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50 Years of Religion & Education: The Continuing Imperative of Religious Literacy in a Time of Division 五十年的宗教与教育:分裂时期宗教素养的持续必要性
IF 0.6 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/15507394.2023.2187975
M. Waggoner
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引用次数: 0
Exploring the Value of Special Religious Education in Multifaith Australia among Christians, Muslims, Hindus, Buddhists, Jews and Baha’i 探讨澳大利亚基督徒、穆斯林、印度教徒、佛教徒、犹太人和巴哈伊教徒的特殊宗教教育的价值
IF 0.6 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/15507394.2023.2185054
Z. Gross, S. Rutland
Abstract This article analyses the value of religious education in Australian government schools, including the contribution of the combination of Special Religious Education/Instruction (SRE/RI) and General Religious Education (GRE) to contemporary society. It is based on qualitative, grounded research with 58 interviews representing the six major faith groups in Australia—Christians, Muslims, Hindus, Buddhists, Jews, and Baha’i, as well as drawing on McCrindle’s quantitative and qualitative data in an unpublished report co-written with the authors. The findings show that SRE contributes to values education, religious identity development and health and wellbeing. The SRE classes multiculturalise the schools and provide support to students who experience religious bullying in schools.
摘要本文分析了澳大利亚公立学校宗教教育的价值,包括特殊宗教教育/教学(SRE/RI)和普通宗教教育(GRE)的结合对当代社会的贡献。它基于对代表澳大利亚六大信仰群体——基督徒、穆斯林、印度教徒、佛教徒、犹太人和巴哈伊教徒——的58次采访的定性、有根据的研究,并借鉴了麦克林德尔在与作者合著的一份未发表的报告中的定量和定性数据。研究结果表明,SRE有助于价值观教育、宗教认同发展以及健康和福祉。SRE课程使学校具有多元文化,并为在学校遭受宗教欺凌的学生提供支持。
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引用次数: 1
Saying His Name: How Faith-Based Higher Education Leaders Addressed the George Floyd Murder 说出他的名字:基于信仰的高等教育领袖如何处理乔治·弗洛伊德谋杀案
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-12-15 DOI: 10.1080/15507394.2022.2156262
Z. W. Taylor, Marcelle Pereira, Liz Rainey, Suchitra Gururaj, Ben Gibbs, James L. Wiser, Corey Benson, J. Childs, P. Somers
Abstract As George Floyd’s murder in May 2020 catalyzed a global protest against systemic racism and police brutality, many executive leaders of institutions of higher education issued public statements on the tragedy. What the research has not made clear is how leaders of faith-based institutions address instances of systemic racism and police brutality, specifically analyzing which audiences are addressed, what institutional values are extolled, and how the institution plans to contribute to social justice initiatives in their community or nation. Conceptualizing the data using Noelle-Neumann’s spiral of silence and Lieblich et al.’s narrative theory, this study analyzed 254 statements made by leaders of faith-based institutions of higher education to investigate their commentary on the George Floyd murder and their institutions’ possible orientation toward social justice. Results suggest many faith-based institutions “say his name” and explicitly mention George Floyd, but many shied away from describing his death as a “murder,” while institutions were more likely to extoll religious beliefs than support Black Lives Matter or mention oppression experienced by Black and African American people. Implications for research, policy, and practice are addressed.
摘要随着乔治·弗洛伊德于2020年5月被谋杀,引发了全球对系统性种族主义和警察暴行的抗议,许多高等教育机构的行政领导人就这场悲剧发表了公开声明。该研究尚未明确的是,信仰机构的领导人如何应对系统性种族主义和警察暴行,具体分析了哪些受众受到了关注,哪些机构价值观受到了赞扬,以及该机构计划如何为其社区或国家的社会正义倡议做出贡献。本研究利用诺埃尔·诺依曼的沉默螺旋和利布利希等人的叙事理论对数据进行了概念化,分析了信仰高等教育机构领导人发表的254份声明,以调查他们对乔治·弗洛伊德谋杀案的评论以及他们的机构对社会正义的可能取向。结果表明,许多基于信仰的机构“说出了他的名字”,并明确提到了乔治·弗洛伊德,但许多机构回避将他的死描述为“谋杀”,而机构更有可能赞美宗教信仰,而不是支持黑人的命也是命,或提及黑人和非裔美国人所经历的压迫。讨论了对研究、政策和实践的影响。
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引用次数: 1
Religiosity and Well-Being in Emerging Adults 新兴成人的宗教信仰与幸福感
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-12-05 DOI: 10.1080/15507394.2022.2154105
Tommy M. Phillips, Joe D. Wilmoth, Brandan E. Wheeler, A. Long, Leah B P Pylate, Jess Brink
Abstract A sample of emerging adults (N = 188; mean age = 22.58 years) at a large public university in the United States participated in survey research investigating the relationship of several religious variables to academic and psychosocial well-being. Analyses indicated that self-rated religiosity, frequency of attendance at religious services, frequency of prayer, and having a sense of mission or calling for one’s life were all related to a better mood. At the same time, participants with higher grade point averages were more likely to report attending religious services more frequently and to agree that their lives unfolded according to a divine or greater plan. Finally, the analysis showed that: (1) participants who agreed that their lives unfold according to a divine or greater plan had lower anxiety scores, and (2) frequency of prayer was related to having goals or a more solid sense of direction for one’s life.
初生成人(N = 188;平均年龄= 22.58岁)在美国一所大型公立大学参加了一项调查研究,调查几个宗教变量与学术和心理健康的关系。分析表明,自我评定的宗教虔诚度、参加宗教仪式的频率、祈祷的频率、对生活的使命感或使命感都与更好的心情有关。与此同时,平均成绩较高的参与者更有可能更频繁地参加宗教仪式,并同意他们的生活是根据神圣或更伟大的计划展开的。最后,分析显示:(1)那些认为他们的生活是按照一个神圣的或更伟大的计划展开的参与者的焦虑得分较低;(2)祈祷的频率与一个人的生活有目标或更坚定的方向感有关。
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引用次数: 0
Impact of Religiousness on Pandemic Psychological Well-Being among Chinese University Students: A Cross-Sectional Study 宗教信仰对大学生流行病心理健康影响的横断面研究
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-11-29 DOI: 10.1080/15507394.2022.2151296
Xiaozhong Hu, Sanyin Cheng
Abstract The present research explores how religiousness (in terms of religious involvement and religious belief) is related to pandemic psychological well-being among Chinese university students. The Religious Belief Scale, Religious Involvement Scale, and Pandemic Psychological Well-being Scale were administered to 2,119 university students selected from 119 comprehensive universities. Results showed that religiousness significantly and positively predicted pandemic psychological well-being beyond demographic variables. The significance, limitations, and implications of this research are discussed.
摘要本研究探讨了中国大学生的宗教信仰(宗教参与和宗教信仰)与疫情心理健康的关系。采用宗教信仰量表、宗教参与量表和流行病心理健康量表对119所综合性大学的2119名大学生进行了问卷调查。结果表明,宗教信仰显著且积极地预测了流行病的心理健康,超出了人口统计变量。讨论了本研究的意义、局限性和意义。
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引用次数: 1
Need for Character Development Program Based on Islamic Doctrines as a Counter-Terrorism Approach at HEIs of Pakistan 巴基斯坦高等学校以伊斯兰教义为基础的品格培养项目作为反恐手段的必要性
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-10-02 DOI: 10.1080/15507394.2022.2139995
Nayab Nasir
Abstract The current paper addresses the crucial need for a revival in the curriculum taught at higher education institutions in Pakistan. Issues like an increase in hate crimes, racism, sectarianism, and religious intolerance are attributed to unfamiliarity with fundamental character-building doctrines of Islam, such as forgiveness, tolerance, equity, and peace. The paper further analyses the effectiveness of contemporary counter-terrorism approaches and conflict resolution theories to emphasize religion’s role in peace-building and conflict resolution. For grounding the research in empirical evidence, data was collected through structured interviews from a sample of 50 students selected using convenience sampling in higher education institutions. Findings from thematic content analysis suggested that research participants were unaware of the conflict resolution and peace-making doctrines governing an inclusive Islamic society. Therefore, the research proposes that Character Development Program (CDP) specifically aimed at Muslim students may be included in the basic curriculum taught at universities. The content of the CDP should be deduced from Quran and Sunnah for raising a religiously, morally, and spiritually aware youth. The paper concludes by proposing an intercultural sensitivity model to measure the effectiveness of workshops and training sessions conducted under CDP. Graphical Abstract
摘要本文论述了巴基斯坦高等教育机构课程复兴的迫切需要。仇恨犯罪、种族主义、宗派主义和宗教不容忍的增加等问题被归因于对伊斯兰教基本品格建设教义的不熟悉,如宽恕、宽容、公平与和平。本文进一步分析了当代反恐方法和冲突解决理论的有效性,以强调宗教在建设和平和解决冲突中的作用。为了使研究建立在实证基础上,数据是通过结构化访谈从50名高等教育机构的学生中收集的。专题内容分析的结果表明,研究参与者不知道管理包容性伊斯兰社会的冲突解决和缔造和平学说。因此,研究提出,可以将专门针对穆斯林学生的性格发展计划(CDP)纳入大学的基础课程。CDP的内容应该从《古兰经》和《圣训》中推断出来,因为它们培养了一个有宗教、道德和精神意识的年轻人。最后,本文提出了一个跨文化敏感性模型来衡量CDP下举办的研讨会和培训课程的有效性。图形摘要
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引用次数: 0
The U.S. Supreme Court Paves Pathway for Students to Attend Publicly Funded Religious Schools: The Potential for Discriminatory Practices 美国最高法院为学生进入公立宗教学校铺平道路:潜在的歧视性做法
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-10-02 DOI: 10.1080/15507394.2022.2127629
S. Eckes, Preston C. Green
Abstract The U.S. Supreme Court examined whether Maine needed to include sectarian schools in a program designed to provide a free public education to students who live in areas that do not operate public schools. In Carson v. Makin the Court ruled that states are now required to fund religious education if they also fund private education. Although not the focus of the decision, this case raises related concerns about states being required to use public funds to support private religious schools that engage in discriminatory practices. This study seeks to examine whether the Court considered the potential for discriminatory practices.
摘要美国最高法院审查了缅因州是否需要将宗派学校纳入一项计划,该计划旨在为居住在没有公立学校的地区的学生提供免费的公共教育。在Carson诉Makin案中,法院裁定,如果各州也资助私立教育,那么现在就必须资助宗教教育。尽管这起案件不是裁决的重点,但它引发了人们对各州被要求使用公共资金支持从事歧视性做法的私立宗教学校的相关担忧。本研究旨在审查法院是否考虑到歧视性做法的可能性。
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引用次数: 0
Recognizing Christian Hegemony as Broader than Christian Privilege: Critical Religion Scholars Respond to Glanzer (2022) 承认基督教霸权比基督教特权更广泛:批判宗教学者对格兰泽的回应(2022)
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-10-02 DOI: 10.1080/15507394.2022.2139996
Jenny L. Small, S. Edwards, Matthew Sayers, Renee L. Bowling, Julia R. Collett, Simran Kaur-Colbert, J. Nielsen
Abstract In this article, members of the Critical Religious Studies in Higher Education (CRSHE) network respond to Glanzer’s Recognizing Christian Complexity and Secular Privilege in Higher Education. We aim for the following goals: making explicit our fundamental assumption about Christian privilege and Christian hegemony, and their relationship to secular privilege; detailing our thinking about definitions, historical influences, social phenomena, and higher education practices related to critical theories of religion; and welcoming scholars from outside the CRSHE network into conversation about the topics of Christian privilege and critical theories of religion, so that we may, in community, move the theories forward.
摘要在本文中,高等教育批判宗教研究(CRSHE)网络的成员回应了格兰泽对高等教育中基督教复杂性和世俗特权的认识。我们的目标是:明确我们对基督教特权和基督教霸权的基本假设,以及它们与世俗特权的关系;详细阐述了我们对宗教批判理论的定义、历史影响、社会现象和高等教育实践的思考;欢迎来自CRSHE网络之外的学者就基督教特权和宗教批判理论进行对话,以便我们在社区中推动这些理论的发展。
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引用次数: 2
Educators' Self-Understanding of Their Roles as Christians in Public Schools 公立学校教育工作者对基督徒角色的自我认识
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-08-19 DOI: 10.1080/15507394.2022.2110803
Nicholas C. Block
Abstract A national sample of 389 educators who identify as Christian completed a questionnaire to determine their approaches to living out their faith in public schools. Participants considered 14 possible approaches. They reported modeling Christian virtue and providing “faithful presence” as most descriptive of their practice, but they were more reluctant about approaches that involve equipping students to address societal wrongs, incorporating biblical integration and worldview, and sharing the Christian message. Differences were found based on gender, age, race/ethnicity, and level/subject taught. Implications are drawn for teacher preparation programs to nurture future educators with a broader vision of community transformation.
摘要对389名信奉基督教的教育工作者进行了全国性抽样调查,以确定他们在公立学校实现信仰的方法。与会者审议了14种可能的办法。他们报告说,塑造基督教美德和提供“忠诚的存在”是对他们实践的最具描述性的描述,但他们更不愿意采用让学生解决社会错误、融入圣经融合和世界观以及分享基督教信息的方法。差异是基于性别、年龄、种族/民族以及所教授的水平/学科。这对教师准备计划的意义在于培养未来具有更广阔社区转型视野的教育工作者。
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引用次数: 0
Dealing with Global Issues in Religious Education. Didactical Impulses from the Discourse in German-Speaking Countries 处理宗教教育中的全球性问题。德语国家语篇中的教学冲动
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-07-03 DOI: 10.1080/15507394.2022.2093096
Bernd Ziegler
Abstract This article points out central didactical challenges in dealing with worldwide issues in religious education and outlines first perspectives for an answer. It primarily refers to the research discourse on Global Education in the German-speaking context. The hermeneutically conceived study demonstrates three basic challenges. First, the relationship between the normativity of global guiding principles and the right of students to form their own judgments must be balanced. Second, it seems necessary to include critical problem analyses from the Global South. The third challenge is to find ways to support young people in thinking and acting under conditions of global complexity.
本文指出了处理宗教教育中的世界性问题的主要教学挑战,并概述了答案的第一视角。它主要是指在德语语境下全球教育的研究话语。从解释学角度出发的研究展示了三个基本挑战。首先,必须平衡全球指导原则的规范性与学生形成自己判断的权利之间的关系。其次,似乎有必要包括来自全球南方的关键问题分析。第三个挑战是找到支持年轻人在全球复杂情况下思考和行动的方法。
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引用次数: 0
期刊
Religion & Education
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