Results for ' education and religious education'

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  1.  7
    Intercultural education and religious education.Robert Jackson - 2006 - In Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.), Education, Religion and Society: Essays in Honour of John M. Hull. Routledge. pp. 9--49.
  2.  7
    Problems and prospects of interaction of secular and religious education systems in Ukraine.Serhiy I. Zdioruk - 2005 - Ukrainian Religious Studies 36:34-43.
    Over the past decade and a half, not only significant quantitative changes have occurred in the religious environment of Ukraine due to the expansion of the institutional network of religious associations, but also significant qualitative progress in the structure and activities of churches and religious organizations. In particular, the role of religious organizations in the state-making process is becoming more evident every year. Consequently, almost no realm of social existence remains virtually outside the influence of the (...)
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  3.  50
    Faith and the Nation: Education and Religious Identity in the Republic of Ireland.Kevin Williams - 1999 - British Journal of Educational Studies 47 (4):317 - 331.
    Through an examination of selected documents, this article explores the role which the Irish state attributed to education in promoting the Christian, specifically Catholic, identity of its young citizens. The essay also examines the evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and of an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.
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  4.  4
    Moral and religious education: Notes for would‐be historians.John Wilson - 1985 - British Journal of Educational Studies 33 (2):148 - 154.
  5.  4
    Peace Education and Religious Plurality: International Perspectives.Robert Jackson & Satoko Fujiwara (eds.) - 2016 - Routledge.
    Does religion bring peace or war? In order to discuss this fundamental question, it is essential to reflect upon religious education that shapes the views of religion among young generations. This book has developed from the special panel on "Religious Education and Peace" for the 19th World Congress of the International Association for the History of Religions, the largest international organization in religious studies, which took place in Tokyo in March 2005. Its international contributors discuss (...)
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  6.  15
    Philosophy and religious education.D. Z. Phillips - 1970 - British Journal of Educational Studies 18 (1):5-17.
  7.  4
    Moral and religious education: Notes for would‐be historians.John Wilson - 1985 - British Journal of Educational Studies 33 (2):148-154.
  8.  10
    Process and Relationship: Issues in Theory, Philosophy, and Religious Education : a Festschrift for Randolph Crump Miller.Iris V. Cully & Randolph Crump Miller - 1978
  9. Moral and religious education: Hirst's perception of their scope and relationship.Brian Crittenden - 1993 - In Paul Heywood Hirst, Robin Barrow & Patricia White (eds.), Beyond liberal education: essays in honour of Paul H. Hirst. New York: Routledge. pp. 129--149.
     
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  10.  5
    Religious Education, Religious Literacy and Common Schooling: A Philosophy and History of Skewed Reflection.David Carr - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 155–170.
    This chapter contains sections titled: Education and Religious Education Liberalism and the Non‐Confessional Turn The Constructivist Turn Religious Education and the Narrative Turn Narrative and Liberal Education The Discomforts of Contemporary Religious Education Religious Education and the School Curriculum Notes References.
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  11. Freedom and Authority in Religions and Religious Education.B. Gates - 1997 - British Journal of Educational Studies 45 (3):313-314.
     
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  12. Secularism and religious-education in india.V. Pateria & Ak Pateria - 1984 - Journal of Dharma 9 (4):374-379.
     
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  13.  13
    Philosophy and Religious Education: A Reply to D. Z. Phillips.Paul H. Hirst - 1970 - British Journal of Educational Studies 18 (2):213 - 215.
  14.  15
    Philosophy and religious education: A reply to D. Z. Phillips.Paul H. Hirst - 1970 - British Journal of Educational Studies 18 (2):213-215.
  15.  26
    Philosophy and Religious Education.D. Z. Phillips - 1970 - British Journal of Educational Studies 18 (1):5 - 17.
  16.  57
    Justice in education and religious freedom.Jon Mahoney - 2014 - Social Philosophy and Policy 31 (1):276-294.
    This essay examines religious freedom in the context of education policy. I defend an approach that serves the aims of both religious freedom and adequate education requirements. The permissive view of religious exemptions endorsed in American law sometimes lends support to objectionable education policies. The alternative I defend opposes granting exemptions to education policy, religious or otherwise, when doing so will deprive students of an education that permits entry to higher (...) or to a meaningful range of opportunities in the labor market. Yet when there are policy options that accommodate concerns of religious citizens that do not result in objectionable compromises on education standards, we should favor them. (shrink)
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  17.  2
    Science and Religious Education: a. Deepening Conversation.Rodney L. Petersen - 1997 - Bulletin of Science, Technology and Society 17 (2-3):68-72.
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  18. Liberal civic education and religious fundamentalism: The case of God V. John Rawls?Stephen Macedo - 1995 - Ethics 105 (3):468-496.
  19.  2
    Enhancing religious education through emotional and spiritual intelligence.Olivia Andrei - 2022 - HTS Theological Studies 78 (1):7.
    In the context of the changes and challenges of the 21st century, the main focus of education, especially religious education, is to prepare students to live purposeful and meaningful lives with well-developed analytic, emotional and spiritual abilities to assist them in achieving a life perspective that allows them to face the larger world with greater self-confidence and self-awareness. Therefore, the main objectives of the study are: to bring forward the concepts of religious education, emotional intelligence (...)
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  20.  26
    Lonergan, Science and Religious Education.Timothy Walker - 2014 - The Lonergan Review 5 (1):139-150.
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  21.  12
    Religious moderation in Islamic religious education textbook and implementation in Indonesia.Rohmat Mulyana - 2023 - HTS Theological Studies 79 (1):8.
    This study aims to investigate the concept of religious moderation in the form of values contained in Islamic religious education textbooks at the junior high school level and to analyse how these values are implemented in Bandung, West Java schools. This article employs qualitative data collection techniques, including a literature review, observation, and interviews. The study finds that the content of moderation values, such as non-violence, egalitarianism and fairness, and tolerance, aligns with the Indonesian government’s religious (...)
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  22.  8
    Enhancing religious education teaching and learning for sustainable development in Lesotho.Rasebate I. Mokotso - 2024 - HTS Theological Studies 80 (1):6.
    This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously (...)
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  23. "Diversifying Effective Altruism's Long Shots in Animal Advocacy: An Invitation to Prioritize Black Vegans, Higher Education, and Religious Communities".Matthew C. Halteman - 2023 - In Carol J. Adams, Alice Crary & Lori Gruen (eds.), The Good It Promises, The Harm It Does: Critical Essays on Effective Altruism. New York, US: Oxford University Press. pp. 76-93.
    In “Diversifying Effective Altruism’s Longshots in Animal Advocacy”, Matthew C. Halteman acknowledges the value of aspects of the EA method but considers two potential critical concerns. First, it isn’t always clear that effective altruism succeeds in doing the most good, especially where long-shots like foiling misaligned AI or producing meat without animals are concerned. Second, one might worry that investing large sums of money in long-shots like these, even if they do succeed, has the opportunity cost of failing adequately to (...)
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  24. Some Reflections on Moral and Religious Education.Adriaan Peperzak - 1985 - Dialectics and Humanism 12 (3-4):131-138.
     
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  25.  13
    Reimagining Liberal Education: Affiliation and Inquiry in Democratic Schooling and Religious Education: Educating for Diversity.Richard Davies - 2017 - Educational Theory 67 (6):727-743.
  26.  15
    Reimagining Liberal Education: Affiliation and Inquiry in Democratic Schooling and Religious Education: Educating for Diversity.Reviewed by Richard Davies - 2017 - Educational Theory 67 (6).
  27.  3
    Enhancing religious education through emotional and spiritual intelligence.Olivia Andrei - 2023 - HTS Theological Studies 79 (1):7.
    In the context of the changes and challenges of the 21st century, the main focus of education, especially religious education, is to prepare students to live purposeful and meaningful lives with well-developed analytic, emotional and spiritual abilities to assist them in achieving a life perspective that allows them to face the larger world with greater self-confidence and self-awareness. Therefore, the main objectives of the study are: to bring forward the concepts of religious education, emotional intelligence (...)
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  28.  3
    An Experiment in Social and Religious Education without Creed Limitations- The Alpha Union.W. R. Hughes - 1909 - International Journal of Ethics 19 (3):362-370.
  29.  10
    An Experiment in Social and Religious Education without Creed Limitations- The Alpha Union.W. R. Hughes - 1909 - International Journal of Ethics 19 (3):362-370.
  30. Connecting Teenage Boys, Spirituality and Religious Education [Book Review].Brett Hughes - 2007 - The Australasian Catholic Record 84 (3):380.
     
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  31.  13
    Teaching and Learning in Communities of Faith: Empowering Adults Through Religious Education.Linda J. Vogel - 1999 - Jossey-Bass.
    Why are we here? What is our higher purpose? How can we lead lives of integrity and wholeness? Increasing numbers of adults, looking for some higher meaning in life, are turning to religion for the answers.Teaching and Learning in Communities of Faith explores the growing movement toward adult religious education and draws on knowledge of the field of adult learning and development to offer strategies for teaching adults in both Christian and non-Christian settings. It emphasizes the importance of (...)
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  32.  35
    Moral and religious issues in education.Paul Standish - 1996 - Studies in Philosophy and Education 15 (1):167-173.
    Difficulties in liberal secularism are considered in relation to the views of ethnic minorities and in terms of the misleading nature of its supposed neutrality and objectivity. Cultural liberalism is seen in contrast to be committed to the preservation of other cultures and to celebrating diversity. This might avoid relativism and, within the Wisdom Tradition, offer a mutual enrichment and better access to truth. The practice of religious education can be seen as implicating the general behaviour of the (...)
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  33.  37
    Knowledge and truth in religious education.David Carr - 1994 - Journal of Philosophy of Education 28 (2):221–238.
    It is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the (...)
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  34.  6
    Religion and Education: The Forgotten Dimensions of Religious Education?Gert Biesta & Patricia Hannam (eds.) - 2020 - Brill | Sense.
    _Religion and Education: The Forgotten Dimensions of Religious Education?_ explores fundamental questions about the role of religion and education in contemporary religious education. Drawing from a range of educational and religious traditions and perspectives, it investigates the future of religious education for all.
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  35.  7
    Inclusive Religious Paradigm Within Academia: Religious Education lecturers' Viewpoints on Interreligious Tolerance and Pluralism in Indonesia.Suparto Suparto, Sumarni Sumarni, Imran Siregar, Lisa’Diyah Ma’Rifataini, Opik Abdurrahman Taufik, Ahmad Habibullah, Nunu Ahmad An-Nahidl & Wahid Khozin - 2023 - European Journal for Philosophy of Religion 15 (3):427-452.
    The belief system of academicians has an impact on how religious education (RE) is carried out in public universities. The ideology of RE lecturers - whether it is moderate, radical, or liberal - is greatly influenced by their own religious beliefs. The purpose of this study was to explore the relationship between religious paradigm of religious education lecturers on interreligious tolerance and pluralism in public universities in Indonesia. The study sample comprised 142 lecturers drawn (...)
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  36.  9
    Deradicalising religious education: Teacher, curriculum and multiculturalism.Irham Irham, Sansan Ziaul Haq & Yudril Basith - 2020 - Epistemé: Jurnal Pengembangan Ilmu Keislaman 15 (1):39-54.
    This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic (...)
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  37.  14
    Qanun, religious education, religiosity and sexual activity among Muslim youth.Muhibbuthabry Muhibbuthabry, Jailani Jailani, Putra Apriadi Siregar & Evalina Franciska Hutasoit - 2023 - HTS Theological Studies 79 (1):9.
    Muslim youths must shun free sexual behaviours. However, these actions are highly prevalent, especially among the Muslim youth. This study aimed to determine the effect of qanun (local regulations based on Islamic law), religiosity and religious education on the sexual activity of Muslim youth. The study used a case-control design carried out in the province of Aceh, which applies the qanun, and in the province of North Sumatra, which does not apply the qanun. Researchers interviewed 552 Muslim youths (...)
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  38. Secular State and Religious Education.Rajeev Bhargava - 2010 - In J. Sharma A. Raguramaraju (ed.), Grounding Morality. Routledge. pp. 248.
  39.  3
    Deuteronomy and Contextual Teaching and Learning in Christian-Jewish religious education.Jeane M. Tulung, Olivia C. Wuwung, Sonny E. Zaluchu & Frederik R. B. Zaluchu - 2024 - HTS Theological Studies 80 (1):9.
    This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious (...). The integration of digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)
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  40.  34
    Religious education, religious literacy and common schooling: A philosophy and history of skewed reflection.David Carr - 2007 - Journal of Philosophy of Education 41 (4):659–673.
    In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they (...)
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  41.  29
    Religious Education's Representation of 'Religions' and 'Cultures'.Robert Jackson - 1995 - British Journal of Educational Studies 43 (3):272-289.
    Multicultural education was attacked by antiracists in Britain in the 1980s. Although it is arguable that not all of the criticisms were valid, the debate raises questions about the efficacy of religious education in countering racism. The paper argues that a lack of analysis of the concepts 'religions' and 'cultures' in British RE has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a 'closed' view of cultures. (...)
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  42.  7
    Knowledge and Truth in Religious Education.David Carr - 1994 - Journal of Philosophy of Education 28 (2):221-238.
    It is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the (...)
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  43.  27
    European Religious Education And European Civil Religion.Liam Gearon - 2012 - British Journal of Educational Studies 60 (2):151-169.
    This paper challenges a foundational conjecture of the Religion in Education Dialogue or Conflict (REDCo) project, that increased interest in religion in public and political life as manifested particularly in education is evidence of counter-secularisation. The paper argues that rather than representing counter-secularisation, such developments represent an emergent and secularising European civil religion facilitated through European religious education.
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  44.  3
    Children's voices: children's perspectives in ethics, theology and religious education.Annemie Dillen & Didier Pollefeyt (eds.) - 2010 - Leuven: Peeters.
    This book deals with themes concerning religious education and the spirituality of children. Throughout the seventeen chapters, the book stimulates a scholarly discussion about children and theology. The book makes clear that classical Christian theology can benefit from taking seriously children's voices and reflections about children. The volume demonstrates how nuanced and interdisciplinary reflections can be relevant for Christian and social practices of adults with children and how these practices can influence theology. This volume asks the following questions: (...)
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  45.  14
    Religious education and upbringing of children during the tsarist times.Halyna Oleksandrivna Slavuta - 1999 - Ukrainian Religious Studies 9:35-43.
    The word "freedom" at all times was worried by progressive humanity. The notion of "freedom of conscience" is one of the specific varieties of the word. At the end of the nineteenth and early twentieth centuries. He was interpreted in all ways abroad and in Russia in particular. Declared by the manifesto of the king in 1905, the freedom of conscience, according to many, did not bring the expected release of "religious slavery." For several decades, the Soviet ideologues have (...)
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  46.  14
    Common Religious Education Activities and Mosques in Kyrgyzstan after Independency.Bakıt Murzarai̇mov & Mustafa Köylü - 2019 - Cumhuriyet İlahiyat Dergisi 23 (1):193-211.
    Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and (...)
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  47.  12
    Religious education in secondary schools in Ukraine: the place and influence of the Catholic component.Viktoriya Kryshmarel - 2013 - Ukrainian Religious Studies 66:355-363.
    Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, (...)
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  48.  16
    Religious Education and Critical Realism: Knowledge, Reality and Religious Literacy.Andrew Wright - 2015 - Routledge.
    _Religious Education and Critical Realism: Knowledge, Reality and Religious Literacy_ seeks to bring the enterprise of religious education in schools, colleges and universities into conversation with the philosophy of Critical Realism. This book addresses the problem, not of the substance of our primal beliefs about the ultimate nature of reality and our place in the ultimate order-of-things, but of the process through which we might attend to questions of substance in more attentive, reasonable, responsible and intelligent (...)
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  49.  17
    Commitment and criticism in religious education religious.John Sealey - 1986 - Journal of Philosophy of Education 20 (2):279–290.
    John Sealey; Commitment and Criticism in Religious Education Religious, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 279–290, http.
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  50.  2
    Commitment and Criticism in Religious Education Religious.John Sealey - 1986 - Journal of Philosophy of Education 20 (2):279-290.
    John Sealey; Commitment and Criticism in Religious Education Religious, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 279–290, http.
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