Pub Date : 2023-07-03DOI: 10.1080/15507394.2023.2232606
M. Waggoner
{"title":"50 Years of Religion and Education: Evolution and Transformation of the Treatment of Religion in Higher Education","authors":"M. Waggoner","doi":"10.1080/15507394.2023.2232606","DOIUrl":"https://doi.org/10.1080/15507394.2023.2232606","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77182157","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 : 2023-07-03DOI: 10.1080/15507394.2023.2211925
J. Schmalzbauer, Kathleen A. Mahoney
Abstract This essay responds to the four panelists in the symposium on The Resilience of Religion in American Higher Education. It notes the convergence of the four panelists around some issues, as well as their differences. It concludes by arguing that colleges and universities must create a more religiously inclusive campus for all students.
{"title":"Response to the Reviewers of The Resilience of Religion in American Higher Education","authors":"J. Schmalzbauer, Kathleen A. Mahoney","doi":"10.1080/15507394.2023.2211925","DOIUrl":"https://doi.org/10.1080/15507394.2023.2211925","url":null,"abstract":"Abstract This essay responds to the four panelists in the symposium on The Resilience of Religion in American Higher Education. It notes the convergence of the four panelists around some issues, as well as their differences. It concludes by arguing that colleges and universities must create a more religiously inclusive campus for all students.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364080","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 : 2023-07-03DOI: 10.1080/15507394.2023.2211924
J. H. Kilde
{"title":"Comment on The Resilience of Religion American Higher Education","authors":"J. H. Kilde","doi":"10.1080/15507394.2023.2211924","DOIUrl":"https://doi.org/10.1080/15507394.2023.2211924","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363804","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 : 2023-07-03DOI: 10.1080/15507394.2023.2211926
Mayhew Matthew J.
{"title":"Revisiting The Resilience of Religion in Higher Education","authors":"Mayhew Matthew J.","doi":"10.1080/15507394.2023.2211926","DOIUrl":"https://doi.org/10.1080/15507394.2023.2211926","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364101","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 : 2023-07-03DOI: 10.1080/15507394.2023.2211928
Andrea L. Turpin
{"title":"Review of The Resilience of Religion in American Higher Education","authors":"Andrea L. Turpin","doi":"10.1080/15507394.2023.2211928","DOIUrl":"https://doi.org/10.1080/15507394.2023.2211928","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364144","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 : 2023-03-23DOI: 10.1080/15507394.2023.2185051
Marcus Penthin, Alexander Christ, Stephan Kröner, Manfred L. Pirner, Annette Scheunpflug
Abstract While it is often theoretically presumed that religious and spiritual beliefs are important determinants for teachers’ professional thinking and acting, there is only scarce empirical evidence of this. Using structural equation modeling to explain professional beliefs about teaching and learning among N = 1,441 German schoolteachers, our study yielded virtually no explanatory value for religiosity, but certainly one for non-transcendet spiritual beliefs as predictors. Our research results differ from findings in some studies from the U.S. that showed substantial correlations between teachers’ religious and professional beliefs. Some possible reasons are reflected in the discussion section. Highlights Teachers’ religiosity and spirituality are weakly related to professional beliefs. “Connectedness with oneself” explains the sense of professional self-efficacy. “Connectedness with others” explains an idealistic self-concept. “Connectedness with others” explains student-centered attitudes. Control variables/factors explain teachers’ professional beliefs to some extent.
{"title":"Does Teachers’ Spirituality Make a Difference? The Explanatory Value of Spirituality and Religiosity for Teachers’ Professional Beliefs on Teaching and Learning","authors":"Marcus Penthin, Alexander Christ, Stephan Kröner, Manfred L. Pirner, Annette Scheunpflug","doi":"10.1080/15507394.2023.2185051","DOIUrl":"https://doi.org/10.1080/15507394.2023.2185051","url":null,"abstract":"Abstract While it is often theoretically presumed that religious and spiritual beliefs are important determinants for teachers’ professional thinking and acting, there is only scarce empirical evidence of this. Using structural equation modeling to explain professional beliefs about teaching and learning among N = 1,441 German schoolteachers, our study yielded virtually no explanatory value for religiosity, but certainly one for non-transcendet spiritual beliefs as predictors. Our research results differ from findings in some studies from the U.S. that showed substantial correlations between teachers’ religious and professional beliefs. Some possible reasons are reflected in the discussion section. Highlights Teachers’ religiosity and spirituality are weakly related to professional beliefs. “Connectedness with oneself” explains the sense of professional self-efficacy. “Connectedness with others” explains an idealistic self-concept. “Connectedness with others” explains student-centered attitudes. Control variables/factors explain teachers’ professional beliefs to some extent.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72515509","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 : 2023-03-11DOI: 10.1080/15507394.2023.2185052
F. Uroko
Abstract This article examines the opportunities for “religion and national values” (RNV) in the national context of shaping Nigerian students through university curriculum. University students are often radicalized by religious fundamentalists and are usually used in the destruction of lives and property. This makes the inclusion of RNV as a course in university curriculum a necessary endeavor for sustaining peace and development in Nigeria, looking at its impact on secondary education. The curriculum of Nigeria’s secondary schools includes the subject “Religion and National Values” which has resulted in widespread religious tolerance, peace, and development. Scholars are yet to look at how these results were achieved and the need for RNV to be included in university curriculum. In this study, the literature was extended to look at how the curriculum can promote national unity, peace, and development at the secondary school level, as well as the need for RNV in the university curriculum. This study utilized documentary analysis, with data gotten from secondary sources. In this study, it was discovered that the Nigerian university curriculum is designed to cater to university students’ economic and political needs at the neglect of religion, which has taken more lives and property in Nigeria. Also, the contents of Nigeria’s educational curriculum increase the dichotomy between Christians and Muslims because of the neglect of a course that touches on religion and national values (RNV). In conclusion, the inclusion of RNV as a course in university curriculum increases unity among students and also reduces the chances of youth being radicalized by terrorist groups. Recommendations are discussed.
{"title":"Incorporating “Religion and National Values” (RNV) into the Nigerian University Curriculum for Peace and Development","authors":"F. Uroko","doi":"10.1080/15507394.2023.2185052","DOIUrl":"https://doi.org/10.1080/15507394.2023.2185052","url":null,"abstract":"Abstract This article examines the opportunities for “religion and national values” (RNV) in the national context of shaping Nigerian students through university curriculum. University students are often radicalized by religious fundamentalists and are usually used in the destruction of lives and property. This makes the inclusion of RNV as a course in university curriculum a necessary endeavor for sustaining peace and development in Nigeria, looking at its impact on secondary education. The curriculum of Nigeria’s secondary schools includes the subject “Religion and National Values” which has resulted in widespread religious tolerance, peace, and development. Scholars are yet to look at how these results were achieved and the need for RNV to be included in university curriculum. In this study, the literature was extended to look at how the curriculum can promote national unity, peace, and development at the secondary school level, as well as the need for RNV in the university curriculum. This study utilized documentary analysis, with data gotten from secondary sources. In this study, it was discovered that the Nigerian university curriculum is designed to cater to university students’ economic and political needs at the neglect of religion, which has taken more lives and property in Nigeria. Also, the contents of Nigeria’s educational curriculum increase the dichotomy between Christians and Muslims because of the neglect of a course that touches on religion and national values (RNV). In conclusion, the inclusion of RNV as a course in university curriculum increases unity among students and also reduces the chances of youth being radicalized by terrorist groups. Recommendations are discussed.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82036189","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 : 2023-03-11DOI: 10.1080/15507394.2023.2187202
Assumpta Aneas, Ruth Vilà
Abstract A survey study was carried out among 942 students in Barcelona. The study demonstrated that the questionnaire applied ensured validity and reliability for detecting and evaluating interreligious dialogue competencies. The most significant results were that a regression analysis identified five predictor variables of intercultural and interreligious competencies: (1) overcoming prejudice; (2) disregarding a person’s religion when establishing friendship; (3) the ability to cope with conflicts; and (4) not avoiding a relationship with someone due to their cultural background. Lastly, results also showed the importance of working in secondary schools in order to advance toward a culture of peace.
{"title":"Evaluation of Intercultural and Interreligious Dialogue Competencies. Identification of Factors Related with Its Performance among Adolescents in the City of Barcelona","authors":"Assumpta Aneas, Ruth Vilà","doi":"10.1080/15507394.2023.2187202","DOIUrl":"https://doi.org/10.1080/15507394.2023.2187202","url":null,"abstract":"Abstract A survey study was carried out among 942 students in Barcelona. The study demonstrated that the questionnaire applied ensured validity and reliability for detecting and evaluating interreligious dialogue competencies. The most significant results were that a regression analysis identified five predictor variables of intercultural and interreligious competencies: (1) overcoming prejudice; (2) disregarding a person’s religion when establishing friendship; (3) the ability to cope with conflicts; and (4) not avoiding a relationship with someone due to their cultural background. Lastly, results also showed the importance of working in secondary schools in order to advance toward a culture of peace.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87211678","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 : 2023-01-02DOI: 10.1080/15507394.2023.2172294
Musbah Shaheen, J. Garvey, C. Dolan
Abstract In this paper, we use the Multicontextual Model of Diverse Learning Environments (MMDLE) as a framework to explore individual- and institutional-level dimensions that contribute to campus climate for queer and trans students who attended religiously affiliated institutions (RAIs). The findings nuance the perspective on RAIs beyond broad-sweeping assumptions and expand understanding of campus climate to include not only psychological and behavioral dimensions but also the compositional and organizational dimensions. Findings showcase the utility of the MMDLE, which was originally conceptualized for racial diversity to help explain the climate for other groups or marginalized students.
{"title":"An Exploration of Institutional- and Individual-Level Dimensions of Campus Climate for Queer and Trans Students at Religiously Affiliated Institutions","authors":"Musbah Shaheen, J. Garvey, C. Dolan","doi":"10.1080/15507394.2023.2172294","DOIUrl":"https://doi.org/10.1080/15507394.2023.2172294","url":null,"abstract":"Abstract In this paper, we use the Multicontextual Model of Diverse Learning Environments (MMDLE) as a framework to explore individual- and institutional-level dimensions that contribute to campus climate for queer and trans students who attended religiously affiliated institutions (RAIs). The findings nuance the perspective on RAIs beyond broad-sweeping assumptions and expand understanding of campus climate to include not only psychological and behavioral dimensions but also the compositional and organizational dimensions. Findings showcase the utility of the MMDLE, which was originally conceptualized for racial diversity to help explain the climate for other groups or marginalized students.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809654","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 : 2023-01-02DOI: 10.1080/15507394.2023.2169541
C. Russo, William E. Thro
Abstract Near the end of its 2021–2022 term the Supreme Court ushered in a new dawn by upholding religious freedom in educational environments in two different types of disputes with far-reaching implications. In light of the Supreme Court decisions in Carson v. Makin and Kennedy v. Bremerton School District, this article reflects on their significance, the most important point of which is the latter’s having invalidated its longstanding measure for reviewing disputes under the First Amendment, the tripartite Lemon v. Kurtzman test as well as the endorsement test it enunciated in Lynch v. Donnelly for public schools.
{"title":"A New Dawn: The Supreme Court Upholds Religious Liberty in Education","authors":"C. Russo, William E. Thro","doi":"10.1080/15507394.2023.2169541","DOIUrl":"https://doi.org/10.1080/15507394.2023.2169541","url":null,"abstract":"Abstract Near the end of its 2021–2022 term the Supreme Court ushered in a new dawn by upholding religious freedom in educational environments in two different types of disputes with far-reaching implications. In light of the Supreme Court decisions in Carson v. Makin and Kennedy v. Bremerton School District, this article reflects on their significance, the most important point of which is the latter’s having invalidated its longstanding measure for reviewing disputes under the First Amendment, the tripartite Lemon v. Kurtzman test as well as the endorsement test it enunciated in Lynch v. Donnelly for public schools.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47873220","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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