Rozprawy doktorskie: „Religious education theory”

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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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Reutin-Hoffmann, Ute. "Nurturing relational spirituality : some reflections on the theory and practice of pastoral care in the light of anthroposophy and Steiner Waldorf education". Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288565.

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Eriksen, Lars Laird. "Learning to be Norwegian : a case study of identity management in religious education in Norway". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/4525/.

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My PhD project is called ”Learning to be Norwegian. Religion and national identity in religious education in Norway.” It is a case study of how religion is mobilised in the construction of national identity, both from above and below. The "above" perspective is operationalised as a discourse analysis of Curricula in Norway from 1974 to 2008. The “below” perspective is operationalised as participant observation in classrooms, following 15 teachers in 3 secondary schools in Eastern Norway. In terms of theoretical questions asked of this material, I engage with the literature on multiculturalism in Western Europe (Barry 2001, Baumann 1996, 1999, Eriksen 2007, Fuglerud and Eriksen 2007, Joppke 2004, 2009, Modood 2007, Parekh 2006, Phillips 2007). I identify a distinction between liberalists, multiculturalists and hybridists in terms of the key question: What is the best way to understand groups with identity claims? My main claim to originality in is that people can be described as engaging in fluidising and solidifying practices – making social structures more fluid or more solid through their social activities. This implies that there are different levels of viscosity in how solid or fluid groups with identity claims are. Theorists dealing with groups with identity claims, including the sociology of religion, education and identity, would benefit from a variable social ontology of groups. I propose that the terms “Viscosity” - “boundaries” and “work”, taken together provide one such framework that works well with my data. Significant empirical findings include a shift over time in the meaning of the term “values”. In 1974, the word “values” was connected primarily with ethics in the formal curricula. By the 1990s this had changed. It was now also, and dominantly, connected to notions of identity. Religion is consistently mobilised for identity through metaphors of personal stability, or and through establishing metaphorical connections that make the nation appear as sharing crucial features with the individual self. These ideas are revisited in classroom ethnographic data. The assumptions found in the curriculum are challenged by the practices of teachers and pupils. It is clear that the most important concepts of identity, such as “Muslim” or “Norwegian” are being worked on by defining what and who is on the inside and what and who is on the outside. Nevertheless, the classrooms become effective learning communities, though more through shared actions, shared discussions and well-managed disagreement than through sameness and shared values. Teachers and pupils use the concept of “facts” both to further their own normative arguments, but also to remain out of the reach of accusations of cultural or religious insensitivity. Finally, my study undermines static conceptions of how discourses affect the social world. As an alternative, I try to develop an understanding of actors engaging in fluidising and solidifying practices.

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Wallace, Elizabeth. "How do Christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution| A grounded theory approach". Thesis, Azusa Pacific University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715898.

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This study explored and sought to understand the factors that lead to students’ spiritual development at a secular institution. I focused on examining the perceptions of the students in determining the factors that facilitated individual spiritual growth. The rationale behind conducting this research was that colleges and universities desire for students to have a transformative and holistic experience. Knowing the factors that facilitate growth might enable university officials to intentionally create environments that stimulate growth for all students. Using a qualitative research design, I utilized methods for establishing a grounded theory because I sought to explain how students use their social, spiritual, and emotional experiences to impact their spiritual development. I interviewed 18 upper-division, Christian students of two regional secular state-assisted universities. All interviewed students were involved with local chapters of the nationally established parachurch college student organization. The data displayed a distinct difference between the first year of a student’s academic career and subsequent years. The students detailed the first year being a time of confusion and turmoil while the upper-division years were calmer for them a period in which context is important during a time of disruption. Choices consisted of the themes of involvement and authenticity, or aligning behaviors, because of opportunities for reflection. Finally, the change category provided rich data about triggers or internal dialogue that followed from students’ experiences with disruptions to their routine thinking. Relationships, mentoring, or reading created disruptions in routine thinking. The data suggested that for students to experience growth in their spiritual identity, they must undergo a trigger that disrupts their normal thinking patterns. The reflective disruption model emerged from the vertical structure that was built from the bottom to the top with the themes of context, choice, and change. The four areas comprising the matrix’s four concept horizontal matrix are relationships, authenticity, involvement, and spiritual actions. The reflective disruption model provides a foundation upon which future research may be built.

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Muir, Hollie. "Why is religious education so difficult to teach? : A textual study of the researchers and the Swedish schools inspectorates’ perspectives on religious education in Sweden". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47782.

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The purpose of the essay is to examine and discuss the attitudes presented from different players involved in the development of religious education (RE) for upper secondary school in Sweden, and see if and what solutions are presented for solving these problems. A qualitative content analysis was used in order to investigate the different players, the Swedish schools inspectorate and the different researchers involved in the development of RE,attitudes and criticism towards religious education in Sweden.This study has shown that there are many fundamental issues with religious education in Sweden in such areas as different attitudes from both teachers and students towards RE, teachers competence in RE and towards the goal and criteria in the curriculum “outlooks onlife” (Swedish: Livsåskådningar). However, this essay has also proven that there have been no clear solutions presented by any of the players as to solving the issues of RE in Sweden, leaving a gap between schools, teachers and the other players involved in the development of religious education in Sweden.

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Rowe, B. David. "Cultural Leadership and Peace: An Educational Response to Religious Violence". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04302007-101357/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Theophus Smith, Susan Talburt, Douglas R. Davis, committee members. Electronic text (355 p.) : digital, PDF file. Description based on contents viewed Nov. 1, 2007. Includes bibliographical references (p. 348-355).

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Montano, Steffano. "Theoretical Foundations for an Intercultural, Antiracist Theological Education:". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108647.

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Thesis advisor: Hosffman . Ospino
Catholic theological education in the United States of America in the year 2019 (and beyond) must confront the realities of racism and ethnocentrism, and understand how racist and ethnocentric epistemologies intrude into the classroom. These epistemologies interfere with the ways that theological educators are able to teach about and through an anthropology of the imago Dei that demands an equitable valuation of people of color, both socially and theologically. Yet a history of a “white savior complex” pervades Catholic theological education in the U.S. and stands in the way of cherishing the theological agency and contributions of people of color. Such a complex can be addressed through the use of antiracist and intercultural pedagogies that allows the scholarship and experiences of people of color, both students and academics, to achieve equitable impact in theological education and that leads all students to reflect on the development of their racial, ethnic, and cultural identities. The use of four distinct antiracist and intercultural pedagogical pillars are developed and illustrated through vignettes pulled from the experiences of theological educators teaching about racism and ethnocentrism in Catholic colleges and universities in the U.S
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology

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Manwaring, Katherine F. "Accepting Evolution and Believing in God: How Religious Persons Perceive the Theory of Evolution". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6215.

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Students frequently hold an incorrect view of evolution. There are several potential barriers that prevent students from engaging evolutionary theory including lack of knowledge, limited scientific reasoning ability, and religiosity. Our research provides tools for overcoming barriers related to religiosity and diagnoses the barriers preventing students from fully engaging in learning the theory of evolution. This was a two-part study. The first part of our study addressed two hypothesized barriers to learning evolutionary theory among members of The Church of Jesus Christ of Latter-day Saints (LDS or Mormon): (1) religious views stemming from incorrect understanding of the Church's neutral stance on evolution and (2) misunderstanding the theory of evolution. We measured the relationship between acceptance of evolution and knowledge of evolution, religiosity, and understanding of religious doctrine on evolution. Additionally, we measured the effect of including a discussion on religious doctrine in the classroom. Students in all sections, except for a control section, were taught a unit on evolution that included a discussion on the neutral LDS doctrine on evolution. Students enrolled in introductory biology for non-majors took pre, post, and longitudinal surveys on topics in evolution. We found significant relationships between knowledge, understanding of religious doctrine, and religiosity with acceptance of evolution. Additionally, an in-class discussion of he LDS doctrine on evolution helped students be more accepting of evolution. In the second part of our study, we studied a broader population to analyze differences in acceptance of evolution based on religious affiliation and religiosity. Our study focused on the interaction of five variables and their implication for evolution education: (1) religious commitment (2) religious views (3) knowledge of evolution (4) scientific reasoning ability and (5) acceptance of evolution. We measured each of these among equal samples of Southern Baptists, Catholics, Jews, and LDS populations and analyzed them with traditional statistics and structural equation modeling. Our findings showed that religious affiliation, religiosity and creationist views effected evolution acceptance, but not knowledge or scientific reasoning. These data provide compelling evidence that as students gain an accurate understanding of their religious doctrines and knowledge of evolution, they are more willing to accept the basic concepts of evolution. They also show diagnostic results that help educators better understand students' background and views. When educators better understand views that students hold, they are better able to design instruction for optimal learning.

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Pyke, Alice. "Assessing and understanding young people's attitudes toward religious diversity in the United Kingdom". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57929/.

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The increased presence of religious diversity among the population of the United Kingdom, particularly over the past century, is particularly noticeable through population studies such as the national census, and tangible signs including the increase in public celebrations of religious festivals, the increase in the presence of religious dress and food, and the increase in construction of religious architecture for faiths other than the historic religion of Christianity. This change in the United Kingdom signifies the need to assess and understand attitudes toward this evident religious diversity among young people living in the United Kingdom. This dissertation is contextualised and conducted through a studentship role on the Young People’s Attitudes Toward Religious Diversity Project, funded by the AHRC/ESRC as part of the Religion and Society Programme, conducted by the Warwick Religions and Education Research Unit. This mixed methods project employed quantitative methods to profile students aged 13- to 15-years in the different nations and school types of the United Kingdom, alongside findings from qualitative focus group interviews among 13- to 16 year-old students. The findings draw two conclusions; first, that attitudes toward religious diversity vary according to nation, with students in London and Northern Ireland exhibiting signs of particular difference in attitudes from the students in the other nations of the United Kingdom; and second, that attitudes toward religious diversity vary according to school type. The mixed methodology of the research in the setting of the United Kingdom, the comparison of nations and school types, and the large scale on which the research was conducted all offer an innovative contribution to scholarship within the field of the social scientific study of religion. The conclusions also contribute to a better understanding of the national contexts of the United Kingdom and the different values which the different methods of educating young people in the United Kingdom can promote.

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Birckhead, Traci M. "For the Sake of His House| The Role of Leadership Development of Lay Leaders of an African American Protestant Church in Enhancing Organizational Identification". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931942.

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This research study examined the organizational identification process of lay church leaders. The organizational identification process is important to all organizations, as it increases an individual’s connection to the organization and thus has the potential to increase attendance, commitment, group behaviors, and the enactment of organizational policies. Lay leaders are key to the success of churches, as the weight of leadership lies within these structured leadership positions of small, established ministries.

One research question guided this study: What is the role of leadership development of lay leaders in enhancing their organizational identification? The research site for this single descriptive case study was First Baptist Church of Highland Park, a large, African American Protestant church located near Washington, DC. Data were collected through interviews with lay leaders of three ministries of this church—deacons, ministers, and trustees—as well as observation and document analysis. Lay leaders were selected as the participants for this study since most roles and positions of leadership within the church involve this volunteer, lay leader base, and these individuals are trained for the ministry through an extensive leadership development process developed and provided by the church.

This study found that (1) the early life of lay leaders made a difference in how the leadership development program affected their organizational identification; (2) the associated ministry roles and responsibilities, as refined in the leadership development process, enhanced their process of organizational identification; (3) the self-esteem of the lay leaders developed through their leader training process and was an important factor in further enhancing their process of organizational identification; and (4) the church’s identity and specific aspects of its mission and values were central in the organizational identification process.

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Abdullah, Mohamad Ridhuan. "Islamophobia & Muslims‘ religious experiences in the Midwest: proposing critical Muslim theory, a Muslim autoethnography". Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16904.

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Doctor of Philosophy
Department of Curriculum and Instruction
Kay Ann Taylor
This study explored Islamophobia and Muslims’ religious experiences in the Midwest. Its purpose was to propose a new theory named Critical Muslim Theory. The research methodology was autoethnography (me, the researcher) in concert with discovering in-depth experiences and narratives of nine Muslim participants (five Muslim females and four Muslim males) in dealing with Islamophobia. Religion became the centrality of Critical Muslim Theory in replacing race (as in Critical Race Theory) while centralizing other oppressions Muslims experience through intersections with religion and law, religion and gender, and religion and race. Critical Muslim Theory represents six basic tenets, namely: (a) Islamophobia is endemic and pervasive, (b) Critical Muslim Theory is critical towards how the dominant society views Islam and Muslims, (c) Islamophobia is a social construction, (d) Legal basis, (e) Intersectionality, and (f) Storytelling and counterstories reveal the oppression and pain of Muslims. An historical context was established for Muslims in the United States of America, although more research needs to be contributed to this area. Instances of interest convergence also were present, however, more research in this area is needed. One recommendation from this research suggests combating ignorance through education and establishing a pure relationship between Muslims and non-Muslims through dialogue for understanding. This study further proposes Muslim Double Consciousness as an area for future research. This topic was of interest due to proposing the theory, its further research and development, and the potential for Critical Muslim Theory to stand on its own as a methodology.

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Erickson, Brett Tyler. "Discerning Identity: A Grounded Theory of International Muslim and Former Muslim Students' Shifts in Religious and Cultural Identity at Two Midwestern Universities". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395408848.

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Amankwatia, John. "The nature and role of church schools in the mission of the church". Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/59/.

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This study addresses the question of church schools’ compatibility with the tradition of liberal education and the extent to which these schools contribute to intolerance in society. Critics of church schools argue that the religious foundation of church schools contributes little to their academic success and that any school with a similar pupil intake will be academically successful. Critics therefore advocate removal of church schools from the English education system. However, using the evidence in the relevant literature, research studies, and eighty Church of England and Roman Catholic schools’ prospectuses, this study argues that church schools understand and express their nature as: (i) denominational; (ii) voluntary-aided; and (iii) comprehensive. This understanding is crucial to the schools’ approach to their role of providing pupils with skills necessary to live in all forms of society. The skills provided in church schools stem from the Christian understanding of Man as made in the image of God to share in, and provide stewardship for, the created order. In conclusion, this study rejects the argument that church schools: (i) contribute to intolerance in society; (ii) indoctrinate pupils; and (iii) undermine pupils’ autonomy for the following reasons: 1. The schools provide Christian education which accepts differences in human nature and prepares individuals to live in diverse communities. 2. Christian education is incompatible with coercion and manipulation. 3. Christian education provides opportunity for pupils either to accept or to reject the Christian faith or teaching.

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Loreggia, Fabio. "The ban of religious symbols in primary and secondary schools in France : A short analysis of its compatibility with Pettit’s theory of liberty as non-domination". Thesis, Uppsala universitet, Filosofiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-357913.

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Lockett, Harold John. "Educating religious leaders about organ donation and organ transplantation: Using the theory of gift exchange as a model for pastoral ministry". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2002. http://digitalcommons.auctr.edu/dissertations/AAIDP14677.

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The purpose of this ministry project is to educate religious leaders about an alternative to approaching organ donation and organ transplantation, using the Theory of Gift Exchange as the model paradigm. This ministry project is based on the premise that religious leaders generally use dated statistical material, life changing stories, and personal experiences to raise awareness on the subject. Thus, the Theory of Gift Exchange is a different approach and a unique model for religious leaders to begin understanding the complex nature of organ donation and organ transplantation, and ultimately embracing it with less reluctance. The results of this ministry project discovered that practically every religious leader was unfamiliar with the idea of Gift Exchange. However, they were familiar with this concept only as it relates to the exchanging of personal gifts around special occasions and holidays. Thus, the conclusion gathered from this ministry project suggests that the 'Theory of Gift Exchange' is an excellent model to educate about organ donation and organ transplantation. This conceptual idea makes it easy for a religious leader to understand and embrace the subject, and feel less threatened by it, particularly because one can see that the overall intent is about gift giving and gift receiving.

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Klingenstein, Joanna. "Mobilizing Motifs: An Installation Articulating and Visualizing Relationships between the U.S. Healthcare System, the Chronically Ill Patient, and the Healthcare Chaplain". Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1620742386332207.

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Sonnenschein, Hannes. "Opposing Inclinations : How Religious Education (RE) in Sweden and Israel navigate the national landscape of the secular and multicultural public school". Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131266.

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Castillow, Curtis. "A Comparative Analysis Between a Preacher's Practice and Homiletic Theory". DigitalCommons@USU, 2010. http://digitalcommons.usu.edu/etd/4347.

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This qualitative research compared the practice of an expert preacher to core concepts in homiletic theory (the art and craft of preaching), searching for discrepancies between what theory suggested and what the preacher practiced. It also sought to validate that the preacher practiced what homiletic theorists prescribed and to inform homiletic theory by describing strategies he employed unlike those espoused in homiletic theory. To discover whether the participant's practice was congruent with theory, I first identified seminal theories. They were classified into the following modified version of Broadus's categories of ideal preaching: (a) content, (b) arrangement, (c) introduction, transition, and conclusion, (d) style (e) illustrations, and (f) the delivery. I created a rubric from the literature review as a standard from which I compared the participant's audio and video sermons. The rubric had six categories, 39 subcategories, and 58 characteristics of ideal preaching to which the preacher was compared. The analysis included frequency counts of certain words, phrases, illustrations, and the results of the Flesch's Reading Ease score. To find strategies employed by the participant but not represented in the literature, I also used an inductive method to analyze the integral parts and patterns of the sermons. The analysis revealed that the preacher's practice was congruent with theory yet the preacher had never read homiletic theory. Because the preacher was able to sidestep the need to study homiletics, it was concluded that for him preaching was an intuitive art/craft. The research also revealed that the preacher had personal homiletic philosophy wherein everything in his preparation, message design, and delivery centered on relevancy. The preacher felt strongly that the message had to apply to his listeners in meaningful ways. The preacher's strength centered not so much on how he presented, but what he presented. His sermons were filled with what homiletic theorist Sunukjian called "timeless truths." They made the preacher's sermons insightful, hopeful, and most of all, relevant to his listeners.

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Helméus, Frida. "Läroboken i livsfrågeundervisningen : En läromedelsanalys angående livsfrågor i religionskunskapsundervisningen i årskurs 4–6". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44626.

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Syftet med denna studie är att undersöka vilka möjligheter läromedel i religionskunskap ger lärare att undervisa om livsfrågor i enlighet med de skrivningar som är formulerade i läroplanen, Lgr 11. Vidare är syftet med denna studie att undersöka i vilken utsträckning livsfrågor behandlas i de utvalda läromedlen och vilka typer av livsfrågor som behandlas i dessa. Genom att genomföra en läromedelsanalys utifrån en kvalitativ innehållsanalys undersöktes tre olika läromedel inom religionskunskap som idag finns på marknaden. Studiens resultat visar att de läromedel som idag finns tillgängliga inom religionskunskap för årskurs 4–6 till stora delar har ett innehåll som motsvarar det centrala innehållet i ämnets kursplan, men att de ställer höga krav på de undervisande lärarnas religionsdidaktiska kompentens när det kommer till att finna och välja ut material som komplement till undervisningen inom livsfrågor. Vidare visar även studiens resultat att valet av läromedel ger elever och lärare olika förutsättningar att arbeta med livsfrågor. Dessutom tar läromedlen upp olika typer av livsfrågor ur mycket skilda perspektiv.
The purpose of this study is to investigate which possibilities teaching materials in religious education give teachers to teach about life issues in accordance to the curriculum, Lgr 11. Furthermore, the purpose of this study is to investigate to what extent life issues are addressed in the selected teaching materials and what types of life issues that are addressed in these. By conducting an analysis of teaching material based on a qualitative content analysis, three different teaching material in the field of religious education were examined. The study's results show that the teaching materials that currently are available in religious education for grades 4–6 largely have the central content written in the subject's syllabus, but that they place high demands on the teachers' religious didactic competences when it comes to finding and choosing material as a complement while working with life issues. Furthermore, the study's results also show that the choice of teaching material gives students and teachers different conditions for working with life issues and that these teaching materials also address different types of life issues from very different perspectives.

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Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.

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This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.

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Kumar, Crim Emily. "Religionslärares didaktiska val : En kvalitativ intervjustudie om fem lärares resonemang kring utformningen av religionsundervisning på gymnasiet". Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36170.

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Religious education (RE) is one of eight mandatory courses in upper secondary school in Sweden, due to the curriculum of GY11. It has a broad and extent content in comparison to its limited educational time, giving an indication that RE teachers need to make strategic didactical choices. This study focuses on lifting the RE teachers’ own voices by finding out situations where they describe a need of making didactical choices, what didactical choices they end up doing and what motivates those choices. Based on grounded theory, five qualitative interviews with RE teachers in upper secondary school has been interpreted and extracted as the empirical basis of the presented result. The results connect the situations of choices with the decision basis and didactic choices, where the final didactical choice can be understood from the two other factors. The result also leads on to three aspects of decision basis: the student, the teacher, and the organization of school. Thus, the result should be interacted with contemporary studies, as it only aims to be comprehended as one perspective, opening for and hopefully inspiring to further research.

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Baker, Joseph O., i Andrew L. Whitehead. "Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States". Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.

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Gender gaps in religiosity among Western populations, such that women are more religious than men, are well documented. Previous explanations for these differences range from biological predispositions of risk aversion to patriarchal gender socialization, but all largely overlook the intersection of social statuses. Drawing on theories of intersectionality, we contribute to the cultural and empirical analysis of gender gaps in religiosity by documenting an interactive effect between gender, education, and political views for predicting religious nonaffiliation and infrequent attendance at religious services among Americans. For highly educated political liberals, gender gaps effectively disappear, such that men and women are almost equally likely to be secular (or religious). The results have implications for the long-standing disputes about the gendered “nature” of religiosity and highlight the importance of multiple intersecting statuses and modalities in shaping aggregate patterns of religiosity and secularity.

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Paes, Ana Carolina Greco. "Ensino religioso: análise do debate público e sua interface com direitos humanos". Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7844.

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Based on the public debate token in the Direct Action of Unconstitutionality 4439, which deals with the nature of religious education in public schools, the present study analyzed whether there was a speech based on human rights, to legitimize the option made by the denominational entities that were made represented in the public debate. Chantal Mouffe's theory of agonist democracy was used to affirm that speeches are acts of power that achieve social legitimacy. In Brazil, speeches based on human rights only began to be heard in the military dictatorship. Besides having been organized in a late way, there was an intense and programmed advertising against these speeches. Based on this assumption, it was analyzed whether speeches that are based on human rights found legitimacy among the denominational entities that were represented in the public debate. Based on the statements of each of the representatives, content analysis was used to infer the justifications used to legitimize the choice of the religious teaching model, which should be adopted by public schools. The Universal Declaration of Human Rights of 1948 was used as a human rights parameter for didactic purposes. However, the theoretical framework adopted was based on a critical theory of human rights which affirms the impossibility of drawing precise and determined concepts for these rights, as well as questions its effectiveness for the protection of the dignity of the human person. From the analysis made, it was concluded that speeches based on human rights were not very used, and this have occurred because of at least three reasons: the lack of knowledge about these rights, the misrepresentation of them, and the incongruity currently experienced by human rights. Entities didi not find legitimacy in human rights so as to base their choices on them, because they are insufficient to protect their interests, and even protect human dignity.
Tendo como base o debate público realizado na Ação Direta de Inconstitucionalidade 4439, que trata sobre a natureza do ensino religioso nas escolas públicas, o presente trabalho analisou se houve um discurso pautado em direitos humanos, para legitimar a opção feita pelas entidades confessionais que se fizeram representadas no debate público. Utilizou-se a teoria da democracia agonística de Chantal Mouffe, que afirma que os discursos são atos de poder que alcançam legitimidade social. No Brasil, discursos pautados em direitos humanos, somente começaram a ser ouvidos na ditadura militar. Além destes discursos terem se organizado de maneira tardia, houve uma intensa e programa propaganda contra os mesmos Partindo desse pressuposto, analisou-se se discursos que se embasam em direitos humanos encontraram legitimidade entre as entidades confessionais que foram representadas na audiência pública. A partir das falas de cada um dos representantes, usou-se a análise de conteúdo para inferir quais as justificativas utilizadas para legitimar a escolha do modelo de ensino religioso que deveria ser adotado pelas escolas públicas. A Declaração Universal de Direitos do Homem, de 1948, foi utilizada como parâmetro de direitos humanos, para fins didáticos. Porém, o referencial teórico adotado parte de uma teoria crítica de direitos humanos que afirma a impossibilidade de traçar conceitos precisos e determinados para estes direitos, além de questionar sua eficácia para a proteção da dignidade da pessoa humana. Da análise feita, concluiu-se que discursos pautados em direitos humanos foram pouco utilizados, e isso ocorreu por pelo menos três motivos: a falta de conhecimento acerca desses, a visão deturpada que se continua a ter desses direitos, e a incongruência atualmente vivida pelos direitos humanos. As entidades analisadas não encontraram nos direitos humanos, legitimidade para fundamentar suas escolhas, porque são insuficientes para proteger seus interesses e, até mesmo, proteger a dignidade humana.

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Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

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Ashcroft, Casey Wayne. "Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1016.

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This qualitative study examined the relationship between Utah public high schools and Latter-day Saint (LDS) released-time seminaries through the perspectives and practices of principals from both institutions. The study followed methods consistent with phenomenological research. Data were analyzed through a theory of social exchange. Sites and participants were purposefully selected using a criterion phenomenal variation strategy. Sites included six Utah public high schools with LDS seminaries adjacent. Participants included the public school and seminary principals at those sites. The overarching question that guided the study was: How is the professional relationship between the public schools and LDS seminaries in Utah perceived and practiced by principals of both institutions? The three subquestions used to support the central question were: (1) What are principals’ perceptions of the relationship? (2) How is the relationship maintained? (3) Why is the relationship maintained? Findings from the study suggested that public school and seminary principals, for the most part, perceived the public school-LDS seminary relationship to be: (a) working well; (b) valuable and mutually beneficial; and (c) equitable. Findings further suggested that the relationships were maintained: (a) through reciprocal efforts to accommodate, support, and show appreciation for each other; (b) by following historically established norms; and (c) by being sensitive to legal parameters established for the relationship. Findings also suggested that the relationships were maintained because: (a) each institution has become dependent upon the other; (b) the relationship benefits both parties; (c) the benefits received outweigh any challenges that result from the relationship; (d) the relationship has become an expectation and ingrained part of the culture of the state; (e) positive emotions result from the relationship; and (f) the relationship is beneficial to the students.

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Discher, Jennifer M. "A Narrative Analysis of Familial, Collegiate, and Professional Experiences that Enhance the Formation of Civic Engagement and Mission Commitment among Catholic Health Care Nurses". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318997506.

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Oliver, Shawn L. "Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory". [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227551033.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Eunsook Hyun. Keywords: higher education curriculum; theological education curriculum; grounded theory; case study; comprehensive curriculum reform; faculty role in curriculum; administration role in curriculum; faculty and administration collaboration; curriculum model; organiz. Includes bibliographical references (p. 265-265).

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Gregory, Julie Caroline. "Worshipping with the wealth creationists : co-constructing meaning and purpose through entrepreneurship education". Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17210.

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A dynamic movement known as wealth creation education attracts many thousands of people seeking education for the vocation of an entrepreneur in the UK. Entrepreneurship education in these collectives includes venturing know-how but also co-constructs existential meaning and purpose for adherents, a role traditionally fulfilled by religion. This emergent sectarian movement is identified as wealth creationism. Led by charismatic entrepreneurs this newly identified research domain represents rich opportunities to study entrepreneurs in naturally arising settings, but has been neglected and understudied. While publicly subsidised educational support for small-business owners has suffered from low uptake, this study provides new knowledge about the kind of education that is engaged with in large numbers, despite being more expensive. This inquiry critically examines the attraction of these educational collectives and evaluates the social processes of eight wealth creation education providers in England. Teaching content and methods were also investigated. This qualitative study takes an interpreted approach through a social constructionism perspective. Using grounded theory methodology the providers were initially researched through participative observation in the educational settings followed by theoretically sampling data with various collection methods. Interdisciplinary theories, including the sociology of religion, accounted for findings, which were analysed at the meso-group level. The movement teaches entrepreneurship know-how and 'mindset' - ways of thinking and being. Insulating directives of behaviour and the construction of stigmatised out-groups maintain social boundaries. Employing similar narrative features and resources as religious sects, the socially constructed co-extensive nomos and cosmos privileges esoteric knowledge and is closely identified with modern Gnosticism. Participants do not acknowledge religious interpretations of their activities, yet three North American authors provide plausible canonical works that legitimise the movement. Wealth Creationists display entrepreneurial chauvinism, which equates employment with bondage, viewing the employed as slaves. Adherents choose educators with perceived entrepreneurial credibility to lead them on a purposeful mission for the type of knowledge that promises emancipation. This study is significant for both researchers of entrepreneurs and the sociology of religion. It offers participating entrepreneurs critical insights into the charismatic settings, which can be both enabling and disabling for venturing. This study has implications for academics engaged in outreach to small-business owners who may learn from the marketing tactics of these groups, although academics may still lack perceived credibility. Insights into business group formation will be of interest to business group researchers. A map of educational provision may interest researchers and educators of small and microbusiness owners, and those from the fields of entrepreneurial learning.

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Johns, Emily M. Busiek. "Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1306.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.
The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.

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Ragsdale, Judith R. "Educating Clinical Pastoral Education Supervisors: A Grounded Theory Study of Supervisory Wisdom". Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205193710.

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Tomberg, Markus. "Religionsunterricht als Praxis der Freiheit : Überlegungen zu einer religionsdidaktisch orientierten Theorie gläubigen Handelns /". Berlin : De Gruyter, 2010. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018695234&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship". Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.

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Karlsson, Anders. "Vilket religionskunskapsämne? : Ämneskonstruktioner i religionskunskap på gymnasiet med samtalsförhandlingar i centrum". Licentiate thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37097.

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This thesis aims to describe one educational sequence in religious education. The study shows articulations and negotiations in the religious education classroom, as well as on digital discussion forums. Two questions are the core of the explorative case study. What is communicated between teachers and students in a Re-classroom in Sweden? How does the content of the communication contribute to constructing the Re-subject in two different discussion forums: digital and analogue? The case study follows an upper secondary school class, with 18 years old students, during one teaching sequence. The theoretical foundation is based in a social-cultural perspective. Data is produced by ethnographic methods and consist of classroom observations and interviews with teachers and students. For the interpretation of speech Even’s relief theory is used concerning what is said and Michel Bakhtin’s thoughts on speech genre concerning how it is expressed and negotiated in the teaching sequence. The analysis of the different forums show that in all of them, teachers and students tend to focus on what religious persons do, their appearance, and how they are limited by their faith. The religious persons are compared to a way of living according to a secular norm that the students find more relevant and up-to-date. When speaking of religious persons the students tend to express it in a derisive and disparaging way. Negotiations on content and framework factors interrupt the actual teaching in the classroom environment whilst digital forums are self-regulating and discussions quickly return to the topic after irrelevant digressions. In the discussion part of the thesis the various discussion forums are evaluated didactically. The impact of gender and framework factors on the student-teacher discussions is also raised. An additional question that is problematized is the tension between the curriculum of the subject and the teacher’s desire to get students interested in religion as a subject, described as ‘the teacher’s dilemma’. It is discussed whether this dilemma controls the teacher’s choice of subject.
Vad talar lärare och elever om i religionskunskapsundervisningen och vilket religionskunskapsämne konstrueras i två olika samtalsmiljöer? Detta undersöker denna fallstudie, som följer en gymnasieklass i åk 3, under ett undervisningsmoment. Syftet är att beskriva och jämföra hur ämneskonstruktioner i religionskunskap artikuleras och förhandlas, av elever och lärare, i en klassrumsmiljö respektive i ett digitalt diskussionsforum. Empirin utgörs av klassrumsobservationer, digitala diskussionsinlägg och kvalitativa intervjuer med lärare och elever. Analysen visar bland annat att i alla diskussionsmiljöerna fokuserar både lärare och elever på vad troende människor gör, hur de ser ut och hur de upplevs begränsas av sin tro. Förhandlingar om innehåll, ramfaktorer och annat stoppar upp undervisningen i klassrumsmiljön medan de digitala miljöerna är självreglerande och diskussionerna återvänder snabbt till ämnesstoffet igen efter ovidkommande utvikningar. I diskussionen lyfts frågor om genus och ramfaktorers inverkan på diskussionerna. Det som undersökningen kallar lärarens dilemma lyfts och beskrivs som spänningen mellan läroplanens ämnesstoff och känslan att som lärare få eleverna intresserade av religionskunskapsundervisningen. Huruvida lärarens val av ämnesstoff styrs av det sistnämnda diskuteras och de olika diskussionsmiljöerna värderas didaktiskt.

Examinator: Stolare, Martin, Docent

Centrum för de samhällsvetenskapliga ämnenas didaktik

martin.stolare@kau.se

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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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Richardson, Norman L. "Religion, cultural diversity and conflict : challenging education in Northern Ireland". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57051/.

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Tynell, Olivius Gabrielle, i Sofia Kiessling. "Ingenting nytt under solen: en fallstudie av köns- och sexualitetsnormer i gymnasieskolans religionskunskapsundervisning". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35551.

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Heteronormativity and norms concerning gender and sexuality are present in the entirety of Sweden, and their expressions are often wide and varied. This thesis studies the experiences of two upper secondary school teachers employed in Malmö through a case study in regards to work with gender and sexuality norms in religious studies. Additionally, how the pandemic COVID-19 and transit to digital teaching has affected work with gender and sexuality norms are explored. Using select parts of queer theory and thematic analysis, key components presented by the interviewees relating to work with gender and sexuality norms are identified and analyzed against the backdrop of previous research.

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Drew, David, i Jessica Banks. "RELIGION AND SPIRITUALITY IN CLINICAL PRACTICE: AN EXPLORATION OF RELUCTANCE AMONG PRACTITIONERS". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/858.

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Across the United States, an overwhelming majority of the population claim that religion and spirituality beliefs shape their worldview and assist in coping with life stressors. Yet, the literature has shown that mental health practitioners reported discomfort integrating religion and spiritually in clinical practice. The purpose of this study was to explore whether license-holding mental health professionals in Southern California develop reluctance toward addressing religion/spirituality with their clients. Through snowball sampling, 52 clinicians composed of social workers, counselors, marriage and family therapists, nurses, psychologists, and psychiatrists were recruited across Southern California (N =52). The participants were measured descriptively based on (a) confidence in their ability to integrate client beliefs into treatment and (b) their comfort discussing topics related to RS with their clients. Results revealed an overall level of reluctance ranging from 15 percent (for comfortability) to 25 percent (for ability) among the study participants. Licensed clinical social workers reported slightly lower reluctance level than other licensed professionals. Implications of the findings were discussed.

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Halvarson, Britton Thérèse. "Studiebesök i religionskunskapsundervisningen : Elevers tal om islam före, under och efter ett moskébesök". Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34495.

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One aim with the Swedish non-confessional religious education is to increase students’ understanding and respect for different ways of thinking and behaving. One opportunity to reflect upon other people's interpretations of life, are field visits. Many teachers and students want to make field visits but few actually do. This thesis explores educational opportunities and challenges generated by field visits as part of religious education. This is a classroom study in an upper secondary school (the students were 17 years old), during the teaching sequence about Islam where one part was a field visit to a mosque. Data were produced by classroom observations and observations from a mosque visit, students’ journal writing’s before and after the visit and student interviews. The students’ utterances about Islam are analysed using Michael Bachtin’s dialogue theory and Robert Jackson’s interpretive approach. The analysis shows that students apply a speech genre, which in this study is denoted genre of politeness. In some cases the genre of politeness affect the students such that they do not dare to ask all questions, in particular questions about Islam and gender. Another result is that students more widely apply a self-reflexive speech genre during and after the mosque visit as compared to before the visit. By self-reflexive speech is meant that the students mirror what they have met in the mosque with their own interpretations of life. The analysis also shows that the several students express critical opinions about Islam both before and after the mosque visit and the teaching sequence. The study explores educational opportunities and challenges generated by the mosque visit. Some of the themes that are discussed in the thesis are: 1) questions about representations of religion, for instance in what way “lived religion” and religion as a “philosophical ideal” can be combined, 2) the students’ different ways of reflection, 3) how do students relate and rely on the faith representative’s utterances, and 4) how students formulate questions to the faith representative.
Baksidestext Studiebesök är en metod i religionskunskapsundervisningen som förefaller vara uppskattad av både lärare och elever. Trots det visar det sig att det är relativt få lärare som verkligen gör besök, vilket delvis kan bero på en osäkerhet vad som händer ur ett elevperspektiv i mötet med en ny kontext. Den här studien har undersökt religionsdidaktiska utmaningar och möjligheter som aktualiserats genom ett moskébesök. Empirin utgörs av gymnasielevers yttranden om islam i loggar, elevintervjuer, klassrummet och under ett moskébesök. Analysen visar bland annat att elevernas tal under besöket påverkas av en ”artighetsgenre” som både kan underlätta och försvåra för eleverna. Vidare framkommer det att elever i större utsträckning under och efter besöket speglar det de möter i moskén i sina egna livstolkningar. Analysen visar också hur elever uttrycker att deras inställning till islam påverkas på olika sätt av besöket. Några religionsdidaktiska områden som aktualiserats av besöket och diskuteras är frågor om religioners representation, hur trosrepresentanten ska behandlas som källa samt olika sätt att ställa frågor till representanten.

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Bondo, Pedro Felisberto Miguel. "The history of Angolan education 1930-1980: the convergence of colonialism, religion, and decree". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/35222.

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Doctor of Philosophy
Curriculum and Instruction Programs
Kay A. Taylor
Angola began as a Portuguese colony in 1655. All of its social structures and associated sectors, including education, were influenced drastically by this initial Portuguese colonization. This research concerns Angolan education from the years 1930-1980. Two distinct periods are addressed: the colonial period from 1930 to 1975 and the post-colonial period from 1975 to 1980. In both periods, education was provided by the state and by different religious denominations. However, the main argument for this research is that a general comprehensive history of education in Angola has not yet been written, in part due to the character of its colonization and decades of social instability related to its War of Independence, 1961-1975, and the Civil War, 1975-2002. In Angola under the Salazar and Caetano regime, provision for education was made according to the Colonial Act of 1930, the new state, and the rule of the Roman Catholic and Protestant missions. Despite the concourse of these institutions staging events that influenced education and the whole culture, few Angolans were allowed to attend school and participate as citizens in society. The post-colonial period from 1975 to 1980 is characterized by the foundation of a socialist educational system. Most of the existing documents concerning Angolan education were written by the colonizers or by those who regard history from a colonial perspective. Therefore the history of education in Angola, as the convergence of colonialism, religion, and decree, needs to be rewritten.

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Baker, Joseph O. "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/489.

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Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non-“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities.

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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy". Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.

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