Teses / dissertações sobre o tema "Commission on Moral and Religious Education"
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1
Satov, Tauba. "Holocaust studies for moral and religious education". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.
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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
2
Robinson, Edwin H. "The relationship of moral and religious development in adolescent religious education a case study /". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.
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Yuen, Wing-hang Henry. "The sustainability of an Ignatian religious school in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37207568.
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Lam, Yim-chong, e 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.
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Engelhardt, Craig S. Glanzer Perry L. "Moral and civic education and the public value of religious schools". Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5340.
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Goodall, Janet. "The possibility of the Christian religious education of adults : indoctrination, preaching, nurture, education". Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/13859/.
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This thesis sets out to answer a central question: is it possible to engage in the Christian religious education of adults without resorting to indoctrination? It looks first to the concepts in the literature connected to the Christian religious education of adults. This literature deals with education overall, the education of adults in particular, and then education as it relates to faith. The concepts of indoctrination, preaching and nurture are then examined as they relate to education. A visual representation of the relationship between these concepts is offered, showing that there is a progression from indoctrination, through preaching, nurture, to education understood in a pure sense, which has only the intention of facilitating (any) worthwhile learning. Alongside this work based on conceptual analysis from the literature, field work undertaken in a Roman Catholic Diocese in England and Wales is used to support the research. The field work is an illustrative snapshot, rather than representative; its purpose is to illuminate the conclusions reached in the first part of the research. In both the questionnaire and interview section of the field work, data was obtained from three groups of respondents: administrators, tutors and participants. This grouping covers all those involved in the Christian religious education of adults in the diocese, and allows triangulation of data. The results of the field work is then related back to the chart proposed from the literature review, and conclusions drawn about gaps in the literature and proposals made for further study. Overall, the data from the field work support the conclusions of the first part of the research, with minor adjustments.
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Bowie, R. "The primacy of dignity and human rights education". Thesis, University of Kent, 2011. http://create.canterbury.ac.uk/10488/.
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Human rights education (HRE) is a growing pedagogical force that lacks conceptual theorisation and awareness of an emerging postsecular context. This hampers the extent to which it can accomplish its aims of encouraging friendship between people of different religious and philosophical traditions while advancing a universal culture of rights. The thesis analyses the role of religion within HRE literature, both at an international and theoretical level, and in the curriculum documents for English schools, finding parallel weaknesses resulting from this shallow theoretical base. The thesis contributes to HRE literature with a distinctive analysis of the foundational concept of dignity and the meaning-giving narratives that contributed to the concept’s development. It unravels the complexities surrounding an often mentioned but seldom explained concept, identifying relationships between inherent worth, human flourishing and societal recognition. It demonstrates that taking an inclusive approach to this conceptual framework allows for two crucial ingredients in contemporary society: different meaning-giving narratives may be held, while a common ethical understanding of rights based on dignity is adhered to. It argues that the concept of dignity is a foundation for a particular pedagogical approach that advances a commitment to the inherent worth of the human person. The approach consists of two reflexive elements: a self-reflective enquiry into the faiths and philosophies of the individual learners and a dialogue with and for others. These elements are essential if the colonial mistakes of earlier human rights movements are to be avoided, and they identify the significance of religious education in HRE. A proposal for a recontextualised form of HRE that is theologically and religiously literate presents a distinctive offering to guide policy and practice. The proposal acknowledges the overlap between educational movement and theological thought and makes specific reference to contributions from contemporary Catholic thinking. The thesis aims to motivate further research to carry forward the HRE proposal and develop new thinking about postsecular education.
9
Priestley, J. G. "Moral education and religious story : An essay in support of Whitehead's contention that the essence of education is that it be religious". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380716.
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10
Richards, Norman Arthur. "The history of post-war religious education, with particular reference to the relationship between religious and moral education : a study in pluralism". Thesis, University of Sheffield, 1986. http://etheses.whiterose.ac.uk/14621/.
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The study opens with an examination of the theory and practice of Religious and Moral Education in the forties. Special attention is given to the view, reaching back into the nineteenth century, that Religious Education and Moral Education were to be equated. From this base in monism the subsequent course of RME into increasing complexity, differentiation and plurality is analysed. Particular attention is given to the emergence of ME as an autonomous exercise, and to the relationship of RE both to a secular rational educational philosophy and to a multi-faith society. Advocacy of these positions began in the forties, and reached a convincingly argued case in the seventies. The major curriculum-development schemes in RE and ME in the seventies were said to operate on 'complementarity' as the best way of viewing the relationship between the two areas. But the teaching material implied that complementarity meant parallel practice rather than interaction. It will be argued in this thesis that such a position may be an over-reaction against the former view of equation between RE and ME. There may be a better way of seeing the relationship so as to allow for mutually beneficial intersection. This argument is not advanced primarily on empirical grounds, but a research-scheme in 1983 among Sheffield, Derbyshire and Nottinghamshire teachers and headteachers gave encouragement to pursue the notion of an intersecting RE/ME, with possible benefits to Personal and Social Education.
11
Basourakos, John. "Theatre in the evolution of moral values among adolescents". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59824.
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Theatre has a special place in religious education for it is an ideal medium to experience transcendent moral truths. Relying on Gabriel Moran's theory of transcendence, as well as Daniel Maguire's understanding of the moral, this thesis will demonstrate that the aesthetic experience of a play is a transcendent experience. Through such an experience, adolescent students may intuit insights about what befits persons as moral persons in all their complexity and wonder. The plays chosen for concentration in this thesis are not to be considered exhaustive but only as sound examples of the treatment of the evolution of transcendent values within the adolescent phenomenon.
12
Griffin, Karen E. "Empowering African-American youth, 9--12, through moral character education". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/AAIDP14669.
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This project that was designed to enhance the development of moral character of African-American children, ages nine to twelve (9-12). For purposes of this dissertation, moral development and character development are used interchangeably. A curriculum was developed for children and one for parents to assist them to help young people reach their potential in regard to moral character development. The underlying principles of the study were moral character, spiritual formation, and faith development. The major premise of the project was that if children feel good about themselves and feel a connection to God, then people will behave better, love themselves and God, and they will make better decisions to negotiate life.
This pilot study was conducted at two urban churches. There was a total of 35 children participating in the study, and there were 38 parent participants. The training took place over a sixteen-week period. The results of the study indicate that there was a significant increase in self-esteem among the children. Additionally, findings from the behavioral scale demonstrated a significant positive change in behavior among children. There was also a significant improvement of the parents' level of contentment with their children.
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Yuen, Wing-hang Henry, e 阮永衡. "The sustainability of an Ignatian religious school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37207568.
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Kislowicz, Barry. "Appropriating Kohlberg for traditional Jewish high schools /". Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.
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Iita, Ananias. "An assessment of the curriculum and implementation of the subject Religious and Moral Education in Namibia: A case study of perceptions of Religious and Moral Education teachers in the Ompundja Circuit of Oshana Region". Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4008.
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Philosophiae Doctor - PhDThis research study investigated the perceptions of Religious and Moral Education (RME) teachers in Namibia with regard to the implementation of the RME syllabus, Grades 5-10 in actual teaching and learning situations. It also examined to what extent pre-service and in-service training prepare these teachers to deal with the demands of the subject in their professional classroom situations. The relevance of the study was that the continuing process of curriculum development would benefit from specific knowledge of the perceptions of teachers and learners, regarding their problems and problem-solving, shortcomings in the system, pre-service and in-service training, and support services. The study took place amidst a global debate on paradigms in the teaching of religion and moral formation. It could therefore also contribute to a growing canon of literature with specific contributions based on empirical research. The study reviewed literature in the field of religious and moral education, the official curricula and syllabi, as well as all other policy and training documents relating to the subject. A carefully sampled case study of teachers in public schools in the Ompundja Circuit of the Oshana Region was carried out. In 1990, under the new constitution, Namibia was declared a secular state, recognising all religions. This was contrary to the colonial period in which Christianity was the only recognised religion and taught under a Christian national ideology in an apartheid political setup. The new dispensation brought new challenges to the subject teachers because, in the past, most of them were only trained to teach Biblical Instruction/Biblical Studies. In the new constitution, the state neither favours nor neglects any of the religious orientations. The context of the study was, thus, the appropriate choice for a particular paradigm in which religion and morality are studied at school level, based upon the principles of a multi-religious and multi-cultural society where both teachers and learners gain knowledge and understanding of other faiths and values; a culture of tolerance is encouraged and fostered; the rights of different religions and their moral values are respected and promoted; and learners are prepared for responsible citizenship
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Roso, Calvin Gordon. "Character education at a Jewish day school : a case study analysis of a school's curriculum /". Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3122574.
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Julius, Elize. "Moral formation in and through the christian family : a theological review". Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/17450.
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Assignment (M. Div.)--University of Stellenbosch, 2006.ENGLISH ABSTRACT: South Africans are confronted with the heartbreaking realities of society on a daily base. The question is, “How do we begin to bring about actual change concerning the distortion in the lives of people in our communities and who needs to take responsibility for this challenge? As a Christian, I approach the issue of social transformation from an understanding of God’s revelation of salvation to humankind, the church as ambassador of that message and the Christian family as the most basic entity of God’s body. It seems as if there is a definite need for virtuous living and nurturing in modern society as people relating to other people necessitate a specific understanding of how they will deal with one another. An exploration of morality and ethics –that which pertain to the character, custom and conduct of people within a community or society –moves us, however, from an initial autonomous What to do? to intimately following the question Who are we? The latter, in turn, cannot be answered unless it is preceded by asking “In what or whom should we hope?” The concern is that Christians indeed live by their conviction that God –as the “unifier of the entire creation” –has given us an order for living and that our direction for “who we are” and “how we ought to live” is found in the God of our hope –for times present and for times to come. Moral transformation of society is, thus, not about good people doing good things, but about human beings being formed into the form of Christ. The need for such a people –one that is morally transformed into the character of Christ –is especially of need in South Africa where communities and individuals are succumbed to the challenges of modern and postmodern times in unique ways. The dilemma for social transformation, however, seems to be in essence a concern for local forms of identities within which moral life can be sustained. It seems, therefore, that the most urgent and crucial task of society is the renewal of the family. Not only is the family the “the basic school of humanity” where children learn about life, but it is also the place where they learn about belief, faith and trust. Parents, who take seriously their task of commitment to raising their children according to the will of God, simultaneously serve as a sign of God’s hope and grace to other family members and their community.
AFRIKAANSE OPSOMMING: Suid-Afrikaners word daagliks gekonfronteer met hartverskeurende realiteite binne gemeenskappe. Die vraag is, “Hoe begin ons om daadwerklik verandering aan te bring met betrekking tot die verwronging van menselewens en wie is veronderstel om verantwoordelikheid te neem vir hierdie uitdaging? As Christen benader ek die aangeleentheid vanuit die perspektief van God se verlossings-openbaring aan die mens, die kerk as ambassadeur van daardie boodskap en die Christen-familie as die basiese entiteit van God se liggaam. Dit skyn asof daar ‘n definitiewe behoefte vir ‘n deugsame lewe en versorging binne die moderne samelewing is na aanleiding van die noodsaaklikheid van ‘n spesifieke verstaan van omgang tussen mense wat in verhouding tot ander mense staan. ‘n Studie van moraliteit en etiek –dit wat verband hou met die karakter, gewoontes en gedrag van mense binne ‘n gemeenskap –dui egter daarop dat ‘n aanvanklike outonome “Wat om te doen?” vooraf gegaan word deur “Wie is ons?”. Laasgenoemde kan egter nie beantwoord word indien dit nie deur “In wat of in wie moet ons hoop?” vooraf gegaan word nie. Die besorgheid lê daarin opgesluit dat Christene inderdaad volgens die oortuiging leef dat God –wie die hele skepping verenig –‘n lewensorde aan ons toevertrou het. Ons vind gevolglik die aanwysing vir “wie ons is” en “hoe ons veronderstel is om te leef” in God wie ons hoop is vir die hede en die toekoms. ‘n Morele transformasie van die samelewing handel dus nie oor goeie mense wat goeie dinge doen nie, maar handel oor mense wat na die beeld van Christus gevorm word. Die behoefte aan so ‘n geslag mense –mense wat moreel na die karakter van Christus getransformeer word –is veral noodsaaklik in Suid-Afrika waar gemeenskappe en individue op unieke wyse aan moderne en postmoderne uitdagings beswyk. Die dilemma met sosiale transformasie skyn hoofsaaklik ‘n besorgheid te wees vir plaaslike vorme van identiteit waarbinne ‘n morele lewe onderhou kan word. Dit blyk dus dat die vernuwing van die familie die dringendste en noodsaaklikste taak van die gemeenskap is. Die familie is nie alleen die “basiese menslike skool” waar kinders aangaande die lewe onderrig word nie, maar dit is ook die ruimte waar hulle oor geloof en vertroue geleer word. Ouers wat hul toewydingstaak om kinders volgens die wil van God groot te maak ernstig opneem, dien gelykertyd as ‘n teken van God se hoop en genade aan ander familielede en hulle gemeenskap.
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Hughes, Frederick E. "A critical analysis of the concept of Christian education with particular reference to educational discussions after 1957". Thesis, University of Nottingham, 1988. http://eprints.nottingham.ac.uk/13721/.
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The first chapter introduces the thesis and explores the historical background and trends in society and education in and since the 1940s, especially the social, theological and educational scene. Chapter two shows that the term Christian Education has sometimes referred to a particular understanding of religious education. That usage is analysed and found to be unacceptable without significant qualifications. The next four chapters clarify and analyse the understanding of the term Christian Education in four further contexts where it is used: Church schools (chapter three), longstanding independent schools (chapter four), recently established Christian schools (chapter five) and the education of people in the church context itself (chapter six). Chapter seven considers the arguments Paul Hirst has made against the acceptability of the concept of Christian Education and contends that these arguments are not valid. This chapter also points out that the five contexts where the term Christian Education is used (as explored in chapters 2 -6), do not include the county schools, except that the first usage explored was the religious education in county schools. In view of this the chapter maintains that it is important to explore the relationship of Christian values and principles to education in county schools, a task undertaken in the final chapter. The last chapter asserts that Christian values and principles still have valid implications for education in county schools and that education based on these values and principles can legitimately be described as Christian Education. Aspects of a Christian view of creation and fallenness are used as illustrations and the possibility of relating a Christian View of redemption to education in county schools is also considered.
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Jennings, Penny. "The impact of different approaches to religious education on the spiritual and moral attitudes of Year Nine and Year Ten pupils". Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/the-impact-of-different-approaches-to-religious-education-on-the-spiritual-and-moral-attitudes-of-year-nine-and-year-ten-pupils(88ee24b2-efb7-4ccf-b67b-44ea3ccebe27).html.
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Tinker, Claire. "State funded Muslim schools? : equality, identity and community in multifaith Britain". Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/10936/.
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In this thesis I explore the debate over the state funding of Muslim schools in Britain, examining the arguments used for and against by the stakeholders involved. Qualitative interviews were conducted with head teachers, politicians, Muslim parents and representatives from a number of stakeholder organisations, to identify their reasons for supporting or opposing state funded Muslim schools. This research is necessary because until now the opinions of those directly involved have not been systematically researched, resulting in assumptions and generalisations about their views. Muslim schooling has become an increasingly fractious and polarised issue, and only by analysing the actual arguments used by those directly involved can we gain insight into the complexities underlying this debate. This data also allows me to explore how the issue of Muslim schooling relates to broader sociological questions about the rights, responsibilities and forms of belonging appropriate for minority communities in multicultural societies. In the findings I begin by reporting that the main arguments used in favour of state funded Muslim schools were equal rights, a better society, strengthened identity and educational benefits. I then move on to question why, given these strong favourable arguments, so few Muslim schools are currently in receipt of state funding. I ask whether this is due, at least in part, to Islamophobia. I then utilise models of political philosophy to evaluate the arguments surrounding state funded Muslim schools, and find that discourses of equality, social cohesion and identity are employed by both opponents and proponents. It is therefore possible to argue either for or against the state funding of Muslim schools from a liberal, a communitarian or a multiculturalist perspective. Finally I assess alternative solutions to the educational difficulties faced by Muslims in Britain, and conclude with my opinion about whether there should be state funded Muslim schools.
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Boyd, Jonathan. "Individuals practising community : the central place of interaction in the educational philosophy of Limmud". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14561/.
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In light of growing evidence of exogamy among Jews and diminishing levels of community engagement, the question of how to sustain and cultivate Jewish identity has become a major preoccupation in the Jewish world since the early 1990s. Among the numerous organisations, programmes and initiatives that have been established and studied in response, Limmud, a week-long annual festival of Jewish life and learning in the UK that attracts an estimated 2,500 people per annum and has been replicated throughout the world, remains decidedly under-researched. This study is designed to understand its educational philosophy. Based upon qualitative interviews with twenty Limmud leaders, and focus group sessions with Limmud participants, it seeks to explore the purposes of the event, its content, its social and educational processes, and contextual environment. It further explores the importance of relationships in Limmud's philosophy, and the place of social capital in its practice. The study demonstrates that Limmud's educational philosophy is heavily grounded in the interaction of competing tensions, or polarities, on multiple levels. Major categorical distinctions drawn in educational philosophy and practice, and Jewish and general sociology, are both maintained and allowed to interact. This interaction takes place in a "hospitable and charged" environment – one that is simultaneously safe, respectful and comfortable, whilst also edgy, powerful and challenging - that allows the individual freedom to explore and navigate the contours of Jewish community, and the Jewish community opportunity to envelope and nurture the experience of the individual. The study suggests that the interaction of these competing forces, in the context of an intensive Jewish experience, may be an important feature of Jewish educational initiatives attempting to respond to the identity challenges described above. More generally, in detailing a contemporary educational model that sustains religious/ethnic identity whilst emphasising critical thought and openness to competing claims and ideas, it presents an approach that may be applicable in other religious and ethnic communities.
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Lumb, Anne. "An ethnographic study of the spiritual dimension of a Church of England primary school". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27672/.
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The research documented in this thesis took place against a background of concern for the wellbeing of children, the educational standards being achieved in schools and questions about the purpose of education itself, particularly within a Christian framework. The focus of the research was an ethnographic study into the factors influencing the development and nurture of children’s spirituality in a Church of England Primary School where faith, belief and spirituality are explored as part of the educational experience of pupils. All schools are expected to provide opportunities for children’s spiritual development according to the 1944 Education Act, which replaced the term “religion” with the term “spiritual”. For Anglican Church Schools such provision is perceived to be a priority. However, because they are church schools within a state system they are subject to the differing expectations of a dual inspection system. This creates certain tensions and a degree of complexity for the schools. Beginning with a focus on the potential contribution that Philosophy for Children could make to children’s spirituality, the study broadened its scope to take account of the larger questions and concerns (outlined above) which were impacting on the potential for schools to offer opportunities for spiritual development to children during their primary school experience. The case study is analysed using Bernstein’s pedagogic theories and models to elucidate the “double tension” which exists for Anglican Church Schools as they seek to achieve high academic standards and provide opportunities to explore spirituality both of which are central to the mission of church schools. This tension was evidenced in the leadership style, language and pedagogy operating within the case study school. The study concludes that recognising this tension seems to be a prerequisite for supporting church schools as they seek to fulfil their mission within the current educational climate.
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Barenholtz, Yael Kohlberg Lawrence. "The just community approach to moral education in religious public schools in Israel : a case of adaptation /". Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177128.
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Wareham, Ruth Oswald. "Prohibition, accommodation or transformation? : a philosophical investigation into the moral permissibility of faith schools in liberal democratic societies". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/7946/.
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This thesis concerns the ethics of faith schooling. More precisely, it asks whether faith schools constitute legitimate (that is, morally permissible) institutions for liberal democratic societies. I begin by examining five senses in which the term ‘faith school’ might be used and the possible objections that each of these might motivate. Since, as traditionally conceived, faith schools teach for religious belief, I pay particular attention to the criticism that such institutions are indoctrinatory. Via an examination of recent work in the philosophy of psychiatry, I illuminate the concept of indoctrination and propose two reasons why it is morally unacceptable: first, it results in a mind-set where, like delusion, beliefs are held separate from reason and, second, it involves a violation of autonomy. Drawing on a conception of autonomy proposed by Ben Colburn (2010), I go on to argue that, because the development of autonomy is a fundamental aim of the educational enterprise, this gives us strong grounds to avoid both indoctrination and other autonomy violating practices (particularly “Comprehensive Enrolment” (Clayton, 2006)). However, while traditional accounts of the legitimacy of faith schooling have correctly identified that confessional faith schools are indoctrinatory, much less has been said about religiously distinctive pedagogies which fall short of indoctrination. For this reason, the final part of the thesis addresses these ‘priming pedagogies’ and suggests ways in which they may be adapted to provide a morally permissible form of liberal faith-based schooling.
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Hansen, Peter J. "The relationship between moral judgment and Christian beliefs with moderator variables of intrinsic religious orientation, socioeconomic status, year in school, and IQ /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345043569.
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Creel, James R. "The religious beliefs, moral beliefs, and lifestyle practices of the high school students who attend Berean Academy". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Sebben, Kelly Sartori. "O desenvolvimento do julgamento moral e a educação de valores na disciplina de ensino religioso". Faculdades EST, 2007. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=36.
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O presente trabalho tem o propósito de descrever etapas da história recente da disciplina de Ensino Religioso, sua trajetória e atual legislação, entender o desenvolvimento moral do indivíduo, observando as fases que o mesmo passa até chegar a um nível de maturidade em termos de moralidade; definir o que são valores, perceber como podem ser trabalhados na disciplina de Ensino Religioso e verificar se a educação de valores está presente na mesma. O objetivo dessa pesquisa é realizar um estudo sobre o desenvolvimento do julgamento moral na infância e pré-adolescência (educandos e educandas do Ensino Fundamental) e também sobre uma educação moral por meio de uma educação de valores na escola, especificamente na disciplina de Ensino Religioso. A pesquisa foi efetivada através de uma revisão bibliográfica e pesquisa social numa escola estadual, na cidade de Passo Fundo/RS. O método utilizado para a abordagem do problema foi o qualitativo, e quanto ao objetivo geral, em termos de instrumento de coleta de dados, utilizaram-se dois questionários, sendo que um foi respondido por educadores/as e o outro pelos educandos/as da escola, visando identificar o que é trabalhado na disciplina de Ensino Religioso e se a educação de valores está inserida no meio educacional. Como resultados, pode-se afirmar que a educação de valores está presente, mesmo que implicitamente, na disciplina de Ensino Religioso da escola pesquisada.The present study has the purpose of describing the steps from the recent history of the discipline of Religious Studies, its trajectory and actual legislation, understanding the human moral development, observing the faces that it elapses until arrive to a level of maturity in terms of morality; defining what are values, noticing how they can be worked in the discipline of Religious Studies and verify if the education of values is inside of it. The objective of this research is realizing a study about the development of the moral judgment on the infancy and pre-adolescence and about a moral education through an education of values at school, specifically in the discipline of Religious Studies. The research was accomplished through a bibliographical revision and social research in a state school, in Passo Fundo, Rs. The method used to the boarding of the problem was quantitative and about the generality objective, in terms of instrument of collects of data, they have been used two questionnaires, on this way one of them was answered by educators and the other by educating of the school, intending identify which is worked in the discipline of Religious Studies and if the education of values is inserted in the educational environment. About the results, it can be affirmed that the education of values is present, even though implicity, in the discipline of Religious Studies of the researched school.
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Molelle, Helena Khantse. "Global policy discourse and local implementation dynamics : a case study of Lesotho's junior certificate religious and moral education syllabus". Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3649.
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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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Wilhelm, Gretchen Marie. "A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu". Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1134484909.
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Carthew, Michael J., e carthewmj@ldschurch org. "Spiritual, Moral and Social Development as the Outcomes of a Program for Youth". Flinders University. Education, 2008. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20081022.143905.
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This study investigates the development of, and relationships between, religiosity, spirituality, moral thinking and social attitudes among religious adolescents participating in an early morning weekday religious education program in Australia.
Students participating in the Early Morning Seminary program of the Church of Jesus Christ of Latter-day Saints form the population of interest for this study. These students demonstrate high levels of religious practice, making them an important group to research when seeking greater understanding of the outcomes of religious and spiritual developmental arising from such programs and when investigating how religiosity relates to moral and attitudinal aspects in the lives of religious youth.
The research is survey based and entails the administering of four waves over a two-year period, enabling longitudinal observations to be examined. A sample of convenience is used consisting of Seminary students from South Australia and Victoria. Various survey instruments are used to measure characteristics such as family background, educational background, student religious activity, Seminary program involvement, relationships with God, moral decision making and social attitudes. Data analysis includes the use of Rasch scaling procedures, path analysis and Hierarchical Linear Modelling software in order to investigate multilevel effects on change in key dimensions over time.
The fact that specific research regarding highly religious youth in Australia is not common and that research regarding Latter-day Saint youth in Australia is almost non-existent makes this study an important and seminal contribution in the Australian religious research field. This study provides several other important contributions to the field as it explores developmental outcomes of a specific religious education program across a range of religious and psychosocial dimensions.
The oft-reported strong influence of the family on the religiosity of teenagers is reflected in the findings of this study. There is also evidence to indicate that private religious activity is especially important for the level of spirituality among students. The findings indicate that spirituality, rather than public or private religious practice, influences moral reasoning. Furthermore, private religious practice tends to have more positive influence than spirituality on social attitudes. Participation in the Seminary program appears to influence religiosity and spirituality significantly and independently of other variables included in the study, although the influence of participation is mediated by the feelings of students concerning the program.
Generally, students show a decline in both participation levels and feelings towards the Seminary program over time. However, there is evidence of increased positive attitude toward a religious lifestyle, religious belief and awareness of Gods influence in life. Religious practice appears to influence change in several practical, attitudinal and spiritual dimensions positively. The findings indicate that the developmental role of Seminary participation is largely through the influence of the class environment.
From this study it appears that religious participation in both public and private forms can have a major influence on key dimensions of spirituality and that religious and spiritual characteristics can have some influence on moral decision making and the forming of social attitudes. Participation in a religious education program, such as the Latter-day Saint Seminary program, can influence these dimensions especially if there is a positive attitude towards the program on the part of students and the class the environment is appropriate.
In recent decades, the role of religion in psychological and social reality has seen greater attention and acceptance in academic circles. Accordingly, the body of academic research regarding religion and associated fields has increased and diversified opening the way for further exploration of the role of religion in the broader context of human life as is found in this study.
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Lima, Aline Pereira [UNESP]. "O uso da religião como estratégia de educação moral em escolas públicas e privadas de Presidente Prudente". Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92347.
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Vinculado linha de pesquisa “Processos formativos, diferenças e valores” este trabalho apresenta os resultados da pesquisa em nível de mestrado realizada em uma escola pública e duas particulares confessionais em Presidente Prudente a fim de identificar, numa perspectiva comparativa, o sentido atribuído à religião no interior dessas escolas evidenciando a relação entre educação moral e Ensino Religioso. Para tanto teve-se como objeto as estratégias de educação moral através do Ensino Religioso. Estudos recentes têm demonstrado que há um interesse crescente da sociedade como um todo e da educação pelo tema da moralidade, sobretudo, pelos “problemas” vivenciados na escola que vão desde a violência à ausência de limites, autoridade e disciplina. Há queixas generalizadas sobre violência, vandalismo, indisciplina, individualismo, etc. uma saída que tem se encontrado é oferecer religião como forma de solucionar tais problemas. No Brasil, a religião vem se fazendo presente de diferentes modos e, fortemente, dentro da escola, como forma de moralização das crianças. É o que se evidencia com esta pesquisa. Assim, tendo como referencial a psicologia da moralidade buscou-se: evidenciar o sentido atribuído à religião no interior da escola; aferir como a religião tem sido utilizada para educar moralmente em escolas públicas e particulares confessionais; e analisar os procedimentos adotados para educação moral através do ensino religioso. O estudo de abordagem qualitativa contou com observações em salas de 4ª série do ensino fundamental e entrevistas com professores de três escolas em Presidente Prudente, uma pública estadual, uma particular confessional católica e uma particular confessional evangélica. Os dados sistematizados e analisados permitiram corroborar que a escola pública, embora laica, se utiliza em maior escala da religião...
This paper presents the results of the research in masters level realized in a state school and in two confessional privet ones in Presidente Prudente to identify, in a comparative perspective, the sense given to the religion in the interior of these schools highlighting the relation between moral education and Religious Teaching. Related to research line “Developing processes, differences and values”, it had as object the moral education strategies through the Religious Teaching. Recent studies have demonstrated that there is a rising interest of the whole society and of the school for the morality theme, mainly, for the “problems” experienced at school which are from violence to the lack of limits, authority and discipline. There are generalized complains about violence, vandalism, indiscipline, individualism, and others, a way found is to offer religion as a manner to solve these problems. In Brazil the religion has been making part, in different manners and strongly, in the school, as a way to moralize the children. It is what is shown with this research. Thus, having as a reference the psychology of the morality we attempted to attest the sense given to religion in the interior of the school, evaluate how the religion has been used to educate morally in state and confessional privet schools, and analyze the procedures adopted to the moral education through the religious teaching... (Complete abstract click electronic access below)
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Collins, Helen E. "Through a glass darkly, seeking the common ground: The value of Derrida's two interpretations of interpretation for reading literature in religious education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/910.
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This thesis investigates and demonstrates the value of using Derrida's "two interpretations of interpretation" (the Rousseauistic and the Nietzschean) to enrich the reading of literature in Religious Education with reference to I.e Guin's A Wizard of Earthsea. Religious Education has responded in recent decades to developments in pedagogy, theology, and various other disciplines such as psychology and sociology. However, religious educators do not seem to have considered the question of the impact of modern literary theory on Religious Education. Such theories have influenced the way in which literature is read and studied in the English classroom. Such developments should be of interest not only to the English teacher but also to the Religious Education teacher. The hypothesis underlying this thesis is that the Derridean common ground of the Rousseauistic and Nietzschean interpretations will broaden and enhance the reading of literature in Religious Education by facilitating both the search for the centre (search for finite meaning) and the free play of signifiers (pursuit of infinitely deferred and pluralistic meaning). Generally, Post-Structuralism, with its emphasis on the impossibility of absolute meaning, seems antithetical to Religious Education, with its emphasis on the search for meaning. However, Derrida's common ground of the two interpretative positions suggests a reading of literature that allows for both the Rousseauistic concern with centre and definitive meaning and the Nietzschean concern with free play and provisional meaning. This thesis, then, establishes that the value of 'story' in Religious Education is considerably enriched by the adoption of Derrida's "two interpretations of interpretation" as an approach for reading literature, whether secular or sacred, in Religious Education.
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Conrad, Jörg. "Moralerziehung in der Pluralität : Grundzüge einer Moralpädagogik aus evangelischer Perspektive /". Freiburg : Herder, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016782404&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Sabin, Bruce. "A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2352.
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The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Scheepers, Erremina Isabella. "Klasklimaat by Bybelonderrig in sekondêre skole / Erremina Isabella Scheepers". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/8608.
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This study is scientifically aimed at the problematic question of the present situation
regarding the climate in the Bible Education classroom in secondary schools. A
possible cause of the problems experienced with Bible Education and the negative
view prevalent with regard to the subject, can be ascribed to the prevailing climate in
the Bible Education classroom in the secondary school.
An empirical study was conducted by means of a structured questionnaire distributed
to the Bible Education teachers and a stratified sample of ten pupils per class at four
Afrikaanse secondary schools. The four schools were chosen at random and served as
test sample.
According to the answers of the respondents, it became clear that the present
classroom climate puts a very high premium on rules and control in the classroom.
Therefore it would appear as if a lot of work needs to be done concerning the mutual
relationship between teacher and pupil for the effective improvement of the climate
in the classroom.Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1995
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Bergmann, Therese. "Catholic identity a sharper image of discipleship /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Chorley, Geoffrey Frank. "The emergence of Gladstone's moral monster : some aspects of undenominational religious education in England from the work of Joseph Lancaster to the passing of the Elementary Education Act of 1870". Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569568.
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In my thesis I argue that a partial solution to the religious difficulty in English education, with State involvement sufficient to pave the way for the eventual universal provision of school places, was achieved through clause 14 (2) of the 1870 Elementary Education Act (the Cowper-Temple clause) whereby a new species of undenominational religious instruction, primarily negative as regards content, was devised. I identify Henry Austin Bruce as the Cabinet member who secured the acceptance of this proposal over against W. E. Forster and his superior Earl de Grey and Ripon at the Committee of Council on Education. The Cowper- Temple amendment was closely connected to, but not identical with, the undenominationalism of the British and Foreign School Society with its concern for Sunday worship to complement the work of its day schools. It was Cowper- Temple's principle, rather than any other version of undenorninationalism such as the positive undenominationalism of content and intention associated with the failed amendments of Sir John Pakington and Jacob Bright to the 1870 Bill, or reliance on a conscience clause alone, or a secular solution, which was decisive in reaching this partial solution of the religious difficulty in education. I trace the origins of this undenominationalism in English religious education to the work of Joseph Lancaster, arguing that this mode of religious instruction was inspired by the theology of Bishop Francis Gastrell. This thesis presents original work in two main ways: first, in that, whereas other writers have written on the religious difficulty in English education in the nineteenth century, in this thesis I concentrate specifically on undenominationalism; and, second, in that I have accessed a variety of hitherto largely unresearched materials, particularly from such sources as the British and Foreign School Society archives.
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Lima, Aline Pereira. "O uso da religião como estratégia de educação moral em escolas públicas e privadas de Presidente Prudente /". Presidente Prudente : [s.n.], 2008. http://hdl.handle.net/11449/92347.
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Orientador: Maria Suzana de Stefano MeninBanca: Yves Joel Jean-Marie Rodolphe De La Taille
Banca: Adrian Oscar Dongo Montoya
Resumo: Vinculado linha de pesquisa "Processos formativos, diferenças e valores" este trabalho apresenta os resultados da pesquisa em nível de mestrado realizada em uma escola pública e duas particulares confessionais em Presidente Prudente a fim de identificar, numa perspectiva comparativa, o sentido atribuído à religião no interior dessas escolas evidenciando a relação entre educação moral e Ensino Religioso. Para tanto teve-se como objeto as estratégias de educação moral através do Ensino Religioso. Estudos recentes têm demonstrado que há um interesse crescente da sociedade como um todo e da educação pelo tema da moralidade, sobretudo, pelos "problemas" vivenciados na escola que vão desde a violência à ausência de limites, autoridade e disciplina. Há queixas generalizadas sobre violência, vandalismo, indisciplina, individualismo, etc. uma saída que tem se encontrado é oferecer religião como forma de solucionar tais problemas. No Brasil, a religião vem se fazendo presente de diferentes modos e, fortemente, dentro da escola, como forma de moralização das crianças. É o que se evidencia com esta pesquisa. Assim, tendo como referencial a psicologia da moralidade buscou-se: evidenciar o sentido atribuído à religião no interior da escola; aferir como a religião tem sido utilizada para educar moralmente em escolas públicas e particulares confessionais; e analisar os procedimentos adotados para educação moral através do ensino religioso. O estudo de abordagem qualitativa contou com observações em salas de 4ª série do ensino fundamental e entrevistas com professores de três escolas em Presidente Prudente, uma pública estadual, uma particular confessional católica e uma particular confessional evangélica. Os dados sistematizados e analisados permitiram corroborar que a escola pública, embora laica, se utiliza em maior escala da religião... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This paper presents the results of the research in masters level realized in a state school and in two confessional privet ones in Presidente Prudente to identify, in a comparative perspective, the sense given to the religion in the interior of these schools highlighting the relation between moral education and Religious Teaching. Related to research line "Developing processes, differences and values", it had as object the moral education strategies through the Religious Teaching. Recent studies have demonstrated that there is a rising interest of the whole society and of the school for the morality theme, mainly, for the "problems" experienced at school which are from violence to the lack of limits, authority and discipline. There are generalized complains about violence, vandalism, indiscipline, individualism, and others, a way found is to offer religion as a manner to solve these problems. In Brazil the religion has been making part, in different manners and strongly, in the school, as a way to moralize the children. It is what is shown with this research. Thus, having as a reference the psychology of the morality we attempted to attest the sense given to religion in the interior of the school, evaluate how the religion has been used to educate morally in state and confessional privet schools, and analyze the procedures adopted to the moral education through the religious teaching... (Complete abstract click electronic access below)
Mestre
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Liberman, Irene Delgado. "The results of presenting Judeo-Christian values to troubled adolescents in a Christian residential treatment center /". Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3163180.
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Bennett, John Arnall. "An exploration of the philosophy and interrelations between personal, social, moral and religious education in state primary schools and the implications of recent educational reforms on their position, philosophies and methodologies". Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:6915.
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Jack, Hendrik Cornelius. "Dissipline as modus van morele vorming : 'n sistematies-teologiese ondersoek". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19444.
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Thesis (D.Th.)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: This study intends to find a way through which South African churches, specifically the local congregation, can make a contribution to addressing the morality crisis in South African society. a) The local congregation has an indispensable role to play in moral formation, specifically in discipline as mode of moral formation. Through the use of practices such as worship, the sacraments, prayer and church discipline, the local congregation can make a great contribution to healthy morality. b) Beside the role of the local congregation in moral formation, the Holy Spirit also plays an enormous role in the process of moral formation. Through the Holy Spirit we are changed and renewed. We begin to live with character, which means, we begin to live out the good, right and the wise in any concrete situation. Thus we become moral people. The background of the moral crisis is sketched in chapter one of this study. An outline about the extent of the moral crisis is given. Various causes and manifestations of the moral crisis are discussed. The various responses of society to this moral crisis as well as the potential of the church to address these problems is discussed. In this chapter it is also shown that the church should be involved in moral formation, because the triune God is actively involved in the world and in societies. A detailed discussion of the 1998 work of Johannes Van der Ven, Formation of the Moral Self, is given in chapter two. Van der Ven is the theologian who presents one of the most detailed discussions of discipline as mode of moral formation. The methodology which he uses in his theories of moral formation, specifically discipline, could assist the church in South Africa to design her own framework and guidelines for enhancing discipline. Other modes, namely socialization, transmission, development, clarification, emotional formation and education for character, are also discussed in order to give a better understanding of his views on the theme of moral formation. In this chapter, the views of some South African behavioral scientists are discussed to indicate how they agree with key elements in Van der Ven’s understanding of moral formation and discipline. In chapter three the writer argues that Van der Ven’s theories of moral formation, especially discipline, are of great value to the church, especially the local congregation. Van der Ven’s insights on moral formation, specifically discipline, is shown in ecclesial and pneumatological frames. In this discussion it is emphasized that the local congregation and the Holy Spirit play an enormous role in moral formation, specifically in discipline. In the last chapter, concrete proposals are made about the roles of the local congregation and the Holy Spirit where discipline is concerned. This study strives to formulate frameworks and guidelines that will assist the church in her task to enhance the development of discipline, and to contribute to redemptive morality in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ‘n weg te vind waarlangs Suid-Afrikaanse kerke, spesifiek die plaaslike gemeente, ‘n bydrae kan lewer tot die aanspreek van die moraliteit krisis in Suid-Afrikaanse samelewings. a) Die plaaslike gemeente het ‘n onontbeerlike rol te speel in morele vorming, spesifiek dissipline as modus van morele vorming. Deur gebruik te maak van praktyke, onder andere aanbidding, sakramente, gebed en die kerklike tug, kan die plaaslike gemeente met groot vrug ‘n bydrae lewer om heilsame moraliteit te skep. b) Benewens die rol van die plaaslike gemeente in morele vorming, het die Heilige Gees ook ‘n enorme rol te speel in die morele vormingsproses. Deur die Heilige Gees word ons verander en vernuwe. Ons begin om met karakter te leef, wat beteken, ons begin uit te leef dit wat goed, reg en wys is in enige konkrete situasie. Dus ons word morele mense. In hoofstuk een van die studie word die agtergrond van die morele krisis bespreek. ‘n Uiteensetting van die omvang van die morele krisisse word gebied. Verskillende oorsake en manifestasies van dié morele krisisse word bespreek. ‘n Bespreking van verskillende response vanuit die samelewing op hierdie morele krisisse word gegee. Die potensiaal van die kerk ten opsigte van morele herstel word bespreek. In hierdie hoofstuk word ook aangetoon dat die kerk by morele vorming betrokke moet wees, aangesien die drie-enige God in die wêreld en in samelewings betrokke is. In hoofstuk twee word ‘n breedvoerige bespreking van die 1998 werk, Formation of the Moral Self, van Johannes Van der Ven, gebied. Van der Ven is die teoloog wat een van die omvattendste besprekings oor dissipline as modus van morele vorming gee. Die metodologie wat hy gebruik in sy siening van morele vorming, spesifiek dissipline, kan die kerk in Suid-Afrika help om haar eie raamwerke en riglyne vir dissipline te ontwikkel. Die ander modi, naamlik sosialisering, waarde-oordrag, morele ontwikkeling, waarde-verheldering, emosionele vorming en karaktervorming, word ook bespreek om ‘n beter begrip te kry van sy siening oor die tema van morele vorming. In hierdie hoofstuk word die denke van enkele Suid-Afrikaanse gedrags wetenskaplikes bespreek, om aan te toon in hoe ‘n mate hulle met kern elemente in Van der Ven se verstaan van morele vorming en dissipline ooreenstem. In hoofstuk drie word geargumenteer dat Van der Ven se teorieë oor morele vorming, veral dissipline, van groot waarde kan wees vir die kerk, veral die geloofsgemeenskap. Van der Ven se insigte oor morele vorming, spesifiek dissipline word in ekklesiologiese en pneumatologiese kaders aangetoon. In hierdie bespreking word dit benadruk dat die plaaslike gemeente en die Heilige Gees ‘n enorme rol te speel het in morele vorming, spesifiek dissipline. In die slothoofstuk word konkrete voorstelle gemaak oor die rol van die plaaslike gemeente en die Heilige Gees in die vorming van dissipline. Hierdie studie poog om riglyne en raamwerke vir die kerk daar te stel met die oog op haar taak om die ontwikkeling van dissipline te bevorder en by te dra tot heilsame moraliteit in Suid-Afrika.
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Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.
Texto completo da fonteResumo:
Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the subject. Approaches to religious truth claims and cultural practices in the curriculum are evaluated with reference to prominent public critiques of the subject. Although these approaches are neither exhaustive nor exclusive, they form the basis of anxieties about the place of religious education in the curriculum. These anxieties are located within a broader crisis of multiculturalism and anxieties about the role of values in an increasingly performative and examination-driven educational environment. Employing an ethnographic paradigm, a series of in-depth case studies were carried out in secondary schools in Scotland, Northern Ireland and England in 2009, with particular emphasis on students between the ages of 14 and 16. In the course of these case studies, two strands of data analysis emerged, with findings clustered around 10 key themes. A linguistic approach at times takes priority within the analytical framework, while other data lends itself to multimodal analysis, providing rich contextualisation for the linguistic encounters. Focusing on four case studies, some key pedagogical approaches relating to the ways in which religious education deals with religious and cultural commitment and diversity are examined in detail. This analysis, drawing on theological and pedagogical theories, provides a richly contextualised series of findings relating to the spiritual, social and affective dimensions of religious education, in critical sites where identities and truth claims are highly valued and highly contested. The depth and authenticity called for in these contexts go beyond performative and examination-driven approaches, requiring a robust sense of teachers’ professional values and identity. Key strengths emerge in observed practice which are not reflected in pedagogical literature. The empirical findings have relevance to public debate about the aims, practices and models of effectiveness in British RE.
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Miller, David Michael 1951. "The Beginnings of Music in the Boston Public Schools: Decisions of the Boston School Committee in 1837 and 1845 in Light of Religious and Moral Concerns of the Time". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331189/.
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The research problems of this dissertation were: 1) A description of the perceived value of music in light of political undercurrents in Boston prior to and during the years under investigation, and 2) the profile of the constituency of the Boston School Committee and Committee on Music in 1837 and 1845. Questions addressed the effect of religious and moral concerns of the day on the decision by the School Committee in 1837 to try music in the curriculum, and the possible effect of religious politics on Lowell Mason's dismissal from the schools in 1845. In the minds of mid-nineteenth century Bostonians, religious and moral values were intrinsic to the very nature of music. Key members on the School Committee portrayed music as being spiritual yet nonsectarian in its influence. Therefore, the findings suggest that music was believed to provide common ground between opposing and diverse religious sects. Reasons given for Mason's dismissal by John Sargent, a member of the Committee on Music, showed parallels to H. W. Day's accusations in the press a year earlier that Mason had managed his position in a sectarian manner. Sargent's background supports the theory that religious politics were at work in Mason's dismissal. Although members of the School Committee of 1845 were religious, only isolated cases support the proposition that any of them would have opposed Mason strictly on the basis of religious issues. Evidence suggests that their passivity to the action by the Committee on Music was probably due to concurrent public criticism of attempts at school reform within the Committee. While under such scrutiny, Committee members' inaction regarding Mason's dismissal may have reflected a desire not to jeopardize their own positions as a political body.
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Leewe, Hanne. ""Man lernt ja immer, wenn man sich nicht verschliesst" : Lehrerinnen des Unterrichtsfaches "Lebensgestaltung - Ethik - Religionskunde" im interkulturellen Lernprozess: wie lehren sie Religion? /". Münster : Lit, 2000. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008867162&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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西野, 節男, e Setsuo Nishino. "マレーシアにおける教育改革とイスラーム化政策 : 価値多元化への対応をめぐって". 日本教育学会, 1997. http://hdl.handle.net/2237/10867.
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Mibeck, Bryce Michael. "Veteran police officers field training supervisors in ethics and integrity". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2406.
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This project developed a course that could be used by any police agency under the training umbrella of the California Commission on Peace Officer Standards and Training (P.O.S.T.). Specifically, the project was developed to be used by the San Bernardino Sheriff's Department and San Bernardino Valley College working with veteran police officers, police training officers, and police supervisors. The course included information from Josephson's Six Pillars of Character, Vicchio's Five Personality Types Lacking Integrity, and an ethical dilemma exercise.
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Silva, Ailton Trindade da. "O ensino religioso no sistema público de ensino: uma proposta para a formação do profissional docente". Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2504.
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Previous issue date: 2008-08-11The target of this work is to reflect about the teacher s formation of religious education in Strict Sense, with sights in an including qualitative formation, capable to supply skillfully the sources of secular and confessional Religious Education, in aiming the occupation of both spaces. For that, we point out differentiated suggestions in epistemology, while Religion Science, in what refers the paper of Theology, focusing on the rupture of paradigms of the Sacred Bible use, as one of the didactic materials in the professor s practice. This new way is argued from professors personal experiences in this related area and from the perspective of multiple looks that are located against or in favor of Religious Education in the public education system. In this way, is developed a field research of exploratory character, based on questionnaires applied to 35 professors of Religious Education in the public education system in Uberlândia/MG and is aimed to know the practical pedagogical reality in its school environment. Aiming to know the multiplicity of opinions, in favor or against Religious Education in the public schools, a virtual research was made in the site: www.educacaopublica.ri.gov.br/discutindo/discutindo.asp?cod_per=25 whose samples are pertinent to this research objective. The structure of the work was thus systemized with the following axles: Introduction; uncovering the field of professor s performance of Religious Education: Research; The Religious Education in Public Schools a controversial question; Reflecting on the formation of professors for Basic Education. Through all the work is perceived the insistence of a qualified professional construction, well prepared, suitable to take care of real necessities of its action field, in the construction of a new man, molded by the noble values of the soul. The text concludes enunciating suggestions that could be used in a possible professor formation in the courses of Strict Sense of Religious Education. Religious education. Teaching formation, professor, public school, ethical and moral values, ability, quality, transcendence.
O escopo desta dissertação é refletir sobre a formação do professor de ensino religioso dentro de uma licenciatura plena, com vistas a uma formação qualitativa abrangente, isto é, capaz de suprir habilmente as vertentes do ensino religioso laico e também do ensino religioso confessional, ao visar a ocupação de ambos os espaços. Para tanto, apontamos sugestões diferenciadas na epistemologia, enquanto Ciência da Religião, no que se refere ao papel da Teologia, enfocando a quebra de paradigmas do uso da Bíblia Sagrada como um dos materiais didáticos na prática docente. Discute-se esse novo caminho a partir das experiências pessoais de docentes dessa referida área do saber, e da perspectiva de múltiplos olhares, que se posicionam contra ou a favor do Ensino Religioso no sistema público de ensino. Nesse ensejo, desenvolve-se uma pesquisa de campo de caráter exploratório, fundamentada em questionários aplicados a 35 professores de ensino religioso do sistema estadual de ensino em Uberlândia/MG e visa-se conhecer a realidade da prática pedagógica no seu ambiente escolar. Visando conhecer a multiplicidade de opiniões, a favor ou contra o ensino religioso nas escolas públicas fez-se uma pesquisa virtual, no site: www.educacaopublica.ri.gov.br/discutindo/discutindo.asp?cod_per=25 cujas amostras são pertinentes ao objetivo da pesquisa. A estrutura do trabalho ficou assim sistematizada com os seguintes eixos: introdução; desvelando o campo de atuação docente do ensino religioso: pesquisa; o ensino religioso nas escolas públicas uma questão polêmica; refletindo sobre a formação de professores para o ensino básico. Por todo o trabalho percebe-se a insistência de construção de um profissional qualificado, bem preparado, apto para atender as reais necessidades do seu campo de ação, na construção de um novo homem, moldado pelos valores nobres da alma. O texto conclui enunciando sugestões que poderão ser usadas numa possível formação de docente nos cursos de licenciatura do ensino religioso.
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Chen, Ｃheng Sｕ, e 鄭夙珍. "The Study of Religious Moral Education in Elementary Schools". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/80004645365695011685.
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碩士玄奘大學
宗教學系碩士在職專班
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The main goals of this study are to explore the teachings of moral education in elementary schools、 the advantages of students’ social behaviors and human relations, and the influences of teachers to students and the peer group’s new life and new thought. To realize in generalizing moral education integrating life education in elementary schools, we can see student’s care and change on people and things. Through the textbooks of moral education, we can bring students to realize the comprehension of moral education, to help them generalize the knowledge of moral education and to reflect the practical condition. We cannot acquire the length of life, but we can grasp its wide. It can make life more colorful and happier through the breeding of moral education.
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"宗敎德育視聽敎材的擴散過程: 個案硏究". 1987. http://library.cuhk.edu.hk/record=b5887900.
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李小玲撰.據稿本複印.
Thesis (M.A.)--香港中文大學.
Ju gao ben fu yin.
Li Xiaoling zhuan.
Thesis (M.A.)--Xianggang Zhong wen da xue.
表一至卅六的目錄 --- p.V
圖一至三的目錄 --- p.X
附錄一至四的目錄 --- p.XI
鳴謝 --- p.XII
Chapter 第一章 --- 引言
Chapter 一、一 --- 青少年心態 --- p.1
Chapter 一、二 --- 教育署的行動 --- p.4
Chapter 一、三 --- 各界對「學校德育指引」的回應 --- p.5
Chapter 一、四 --- 傳播中心的錄影帶製作 --- p.7
Chapter 第二章 --- 擴散的理論與研究
Chapter 二、一 --- 擴散的定義 --- p.9
Chapter 二、二 --- 擴散研究面對的批評 --- p.11
Chapter 二、三 --- 擴散理論的再思 --- p.20
Chapter 二、四 --- 從過往研究看新事物的界定 --- p.24
Chapter 二、五 --- 從過往研究看新事物的分類 --- p.28
Chapter 二、六 --- 新事物的（認知）屬性 --- p.32
Chapter 第三章 --- 研究目的及方法
Chapter 三、一 --- 宗教德育錄影帶節目這新事物 --- p.35
Chapter 三、二 --- 進行這項研究的原因 --- p.39
Chapter 三、三 --- 研究方法 --- p.44
Chapter 三、三、一 --- 實地觀察 --- p.45
Chapter 三、三、二 --- 調查 --- p.55
Chapter 第四章 --- 研究假設及結果
Chapter 四、一 --- 一般性資料 --- p.60
Chapter 四、二 --- 租用者決定租用錄影帶節目所經過的階段 --- p.62
Chapter 四、三 --- 租用者租用錄影帶節目的原因 --- p.69
Chapter 四、四 --- 不租用者不租用錄影帶節目的原因 --- p.73
Chapter 四、五 --- 影響教師會否租用錄影帶節目的因素 --- p.76
Chapter 四、六 --- 本研究所受到的限制 --- p.96
Chapter 第五章 --- 結論 --- p.102
註釋 --- p.109
表一至卅六 --- p.132
圖一至三 --- p.150
附錄一至四 --- p.153
參考書目 --- p.179