Pub Date : 2021-12-17DOI: 10.1177/20569971211038968
Fides A. del Castillo, P. J. Sarmiento
This article presents the challenges and possibilities of integrating spiritual modeling as an approach to religious education. Spiritual modeling is an emerging concept in the field of religious development, specifically in the social cognitive theory of Albert Bandura. A systematic literature review of the principles and concepts of spiritual modeling was conducted. Findings and recommendations are discussed in line with the current state of religious education, particularly in the context of Philippine Catholic schools.
{"title":"A systematic review on spiritual modeling: Opportunities and challenges in religious education","authors":"Fides A. del Castillo, P. J. Sarmiento","doi":"10.1177/20569971211038968","DOIUrl":"https://doi.org/10.1177/20569971211038968","url":null,"abstract":"This article presents the challenges and possibilities of integrating spiritual modeling as an approach to religious education. Spiritual modeling is an emerging concept in the field of religious development, specifically in the social cognitive theory of Albert Bandura. A systematic literature review of the principles and concepts of spiritual modeling was conducted. Findings and recommendations are discussed in line with the current state of religious education, particularly in the context of Philippine Catholic schools.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44623731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.1177/20569971211042519
Rachel B. Griffis
{"title":"Book Review: Divine Abundance: Leisure, the Basis of Academic Culture","authors":"Rachel B. Griffis","doi":"10.1177/20569971211042519","DOIUrl":"https://doi.org/10.1177/20569971211042519","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43301683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1177/20569971211049151
Daniel Low
{"title":"Internationalizing the University: A Spiritual Approach","authors":"Daniel Low","doi":"10.1177/20569971211049151","DOIUrl":"https://doi.org/10.1177/20569971211049151","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46322230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-11DOI: 10.1177/20569971211048392
Karen A. Wrobbel
{"title":"From Research to Teaching: A Guide to Beginning Your Classroom Career","authors":"Karen A. Wrobbel","doi":"10.1177/20569971211048392","DOIUrl":"https://doi.org/10.1177/20569971211048392","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46113262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.1177/20569971211039243
Marion Shields, S. Hattingh
This study investigated the management challenges that Christian early childhood leaders, from four different Christian denominations, encountered in their responsibilities, and in particular, the approaches they used in resolving them. A research design of grounded theory using data collected from survey questionnaires, semi-structured interviews, and document analysis enabled themes to emerge. A Christian worldview underpinned and framed the leaders’ thoughts, actions, communication, and relationships with students, staff, parents, and the community. For these leaders, their close, reciprocal connection with God sustained, guided and even at times impelled their approach to their daily practice and especially in managing challenges.
{"title":"Christian early childhood leaders: Management challenges and responses","authors":"Marion Shields, S. Hattingh","doi":"10.1177/20569971211039243","DOIUrl":"https://doi.org/10.1177/20569971211039243","url":null,"abstract":"This study investigated the management challenges that Christian early childhood leaders, from four different Christian denominations, encountered in their responsibilities, and in particular, the approaches they used in resolving them. A research design of grounded theory using data collected from survey questionnaires, semi-structured interviews, and document analysis enabled themes to emerge. A Christian worldview underpinned and framed the leaders’ thoughts, actions, communication, and relationships with students, staff, parents, and the community. For these leaders, their close, reciprocal connection with God sustained, guided and even at times impelled their approach to their daily practice and especially in managing challenges.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/20569971211023027
R. Fox
I approached Jennifer Ayers’s book Inhabitance with a mixture of curiosity and resistance. I am not a religious educator but have for 10 years taught classes focused on environmental sustainability, which is one of the themes of Ayers’s impassioned, idealistic, but also deeply learned and surprisingly persuasive book. I figured I may be able to learn from her arguments, but I was prepared to categorize them as irrelevant to the pedagogies of my field. As it turned out, I was mostly right about the first, but mostly wrong about the second. Ayers’s arguments revolve around the importance of teaching proper “inhabitation”—that is, how to best recognize ourselves as embodied inhabitants of God’s creation, and how to allow that recognition to lead us to a greater stewardship of the relationship all human beings have both with and through the natural world. This recognition, she believes, is an imperative task: “Despite years of effort in ecclesial, educational, and public policy spheres in the United States, we remain, collectively, destructive inhabitants” (p. 3) of the world. Given that the mounting costs associated with climate change, watershed pollution, resource depletion, deforestation, and more only prove her right, Ayers’s determination to propose something entirely new is certainly justified. Ayers claims that the education in inhabitance which we need requires moving away from the classroom tropes of environmental education: abstract facts about natural patterns and cycles do not connect us with nature, nor build our affection for it. Ayers lays out her aspirations toward the end of the book’s first chapter: “While human beings might possess usable knowledge about their surroundings, this does not imply inhabitance . . . Cultivating [the] capacity for inhabitance, cultivating ecological faith . . . requires personal and social transformation at a level far deeper than that of figuring out ‘greener solutions’. It requires a reorientation of human identity and life so that human beings remember who they are” (pp. 17–18). Making the ideal of earthy, tactile, transformative cultivation central to her educational vision, Ayers develops a detailed theological and pedagogical context for the broad range of examples which form the heart of her book. International Journal of Christianity & Education
{"title":"Inhabitance: Ecological Religious Education","authors":"R. Fox","doi":"10.1177/20569971211023027","DOIUrl":"https://doi.org/10.1177/20569971211023027","url":null,"abstract":"I approached Jennifer Ayers’s book Inhabitance with a mixture of curiosity and resistance. I am not a religious educator but have for 10 years taught classes focused on environmental sustainability, which is one of the themes of Ayers’s impassioned, idealistic, but also deeply learned and surprisingly persuasive book. I figured I may be able to learn from her arguments, but I was prepared to categorize them as irrelevant to the pedagogies of my field. As it turned out, I was mostly right about the first, but mostly wrong about the second. Ayers’s arguments revolve around the importance of teaching proper “inhabitation”—that is, how to best recognize ourselves as embodied inhabitants of God’s creation, and how to allow that recognition to lead us to a greater stewardship of the relationship all human beings have both with and through the natural world. This recognition, she believes, is an imperative task: “Despite years of effort in ecclesial, educational, and public policy spheres in the United States, we remain, collectively, destructive inhabitants” (p. 3) of the world. Given that the mounting costs associated with climate change, watershed pollution, resource depletion, deforestation, and more only prove her right, Ayers’s determination to propose something entirely new is certainly justified. Ayers claims that the education in inhabitance which we need requires moving away from the classroom tropes of environmental education: abstract facts about natural patterns and cycles do not connect us with nature, nor build our affection for it. Ayers lays out her aspirations toward the end of the book’s first chapter: “While human beings might possess usable knowledge about their surroundings, this does not imply inhabitance . . . Cultivating [the] capacity for inhabitance, cultivating ecological faith . . . requires personal and social transformation at a level far deeper than that of figuring out ‘greener solutions’. It requires a reorientation of human identity and life so that human beings remember who they are” (pp. 17–18). Making the ideal of earthy, tactile, transformative cultivation central to her educational vision, Ayers develops a detailed theological and pedagogical context for the broad range of examples which form the heart of her book. International Journal of Christianity & Education","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49226556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1177/20569971211042245
Timothy W. Rothhaar
{"title":"Book Review: Irish and British Reflections on Catholic Education: Foundations, Identity, Leadership Issues, and Religious Education in Catholic Schools","authors":"Timothy W. Rothhaar","doi":"10.1177/20569971211042245","DOIUrl":"https://doi.org/10.1177/20569971211042245","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47059570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-16DOI: 10.1177/20569971211032512
Boris Paschke
Teaching Morality and Religion is a reprint of a booklet that Alan Harris (1936– 1986), a British education lecturer at the Open University, had originally published in 1976. The respectful and reasonable criticism (e.g., superficial philosophizing and theologizing; too theoretical; patronizing cartoons) that Barrie Paskins expressed in his 1977 review for Religious Studies does not need to be elaborately repeated here. Rather, the present review’s focus is on the limited contribution that Harris’s republished essay can make 45 years after its first appearance. With his book, Harris attempts “to offer practical help to teachers” (p. 9). After his thoughts on educating the pupils’ moral and religious emotions in the first three chapters, he consecutively treats Moral Education (ME) and Religious Education (RE) by focusing on the respective disciplines in three ways: (1) as a school subject in chapters 4 and 8, (2) in practice in chapters 6 and 9, and (3) by presenting some case studies in chapters 7 and 10. An equivalent to the fifth chapter, “The Goals of Moral Education,” is lacking in the book’s RE section. Harris’s eloquently stated conviction, “It is impossible to understand much of history, much of art, many of the conflicts in contemporary society and the contrasting life-styles of different ethnic groups in our own country without having some understanding of various religions. For these reasons alone it seems ridiculous that there should be disputes about the existence of RE as part of the normal syllabus of all schools,” was not only valid in 1976, but also applies, and perhaps even more so, to 2021 and beyond (p. 71). Even though Harris considers morality and religion two “fundamentally” different matters, he treats them together in one book because according to him, they both (1) have a minority position in schools, (2) are concerned with the “education of emotions” (e.g., respectively, guilt and remorse; awe and reverence), and (3) face opposition in society because of their (presupposed) indoctrinating character (pp. 13–14). Harris’s assumption of a fundamental dissimilarity between ME and RE, however, does not do justice to educational reality. Put differently, Harris’s book cannot be compared to a hypothetical book entitled Teaching English and Physics (p. 13) because religion is always concerned with morality International Journal of Christianity & Education
{"title":"Book Review: Teaching Morality and Religion","authors":"Boris Paschke","doi":"10.1177/20569971211032512","DOIUrl":"https://doi.org/10.1177/20569971211032512","url":null,"abstract":"Teaching Morality and Religion is a reprint of a booklet that Alan Harris (1936– 1986), a British education lecturer at the Open University, had originally published in 1976. The respectful and reasonable criticism (e.g., superficial philosophizing and theologizing; too theoretical; patronizing cartoons) that Barrie Paskins expressed in his 1977 review for Religious Studies does not need to be elaborately repeated here. Rather, the present review’s focus is on the limited contribution that Harris’s republished essay can make 45 years after its first appearance. With his book, Harris attempts “to offer practical help to teachers” (p. 9). After his thoughts on educating the pupils’ moral and religious emotions in the first three chapters, he consecutively treats Moral Education (ME) and Religious Education (RE) by focusing on the respective disciplines in three ways: (1) as a school subject in chapters 4 and 8, (2) in practice in chapters 6 and 9, and (3) by presenting some case studies in chapters 7 and 10. An equivalent to the fifth chapter, “The Goals of Moral Education,” is lacking in the book’s RE section. Harris’s eloquently stated conviction, “It is impossible to understand much of history, much of art, many of the conflicts in contemporary society and the contrasting life-styles of different ethnic groups in our own country without having some understanding of various religions. For these reasons alone it seems ridiculous that there should be disputes about the existence of RE as part of the normal syllabus of all schools,” was not only valid in 1976, but also applies, and perhaps even more so, to 2021 and beyond (p. 71). Even though Harris considers morality and religion two “fundamentally” different matters, he treats them together in one book because according to him, they both (1) have a minority position in schools, (2) are concerned with the “education of emotions” (e.g., respectively, guilt and remorse; awe and reverence), and (3) face opposition in society because of their (presupposed) indoctrinating character (pp. 13–14). Harris’s assumption of a fundamental dissimilarity between ME and RE, however, does not do justice to educational reality. Put differently, Harris’s book cannot be compared to a hypothetical book entitled Teaching English and Physics (p. 13) because religion is always concerned with morality International Journal of Christianity & Education","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41810865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1177/20569971211040065
Christina D Gray, D. Shafer
This study investigated the effect of humor in religious stories on a child’s ability to remember, understand, and paraphrase content, as well as on enjoyment. Ages of the children were also considered. Participants watched one of two videos teaching the story of Saul’s conversion found in Acts 9:1–22. Although inclusion of humor did not have a significant impact, there was a significant effect of age on remembering, understanding, and paraphrasing. Previous exposure to the story increased overall scores, which suggests that repetition is key to a successful learning experience.
{"title":"The effect of humor on remembering, understanding, and paraphrasing children’s video Bible stories","authors":"Christina D Gray, D. Shafer","doi":"10.1177/20569971211040065","DOIUrl":"https://doi.org/10.1177/20569971211040065","url":null,"abstract":"This study investigated the effect of humor in religious stories on a child’s ability to remember, understand, and paraphrase content, as well as on enjoyment. Ages of the children were also considered. Participants watched one of two videos teaching the story of Saul’s conversion found in Acts 9:1–22. Although inclusion of humor did not have a significant impact, there was a significant effect of age on remembering, understanding, and paraphrasing. Previous exposure to the story increased overall scores, which suggests that repetition is key to a successful learning experience.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49211357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.1177/20569971211035797
Eric D. Rackley
This study employs an expert--novice research design to examine how five Latter-day Saint scholars and five Latter-day Saint youths read Scripture. Qualitative analyses of semi-structured interviews and verbal protocols point to six practices participants used: theorizing scriptural possibilities, connecting to Scripture, applying Scripture, managing Scripture-reading uncertainties, using self-contained scriptural resources, and situating Scripture in historical contexts. Use of these practices demonstrates the different ways experts and novices read Scripture and where and how their differences are manifest. Findings build a fuller explanation of the nature of Scripture-reading practice and raise questions for religious education research and practice across Christian traditions.
{"title":"A comparative Scripture-reading analysis of Latter-day Saint experts and novices","authors":"Eric D. Rackley","doi":"10.1177/20569971211035797","DOIUrl":"https://doi.org/10.1177/20569971211035797","url":null,"abstract":"This study employs an expert--novice research design to examine how five Latter-day Saint scholars and five Latter-day Saint youths read Scripture. Qualitative analyses of semi-structured interviews and verbal protocols point to six practices participants used: theorizing scriptural possibilities, connecting to Scripture, applying Scripture, managing Scripture-reading uncertainties, using self-contained scriptural resources, and situating Scripture in historical contexts. Use of these practices demonstrates the different ways experts and novices read Scripture and where and how their differences are manifest. Findings build a fuller explanation of the nature of Scripture-reading practice and raise questions for religious education research and practice across Christian traditions.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211035797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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