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Автор: Grafiati

Опубліковано: 26 липня 2024

Оновлено: 28 липня 2024

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Статті в журналах з теми "German religious philosophy and education"

Furmanik, Martin. "Spišskí Nemci v rokoch 1920 – 1937." Kultúrne dejiny 13, no. 2 (2022): 248–72. http://dx.doi.org/10.54937/kd.2022.13.2.248-272.

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The study deals with various areas of life of Spiš Germans (Zipsers) during the period of the first Czechoslovak Republic, specifically between 1920 and 1937. The first part of the study discusses the political activities of Germans in Spiš. The greatest attention is paid to the Zipser German Party (Zipser deutsche Partei) and the Carpathian German Party (Karpatendeutsche Partei), because these parties were voted for by most Germans in Spiš. To a lesser extent, this part is devoted to other parties that the Germans from Spiš (Zipsers) voted for. Part of this section are tables showing which parties were voted for by the inhabitants of the Spiš municipalities with the largest proportion of German nationality. The next part of the article deals with religious life with an emphasis on conflicts between Slovaks and Germans regarding the language of religious services. The third part of the study is devoted to German education in Spiš. Attention is directed to preschools, elementary schools and secondary schools of Spiš Germans (Zipsers). There were also conflicts within the education system in connection with the teaching of language. The center of interest of the next part is the social life of Spiš Germans (Zipsers). This part of the study also discusses the tourist, sports and cultural activities of the Germans in Spiš. It points to diverse cultural activities from German theater performances, singing circles, through periodicals, printers to photo studios and museums. The final part of the paper analyzes the socioeconomic structure of the German population in Spiš based on the results of the population census in 1921. Within each part of the study, attention is paid, among other things, to the anti-state manifestations of the Spiš Germans (Zipsers) and the reactions of the Czechoslovak authorities to these manifestations.

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Pirner, Manfred L. "Public Religious Pedagogy: Linking Public Theology, Social Theory and Educational Theory." International Journal of Public Theology 11, no. 3 (October 19, 2017): 328–50. http://dx.doi.org/10.1163/15697320-12341497.

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

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Bartz, Janieta, and Thomas Bartz. "Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom." Education Sciences 8, no. 4 (November 7, 2018): 196. http://dx.doi.org/10.3390/educsci8040196.

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.

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Altmeyer, Stefan, and Daniel Dreesmann. "The Importance of Religion for the Evaluation of Everyday Ecological Decisions by German Adolescents." Worldviews: Global Religions, Culture, and Ecology 24, no. 3 (October 14, 2020): 285–307. http://dx.doi.org/10.1163/15685357-20203001.

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Abstract Although previous research has addressed the relationship between religion and ecology in a variety of ways, little is known concerning how religious orientation affects concrete everyday ecological decisions, although these are centrally important for environmental education. Being interested in elucidating the preconditions of ecological learning in Biology and Religious Education in schools, the authors have developed an approach based on maximum concretion with regard to the ecological decision in which the influence of religion should be evaluated. With this goal in mind, they conducted an empirical study among secondary school students in central Western Germany (N = 815), who were confronted with an everyday ecological dilemma and asked about their reasons for evaluating this situation. The results provide insight into the potential role of German young people’s religious orientations in ecological matters and call for a decisive profiling of how cross-disciplinary education can contribute to this key question for future.

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Reicher, Rosa. "‘Go out and learn’." European Judaism 51, no. 2 (September 1, 2018): 124–33. http://dx.doi.org/10.3167/ej.2018.510218.

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Abstract This article deals with Shakespeare’s reception among German Jewish youth in the early twentieth century. The Jewish youth movements played an appreciable role in Jewish education and culture. The various Jewish youth movements reflected the German Jewish society of the time. Despite the influence of the German youth movement, the young people developed their own German Jewish Bildung canon. Many young Jews in Germany perceived Bildung as an ideal tool for full assimilation. Bildung placed an emphasis on the Jewish youth as an individual, and so served as an ideal tool for full assimilation. My thesis is that by means of the youth movement, German Jewish youth could develop new interpretations of identity, through the creation of a European Bildung ideal, which includes an awareness of the significance of Shakespeare.

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Schenker, Dominik, and K. Helmut Reich. "Oser/Gmünder's Developmental Theory of Religious Judgement: Status and Outlook." Archive for the Psychology of Religion 25, no. 1 (January 2003): 180–94. http://dx.doi.org/10.1163/157361203x00138.

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The first publication of “Stages of Religious Judgement” (RJ) dates back two decades (Oser, 1980). This, then, is an appropriate time to review major milestones reached since, and to attempt a look into the future. The reception of Oser's writings on psychology of religion and religious education in the English, French, and German literature was reported previously (Bucher & Reich, 1999). We assume here that RJ theory is familiar (Oser & Gmünder, [1984], 1991; updated summary in Oser & Reich, 1996). The present three parts are: A. Empirical studies, B. Cognitive development and religious stages, and C. Conclusions.

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Kleinhempel , Ullrich R. "Reflections on the position paper at the conference of the DVRW (German Ass. for Science of Religion), Bayreuth 2023, calling for integrated teaching of ‘religion’ for all students in Germany." Sociology International Journal 7, no. 6 (November 20, 2023): 272–77. http://dx.doi.org/10.15406/sij.2023.07.00357.

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In Germany, Austria, and to some extent in Switzerland, denominational instruction in religion or secular ethics at schools is the legally enshrined norm. Considering that these countries comprise about 100 million inhabitants, with Germany being the by far most populous nation in the EU, this is of cultural significance outside of the German-speaking realm too. A philosophy of inclusion of the Churches and recognised religious communities into the social life and education is pursued, that is legally entrenched in constitutions (notwithstanding the religious-philosophical neutrality of the state). This provides for their active inclusion into education on all levels, in forms of cooperation between state(s) and Church. The present (prevalent) structure of compulsory denominational religious instruction, or secular ethics, at choice, and of the academic training of teachers at denominational faculties of theology, or of other recognised religions, reflect his system. It is in force for over one century, now. This system has come under pressure by the ongoing secularisation that prevents the formation of sufficiently large classes for such separate instruction. As to knowledge about religion, there is also a trend in society for become aware or the role of religion in shaping culture. The presence of large Islamic immigrant communities, has sharpened awareness for differing value systems and mores, between religions and cultures. These factors of sociology of religion, and of societal change, led to developments towards integrated religious instruction, to the inclusion of perspectives and themes of science of religion in denominational curricula, and to the increased inclusion of themes of religion in secular ethics instruction. In this context, the German Association for Science of Religion (DVRW) endorsed a position paper, calling for an integrated instruction of religion (and ethics) for all students. It also calls for science of religion as regular study requirement to qualify for teaching such an integrated subject. This model is in force in only on state of Germany (and in some Swiss cantons). The position paper thus has aspects of promoting the position of the discipline. This review gives a critical analysis of arguments proposed in this position paper that was debated and endorsed at the recent conference of the DVRW in Bayreuth in September of 2023. My critique of this position paper is based on decades of teaching Protestant Religion at upper secondary schools, with the experience of applying instruction on other religions, on the basis of science of religion – as prescribed by the curriculum, about which I published, as with a teacher’s manual for the instruction on Hinduism (including Yoga), and Buddhism,1 as required by the curriculum. (This manual combines perspectives of science of religion, theological approaches, from the perspectives of Hinduism, Buddhism, and Protestant Christianity, and of history of culture.), by contributing to debate in the field,2 and lectures, on didactical consequences of secularisation for religious instruction,3 and professional publications,4 also in sociological perspective.5

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Hildesheimer, Meir. "Religious Education in Response to Changing Times Congregation Adass-Isroel Religious School in Berlin." Zeitschrift für Religions- und Geistesgeschichte 60, no. 2 (2008): 111–30. http://dx.doi.org/10.1163/157007308783876064.

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AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compared to corresponding religious schools. Research is based on the school's annual reports, archival material, scholarly literature, memoirs, and newspapers.

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Azarov, K. V. "Tolstoy and Wittgenstein on education." Abyss (Studies in Philosophy, Political science and Social anthropology), no. 3 (September 15, 2023): 85–92. http://dx.doi.org/10.33979/2587-7534-2023-3-85-92.

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Tolstoy deeply influenced Wittgenstein. They both shared an anti-foundationalist position on many philosophical questions. Not surprisingly, Tolstoy and Wittgenstein’s views on education were germane. They both advocated a creative free educational process. The two can be compared to how educational philosophy develops out of anti-foundationalist premises. The article shows the Tolstoyan influence in non-religious spheres of Wittgenstein’s thought, particularly in Wittgenstein’s view on education.

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Šoltés, Peter. "Nepochybne nikde nie je blahodarný vplyv nemeckej kultúry tak nápadne viditeľný, ako na týchto obyvateľoch Karpát. Národný charakter spišských Nemcov v štatistickej a topografickej literatúre 19. storočia." Kultúrne dejiny 14, Supplement (2023): 70–86. http://dx.doi.org/10.54937/kd.2023.14.supp.70-86.

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This study focuses on the relationship between the struggle for maintaining the privileges and rights of the free municipalities of the Spiš (Szepes, Zips) county, particularly the Province of 16 Spiš towns, in the first third of the 19th century on one hand and the literary activities of local intelligentsia on the other. As part of a deliberate strategy to eliminate the threat of losing their autonomy and becoming subject to the jurisdiction of the county administration, they constructed an image of Spiš as an exceptional region. The fact that the German-speaking population of Spiš was able to adapt to severe climatic and natural conditions and secure prosperity, education, and cultural dominance was explained in the contemporary intellectual discourse as stemming both from the privileges and rights they had preserved since the Middle Ages and their distinctive national character. In addition to traditional “German” virtues such as industriousness, diligence, a sense of order, and cleanliness, the character of the Spiš Germans was allegedly shaped by newly acquired qualities attributed to their Protestant heritage and adaptation to the environment. The stereotype of Germans as “Kulturträger” was strongly present and from the Enlightenment discourse of the turn of the 18th and 19th centuries it was translated into the historiography and ethnography of German settlement in Eastern Europe in the second half of the 19th century.

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Дисертації з теми "German religious philosophy and education"

Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.

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This research was undertaken in the light of Foucault's theories and methodologies of language with particular reference to Discipline and Punish as applied to education. The opening section gives a detailed review of these methodologies and the way they will be applied to the various areas of educational practice. There is detailed consideration of the relationship between church and state from the early nineteenth century up until the Education Act, 1944, with particular reference to religious and educational discourse. This is followed by a study of the principles underlying the teaching of religion and the practice of worship in schools prior to 1944. From this the thesis moves to a closer consideration of the 1944 Education Act with the examination of the debate in parliament and in the country as a whole. Most of the evidence for the period is taken from The Times as reflecting the wider use of religious and educational discourse. The thesis then considers the outcome of the 1944 Education Act and the effects it had on religious education until the passage of the 1988 act, with particular reference to the changes in teacher praxis in the nineteen-sixties. Parallel to this is a survey of the main theological developments in Britain between 1944 and 1988 and an assessment of the changes within religious institutions during the same period. Before coming to a detailed consideration of the 1988 Education Reform Act, the thesis considers the changes that took place in teacher praxis between the nineteen-sixties and 1988, and then considers the debate in parliament and in the country during 1988. The final sections are concerned with the implementation of the act, with consideration of the governmental documentation issued to supplement the act and various comments upon these. Fieldwork within Hastings and Sutton has yielded data which attempts to place the research within the context of present praxis in a range of schools. The study concludes with media reaction to the act and an overview of the key points that have arisen from the research.

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Akinde, Adebisi. "Religious conflict in Nigeria : a role for religious education." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3575.

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Felderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.

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This thesis is a study of a divide in Philosophy, in particular one which pertains to its nature and method. The divide, which is shown to be deep and unbridgeable, is explored through four important topics in the Philosophy of Religion, specifically through: (a) the religious interest in immortality, (b) the understanding of myth as a form of religious communication, (c) the belief in miracles, and (d) the practice of prayer. It shows that depending on which understanding of the nature and methodology of Philosophy prevails, very different views of religion emerge. It further shows that there are serious practical implications (a) for Religious Education in school, and (b) for the legal prescription of an act of worship in school each day. This is due in part to the different views of religion that have emerged from the philosophical discussion, and in part due to the impact of the nature and methodology of philosophy on the way in which these issues are discussed by religious educationalists. For religious educationalists the important outcomes of this study are that reliance on an 'evidentialist' philosophy of religion may render RE indefensible on the school curriculum or invite pupils to become agnostics or atheists. On the other hand, by turning to 'Socratic' philosophy the educationalist is enabled to maintain a degree of impartiality and to invite pupils to deepen their understanding of religious life. Similarly for school worship, the reliance on an 'evidentialist' philosophy of religion turns worship into hypocritical practice but by turning to 'Socratic' philosophy, worship can transform one's understanding of education through the expression of its meaning. For philosophers the study is important because it serves as a reminder of the serious repercussions that their work can have.

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Hand, Michael John. "Is religious education possible? : an examination of the logical possibility of teaching for religious understanding without religious belief." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:e7395208-3666-4227-be0f-b99e8c7639d5.

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The present thesis is a contribution to an unresolved debate in philosophy of education about the logical coherence of a particular account of Religious Education. The account of Religious Education at issue, which I call the liberal account, prescribes the teaching of religious understanding without religious belief. It stipulates that the aim of Religious Education is to teach pupils the meaning of religious propositions while leaving open the question of their truth. Underpinning the account are the assumptions that (i) no religious proposition is known to be either true or false and (ii) it is morally objectionable to teach questionable propositions as if they were known to be true. Opponents of the liberal account argue that it is logically incoherent. Their argument rests on two premises: (i) that religious propositions constitute an autonomous epistemological class or 'form of knowledge', and (ii) that understanding a form of knowledge involves holding certain propositions of that form to be true or false. If both premises are sound, it follows that religious understanding necessarily involves religious belief. The aim of the present thesis is to show that this challenge to the logical coherence of the liberal account of Religious Education is unsuccessful. I argue that the second premise is sound but the first is not. The second premise, that understanding a form of knowledge involves holding certain propositions of that form to be true or false, is an extension of an argument about language in general made by Wittgenstein. Wittgenstein claims that 'If language is to be a means of communication there must be agreement not only in definitions but also (queer as this may sound) in judgments' (Wittgenstein, 1953, Section 242). That is to say, language-users must reach agreement not only on how words are connected to each other (agreement in definitions) but also on how words are connected to experiences (agreement in judgments). The process of fixing experiential criteria necessarily involves accepting the truth of certain contingent propositions. I contend that Wittgenstein's argument can properly be extended to individual epistemological classes, with the exception of the class of necessary propositions. The validity of the first premise, that there is a religious form of knowledge, turns on the method of verification of religious propositions. I argue that religious propositions are propositions about divine persons and, as such, are verified in exactly the same way as propositions about human persons. Gods, like other persons, comprise minds and bodies (or minds and a relation to the material world analogous to 'having a body'), so religious propositions can be distributed without remainder over the familiar epistemological classes of mental and material propositions. Pupils can be taught what religious propositions mean with reference to other propositions of the same epistemological kinds and without reference to distinctively religious experiences. It follows that the aim of teaching for religious understanding without religious belief is logically coherent.

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Nixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.

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The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

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Kalve, Peter. "The aims and presuppositions of religious education in Catholic and secular traditions : a comparison, with reference to spiritual development and religious education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3488.

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Taken from start of introduction : The purpose of this study is to analyse (1) the aims, objectives and assumptions of religious education in present-day Catholic and secular traditions, (2) to examine comparatively the similarities and dissimilarities of approach to religious education by each tradition and (3) to explore some of the issues relating to spiritual development as they arise in religious education in Catholic and secular traditions. It is the underlying thesis of this study that it is in comparing the approaches of each tradition to understanding religious education that it becomes possible to reach a fuller knowledge of what the concerns of religious education are, both in themselves, and also in the approaches and assumptions of the two traditions which are here examined.

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Baron, Debra Mayconich. "Social and emotional learning| An argument for religious pluralism." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566515.

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The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior."

It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.

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Wu, Ziming. "An inquiry into the concept of religious development, with special reference to its implication for religious education in the United Kingdom." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363421.

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Golf, Jeffrey. "Reviving the spirit in the practice of pedagogy : a scientific perspective on interconnectivity as foundation for spirituality in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0019/MQ54991.pdf.

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Wright, Andrew William. "The integrity and provenance of religious education : modernism, deconstruction and critical realism." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10007503/.

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This thesis focuses on contemporary religious education within the state system of England and Wales. It explores the influence upon religious education of epistemology, theological and religious formulations, and educational philosophy in the context of the decline of modernism and concurrent emergence of programmes of post-modernism and critical realism. Within this developing context the question of the ability of religious education to make possible the emergence of authentic religious understanding is asked. In Part One, the provenance of religious education between 1944 and 1988 is identified as being that of the tradition of liberal modernism that grew out of the Enlightenment. The basic dualistic epistemological contours of modernism are identified, and it is shown how these give rise to a liberal experiential-expressive understanding of the nature of religion. In similar fashion, modernism engenders specifically modem forms of educational philosophy. Religious education has elected to work within this modernist provenance, making uncritical assumptions that are dependent upon modem philosophical, religious and educational debate, and as a result is unable to uphold the integrity of its subject matter. In Part Two, the nature of deconstructive post-modem responses to the limitations of modernism are outlined, together with the understanding of the nature of religion that such a reaction produces. It is suggested that the implementation of a programme of religious education within this alternative setting would also fail to do justice to the integrity of religion. In Part Three, the response of critical realism to modernism is set out, and the implications of this for an understanding of the nature of religion are explored. A philosophy of education within critical realism is proposed, together with a revised framework for religious education, one able to uphold the integrity of religion, both in terms of its intrinsic diversity and its intrinsically realistic self-understanding

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Книги з теми "German religious philosophy and education"

D'Andrea, Fabio. L'uomo mediano: Religiosità e Bildung nella cultura occidentale. Milano: FrancoAngeli, 2005.

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Erwin, Claudia. Verfassungsrechtliche Anforderungen an das Schulfach Ethik/Philosophie. Berlin: Duncker & Humblot, 2001.

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1927-, Smith Marion, ed. Religious Education. [U.K.]: Hodder& Stoughton, 1994.

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Astley, Jeff. The philosophy of Christian religious education. Birmingham (Alabama): Religious Education Press, 1994.

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1910-, Miller Randolph Crump, ed. Theologies of religious education. Birmingham, Ala: Religious Education Press, 1995.

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Hirsch, Samson Raphael. Jewish education. New York: P. Feldheim, 1992.

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Sealey, John. Religious education: Philosophical perspectives. London: Allen & Unwin, 1985.

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Religious education: Philosophical perspectives. London: Allen & Unwin, 1985.

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Iheoma, E. O. The philosophy of religious education: An introduction. Enugu, Nigeria: Fourth Dimension Pub., 1997.

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1724-1790, Basedow Johann Bernhard, ed. Methodischer Unterricht der Jugend in der Religion und Sittenlehre, der Vernunft ; beigebunden ist, Methodischer Unterricht in der überzeugenden Erkenntnis der biblischen Religion. Hildesheim: Olms, 1987.

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Частини книг з теми "German religious philosophy and education"

Eboh, Marie Pauline B. "Education, Religious." In Encyclopedia of African Religions and Philosophy, 186–87. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_114.

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Damian, Constantin Iulian. "History and Philosophy of Religions in Orthodox Theological Schools." In Religious Education, 159–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_11.

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Easton, Christina, Angela Goodman, Andrew Wright, and Angela Wright. "Critical Religious Education and philosophy." In Critical Religious Education in Practice, 69–100. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315648989-5.

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Euchner, Eva-Maria, and Kathrin Hackner. "Islamic Religious Education in German State Schools." In Islamic Religious Education in Europe, 144–61. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429331039-9.

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Tillson, John. "Rival Conceptions of Religious Education." In International Handbook of Philosophy of Education, 1059–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_74.

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Barnes, L. Philip. "British and German religious education in dialogue." In Religionswissenschaft, 283–302. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839457801-020.

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Kertz-Welzel, Alexandra. "Aesthetic Education: Anglo-American and German Perspectives." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-287-532-7_678-1.

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Filipsone, Anta. "The Integral Philosophy of Ken Wilber and Religious Education." In International Handbooks of Religion and Education, 93–106. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_8.

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Boschki, Reinhold. "Catholic Religious Education in German Schools: An Ecumenical and Interreligious Perspective." In Global Perspectives on Catholic Religious Education in Schools, 195–205. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_16.

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You, Zhuran, A. G. Rud, and Yingzi Hu. "Promoting Morality for Ultimate Liberation: The Philosophy of Moral Education in Religious Taoism and Buddhism." In The Philosophy of Chinese Moral Education, 133–59. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-56434-4_7.

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Тези доповідей конференцій з теми "German religious philosophy and education"

Skorokhodova, Tatiana. "Axial Age Heritage in Religious Philosophy and Culture of the Bengal Renaissance." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.190.

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Kryshtop, Ludmila E. "Self-determination of Philosophy in the Age of German Enlightenment as the Basis of Contemporary Understanding of Philosophy." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.292.

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Yusupov, Renat Nursakhievich. "N.A. Berdyaev and His German Contemporaries on the Method of Philosophy of History." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.083.

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Obizhaeva, Marina. "Points of support for Serbian grammatical scholarship at the turning point from religious education to universal education." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.21.

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Анотація:

The report is devoted to the refl ection of Serbian gram-marians on the metalanguage. Тheir task was to quickly create mandatory textbooks as part of the Sagan reform on the Habsburg lands. In particular, the report demonstrates how Vuyanovsky and others manages to integrate the Sla-vonic authoritative content into the German educational template.

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Chistyakova, Olga V. "Tourism as Knowing of Other (Ethnic and Religious Contexts)." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.032.

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Lukyanova, Galina. "Religious Factor in the Context of the “East-West” Confrontation." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.008.

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Boiliu, Noh, Christina Samosir, and Andreas Nugroho. "Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302086.

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Kryshtop, Ludmila E. "Oberhammer’s Hermeneutics and the Variety of Religious Experience: Contemporary State and Philosophical Background." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.020.

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Kryshtop, Ludmila E. "Religious Hermeneutics of G. Oberhammer: An Experience in the Study of Implementation Human Existence." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.013.

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Cao, Xianrui. "Research on the Scientificity of Marx’s Dialectics Thought in “German-French Yearbook”." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.016.

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