Journal of Religious Education最新文献

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Muslim converts as a heuristic device for postsecular thinking: agonism as an alternative approach 穆斯林皈依者是后世俗思维的启发式工具:斗争论是另一种方法

Journal of Religious Education

Pub Date : 2023-11-08 DOI: 10.1007/s40839-023-00214-z

Jeremiah O. A. Olusola

Abstract The public resurgence of religious adherence in the West remains one of the defining qualities of this century. If secularisation theory can be understood to articulate the inevitable secularisation of post-enlightenment European societies, religious converts may be understood to epitomise some of the theory’s failings. Through a narrative-ethnographic investigation into the identity configurations and educational experiences of fifteen millennial (born between 1981 and 1996) Muslim converts, my doctoral research indicates that these converts tend to construct deeply religious identities, characterised by scriptural literalism. Set within the backdrop of an educational context that some perceive as increasingly censorious, these convert Muslims provide a heuristic device with which to examine the contested public spaces in which religious subjectivity can be expressed. This paper will bring literature challenging the securitisation agenda in education, into conversation with theories resistant to the impulse to seek consensus in social and educational debate. Advocating for more agonistic approaches to education, I will present examples from my data that warn of the ways in which ‘hardened’ secular and liberal biases may contribute towards an unmooring of the pluralistic endeavour. Located within contemporary debates about the importance of religion as a discursive aspect of modernity, the chilling of free speech and the place of transgressive thought, the paper encourages an expansion of opportunities to disagree.

宗教信仰在西方的公开复兴仍然是本世纪的决定性特征之一。如果世俗化理论可以被理解为阐明后启蒙时代欧洲社会不可避免的世俗化，那么宗教皈依者可能被理解为该理论某些失败的缩影。通过对15名千禧一代(出生于1981年至1996年之间)穆斯林皈依者的身份结构和教育经历的叙事民族志调查，我的博士研究表明，这些皈依者倾向于构建深刻的宗教身份，其特征是圣经的字面主义。在一些人认为审查越来越严格的教育背景下，这些皈依的穆斯林提供了一种启发式的手段，用来检查有争议的公共空间，在这些公共空间中，宗教主体性可以得到表达。本文将把挑战教育证券化议程的文献与抵制在社会和教育辩论中寻求共识的冲动的理论进行对话。我将从我的数据中提出一些例子，以倡导更激烈的教育方法，这些例子警告说，“顽固的”世俗和自由主义偏见可能会导致多元化努力的松动。在当代关于宗教作为现代性话语方面的重要性的辩论中，自由言论的冷却和越界思想的地方，本文鼓励扩大不同意的机会。

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引用次数: 0

Religion and worldviews education and the paradox of inclusivity 宗教和世界观，教育和包容性的悖论

Journal of Religious Education

Pub Date : 2023-11-02 DOI: 10.1007/s40839-023-00212-1

Daniel Moulin

Abstract Paradoxes of inclusivity occur when attempts at inclusivity clash with the exclusive claims of some of the positions they seek to accommodate. In this article I identify and consider how such a paradox manifests in multi-faith religious education pedagogies—what I call the ‘paradox of interreligious inclusivity’ or ‘PIRI’, for short. After presenting some relevant and illuminating examples, I consider PIRI in regard to proposals in England for ‘religion and worldviews education’. By defining the conceptual problem at the root of challenges posed by such an innovation and pedagogical models more generally, I suggest greater recognition of the deep implications of PIRI are essential in any context when educators seek to include those of all religions and those of none in programmes of religious education.

当包容性的尝试与他们寻求容纳的某些立场的排他性主张发生冲突时，包容性的悖论就会发生。在这篇文章中，我确定并考虑了这种悖论是如何在多信仰的宗教教育教学中表现出来的——我称之为“宗教间包容性悖论”，简称“PIRI”。在介绍了一些相关的和有启发性的例子之后，我考虑了PIRI在英国关于“宗教和世界观教育”的建议。通过定义这种创新和更普遍的教学模式所带来的挑战的根源的概念问题，我建议在教育者试图将所有宗教和非宗教纳入宗教教育计划的任何背景下，对PIRI的深刻含义有更大的认识是必不可少的。

引用次数: 0

AULRE 2023: Theory, policy and practice in RE—is this a time of divergence? 《华尔街日报》2023:re的理论、政策和实践:这是一个分歧的时代吗?

Journal of Religious Education

Pub Date : 2023-11-02 DOI: 10.1007/s40839-023-00217-w

Stephen J. McKinney, Sean Whittle

引用次数: 0

Correction to: The experiences of non-religious children in religious education 更正:非宗教儿童在宗教教育中的经历

Journal of Religious Education

Pub Date : 2023-10-31 DOI: 10.1007/s40839-023-00208-x

Anna Strhan, Rachael Shillitoe

引用次数: 0

Voices of young people in the Synod 主教会议上年轻人的声音

Journal of Religious Education

Pub Date : 2023-10-31 DOI: 10.1007/s40839-023-00210-3

Stephen J. McKinney

Abstract The absence of young people in Catholic churches in many parts of the world, especially in the more economically advanced countries, is a cause for great anxiety within Catholic communities. This is expressed in relevant research literature and the three recent synodal syntheses of England and Wales, Ireland and Scotland. This article explores the key concept of synodality, some of the research on the religious affiliation (and disaffiliation) of Catholic young people and the voices and views of Catholic young people in the synodal process in the three syntheses. The views of the young people in the three syntheses are clustered under six themes: (1) absence from Church; (2) accusations of hypocrisy; (3) concerns about teaching on sexuality; (4) Catholic Social Teaching; (5) the importance of parents and (6) the ways in which young people can engage in the Church. Many of the comments of the young people in these three syntheses confirm some of the research findings and, crucially, the young people provide suggestions on the ways ahead in which they can be more active in the Church—‘being’ Church, rather than ‘doing’ Church.

在世界上许多地方，特别是在经济较发达的国家，天主教会缺乏年轻人，这是天主教团体内部非常焦虑的一个原因。这在相关的研究文献和最近的三个英格兰和威尔士，爱尔兰和苏格兰的主教合成中得到了表达。本文探讨了主教会议的关键概念、天主教青年的宗教信仰(和脱离宗教信仰)的一些研究，以及天主教青年在主教会议过程中的声音和观点。三种合成的年轻人的观点集中在六个主题下:(1)缺席教会;(二)伪善的指责;(3)对性教育的担忧;(4)天主教社会训导;(5)父母的重要性;(6)青年人参与教会的方式。在这三篇综合文章中，年轻人的许多评论证实了一些研究结果，最重要的是，年轻人就如何在教会中更加活跃提出了建议——“成为”教会，而不是“做”教会。

引用次数: 0

After religious education: lessons from continental pedagogy 宗教教育之后:来自欧陆教学法的教训

IF 0.6

Journal of Religious Education

Pub Date : 2023-10-28 DOI: 10.1007/s40839-023-00211-2

David Lewin

This paper takes up the theme of divergent political and educational paths in Religious Education (RE) by drawing out some educational theories from the German tradition of what is sometimes called ‘continental pedagogy’. As a development of work undertaken within the After Religious Education project, my interest in this paper is what these theories have to say about one aspect of education, namely the educational logic governing curricular presentation and representation. Within the German tradition, there is an established focus on ‘didactics’ (the theory and practice of teaching) which informs the approach taken here. Rather than seeing RE as a particular corner of the curriculum with its own unique challenges, my main argument is that RE theory is part of wider educational landscape and therefore it could usefully engage more actively with the tradition of general didactics. The argument will present and contextualize the work of Wagenschein and Klafki, educational theorists who are not well known among Anglophone theorists of RE, but who offer insightful considerations of the holistic formation of the person to which RE can make a vital contribution.

本文以宗教教育中政治与教育路径的分歧为主题，从德国传统(有时被称为“欧陆教学法”)中引出一些教育理论。作为在“宗教教育后”项目中开展的工作的发展，我对这篇论文的兴趣在于这些理论对教育的一个方面的看法，即支配课程呈现和表现的教育逻辑。在德国传统中，有一个既定的重点是“教学”(教学的理论和实践)，这为这里采取的方法提供了信息。我的主要观点是，RE理论是更广泛的教育景观的一部分，因此它可以更有效地与一般教学的传统更积极地接触，而不是将其视为课程的一个特定角落，面临着自己独特的挑战。本文将介绍Wagenschein和Klafki的工作，并将他们的工作置于背景中，这两位教育理论家在英语国家的RE理论家中并不出名，但他们对人的整体形成提出了深刻的思考，RE可以对人的整体形成做出重要贡献。

引用次数: 0

Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent 科学与宗教的相遇、认知上的越界、邻里关系和重叠领域:理论化和范围的定量证据

IF 0.6

Journal of Religious Education

Pub Date : 2023-10-28 DOI: 10.1007/s40839-023-00209-w

Robert A. Bowie, Rosanne Aantjes, Mary Woolley, Sabina Hulbert, Caroline Thomas, Lynn Revell, John-Paul Riordan

This study advances a concept of science religion encounter (SRE), with preliminary theorisation and shares findings on the extent and nature of such encounters reported by secondary religious education and science teachers. SREs are interdisciplinary engagements in classrooms involving subject knowledge from more than one subject. The researchers hypothesised they may arise unexpectedly, when a pupil asks a question, or be teacher-planned and intended. This article further elaborates the concept of SRE with reference to the concepts of ‘epistemic trespassing’ (ET), epistemic neighbourliness, and overlapping domains, introducing these to the field of education. The study is contextualised in the school classroom with quantitative data gathered among beginning and experienced teachers measuring whether this ET in SRE topics enter the classroom via ‘spontaneity’ or via a ‘deliberateness’. This clarifies the different roles a teacher may play and offers considerations for teacher development when navigating an SRE in ways that potentially reduce lost learning.

本研究提出了科学宗教相遇(SRE)的概念，初步理论化，并分享了中学宗教教育和科学教师报告的这种相遇的程度和性质的发现。SREs是跨学科的课堂活动，涉及多个学科的学科知识。研究人员推测，这些问题可能是在学生提问时意外出现的，或者是老师有意为之的。本文参照“认知侵入”(epistemic trespassing, ET)、认知邻域(epistemic neighborliness)和重叠域(overlap domains)等概念进一步阐述了SRE的概念，并将这些概念引入教育领域。该研究以学校课堂为背景，从初学和有经验的教师中收集定量数据，测量SRE主题中的ET是通过“自发”还是“故意”进入课堂。这阐明了教师可能扮演的不同角色，并为教师在以可能减少学习损失的方式引导SRE时的发展提供了考虑。

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引用次数: 0

Personal worldviews: lessons from James Fowler 个人世界观:来自詹姆斯·福勒的教训

Journal of Religious Education

Pub Date : 2023-10-24 DOI: 10.1007/s40839-023-00204-1

Mark Plater

引用次数: 0

English RE: under pressure? 压力之下?

Journal of Religious Education

Pub Date : 2023-10-24 DOI: 10.1007/s40839-023-00207-y

Paul Smalley

Abstract This paper will examine four potential areas of pressure to RE in England in the 2020s: Academisation—and the structural issues arising from ever greater numbers of schools being outside local authority control; the alleged secularisation of the curriculum through the Worldviews Paradigm; the financial situation of Standard Advisory Councils on Religious Education in England; and the teacher recruitment crisis. Taking a historical turn, it will then consider whether these are uniquely challenging to the subject, or whether the RE community might gain solace from a realisation that these challenges have been overcome at other points in history.

摘要:本文将研究21世纪20年代英格兰可再生能源面临的四个潜在压力领域:学术——以及地方当局控制之外越来越多的学校所带来的结构性问题;所谓通过世界观范式的课程世俗化;英国宗教教育标准咨询委员会的财政状况;还有教师招聘危机。从历史的角度来看，它将考虑这些挑战是否对这个主题具有独特的挑战性，或者RE社区是否可以从认识到这些挑战在历史上的其他时刻已经被克服中获得安慰。

引用次数: 0

Religion and worldviews: the triumph of the secular in religious education 宗教与世界观:世俗在宗教教育中的胜利

Journal of Religious Education

Pub Date : 2023-10-12 DOI: 10.1007/s40839-023-00205-0

Lynn Revell

引用次数: 0

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