embedded with SSIs. Teachers are conflicted when teaching this topic due to the controversy surrounding the theory as they view the teaching of evolution as a way of negating the legitimacy of their religious and cultural convictions. It is against this background that the study sought to answer the research question: How do Life Sciences teachers conceptualise socioscientific issues embedded in the topic evolution? In an explanatory mixed method approach, a questionnaire with both quantitative and qualitative questions was administered to 28 randomly selected grade 12 Life Sciences teachers. Data was analysed and descriptive statistics were obtained, and themes generated. The findings showed that all the participants were knowledgeable about the SSIs embedded in the topic evolution. In justifying their conceptions 61% of the teachers perceived SSIs as important in improving learners’ reasoning and argumentative skills; developing learners’ critical thinking skills; and in informing learners in decision making. There were however 11% of the teachers who pointed out that SSIs as too sensitive to deal with hence not suitable to teach young learners. Though the teachers were knowledgeable about the SSIs embedded in the theory of evolution, it does not mean that they could address them when teaching the various concepts of evolution. The main source of the controversy rose from the evolution of humankind versus the Christian belief in the six-day special creation. The participants (25%) indicated that evolution challenges peoples’ religious and cultural convictions, which conflicts both the teachers and learners to question or go against their religious beliefs. Several teachers pointed out that some of the concepts on evolution such as ‘living organisms share common ancestry (18%) and ‘the formation of new species from existing species’ (11%), undermine the superiority of human beings over other organisms. The findings have implications for both pre-and in-service teacher professional development.

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Janis, Yanice, Yuni Labobar, Hotliong Verawaty i Alon Nainggolan. "An Analysis on the Dehumanization’s Paulo Freire Theory for Christian Education at Destructive Era". W Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302115.

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Zheng, Ya'nan, i Chunying Chang. "Discussion on the Necessity and Ways of Developing Religious Education in Middle School Ideological and Political Theory Courses Against the Background of Multiculturalism". W Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.123.

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Floroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.

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Through the information, knowledge and values offered, the educational process aims at forming and shaping characters. The Christian character presupposes an improvement of each faculty of the soul through the relationship between grace and freedom and their constant harmonization, which can be achieved only with the help of a moral-religious education.If in most study disciplines the emphasis is mainly on information, in the case of religious education, the emphasis is on the formative aspect, which brings a balance in the holistic training of the young person. Based on the descriptions of the key competencies, the training profile of the high school graduate was derived from a European Commission document on these competencies on three levels of acquisition: elementary, functional and developed. Thus, by achieving the derived competencies proposed in the religious classes, the eight competencies aimed at training the graduate for integration into society can be developed.

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Morrone, Michelle Henault, i Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.

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Safina, Natalia A. "The Srivaisnava Way of Life: Daily Religious Duties and Their Foundation". W Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.430.

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Tubaishat, Abdallah, Arif Bhatti i Eyas El-Qawasmeh. "ICT Experiences in Two Different Middle Eastern Universities". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3036.

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This research explores the impact of technology and culture on higher education in two Arab countries. In western countries where higher education is common, individuals regardless of their gender can meet, communicate, and collaborate at anytime at any place of their choice. This may not be true in Arab countries due to the social, cultural, and religious reasons. We argue that adoption of technology could provide a comparable learning environment to students in these countries. We present results of a case study based on surveys conducted in two universities, Jordan University of Science and Technology (JUST) in Jordan and Zayed University (ZU) in United Arab Emirates (UAE). Survey results show that adoption of technology has (a) improved the motivation and confidence level of students, (b) improved their communication and technical skills, (c) encouraged students to collaborate using Information and Communication Technology (ICT) tools, and (d) allowed students to be more independent. These improvements would not have been possible without technology in a gender-segregated society.

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"Extracting and Tagging Unstructured Citation of a Hebrew Religious Document". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4345.

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Aim/Purpose: Finding and tagging citation on an ancient Hebrew religious document. These documents have no structured citations and have no bibliography. Background: We look for common patterns within Hebrew religious texts. Methodology: We developed a method that goes over the texts and extracts sentences con-taining the names of three famous authors. Within these sentences we find common ways of addressing those three authors and with these patterns we find references to various other authors. Contribution: This type of text is rich in citations and references to authors, but because there is no structure of references it is very difficult for a computer to automatically identify the references. We hope that with the method we have developed it will be easier for a computer to identify references and even turn them into hyper-links. Findings: We have provided an algorithm to solve the problem of non-structured cita-tions in an old Hebrew plain text. The algorithm definitely was able to find many citations but it has missed out some types of citations. Impact on Society: When the computer recognizes references, it will be able to build (at least par-tially) a bibliography that currently does not exist in such texts at all. Over time, OCR scans more and more ancient texts. This method can make people's access and understanding much. Future Research: After we identify the references, we plan to automatically create a bibliography for these texts and even transform those references into hyperlinks.

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Raporty organizacyjne na temat "Religious education theory"

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.

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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.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.

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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.

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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.

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Carter, Becky. Strengthening Gender Equality in Decision-making in Somaliland. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.078.

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This rapid review searched for literature on how and why women continue to struggle in Somaliland to achieve formal political representation and to take on informal decision-making roles on local peace and political matters, from community to national levels. Women’s participation in peacebuilding and political decision-making in Somaliland is very limited. A key barrier is the clan system underpinning Somaliland’s political settlement. Entrenched and politicised, patriarchal clans exclude women (and other minority groups) from formal and customary leadership and decision-making roles. Other contributing factors are conservative religious attitudes and traditional gender norms. Structural inequalities – such as low levels of education, lack of funds, and high levels of violence towards women and girls – impede women’s participation. Some women are more disempowered than others, such as women from minority clans and internally displaced women. However, there is increasing disillusionment with clan politicisation and a growing recognition of women’s value. There are opportunities for framing gender equality in local cultural and religious terms and supporting grassroots activism.

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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.

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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.

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