Pub Date : 2023-01-02DOI: 10.1080/15507394.2023.2187975
M. Waggoner
{"title":"50 Years of Religion & Education: The Continuing Imperative of Religious Literacy in a Time of Division","authors":"M. Waggoner","doi":"10.1080/15507394.2023.2187975","DOIUrl":"https://doi.org/10.1080/15507394.2023.2187975","url":null,"abstract":"","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"50 1","pages":"1 - 2"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44727837","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: 10.1080/15507394.2023.2185054
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Muslims, Hindus, Buddhists, Jews, and Baha’i, as well as drawing on McCrindle’s quantitative and qualitative data in an unpublished report co-written with the authors.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.
{"title":"Exploring the Value of Special Religious Education in Multifaith Australia among Christians, Muslims, Hindus, Buddhists, Jews and Baha’i","authors":"Z. Gross, S. Rutland","doi":"10.1080/15507394.2023.2185054","DOIUrl":"https://doi.org/10.1080/15507394.2023.2185054","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"50 1","pages":"95 - 116"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47392423","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 : 2022-12-15DOI: 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.
{"title":"Saying His Name: How Faith-Based Higher Education Leaders Addressed the George Floyd Murder","authors":"Z. W. Taylor, Marcelle Pereira, Liz Rainey, Suchitra Gururaj, Ben Gibbs, James L. Wiser, Corey Benson, J. Childs, P. Somers","doi":"10.1080/15507394.2022.2156262","DOIUrl":"https://doi.org/10.1080/15507394.2022.2156262","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"50 1","pages":"39 - 69"},"PeriodicalIF":0.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442553","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 : 2022-12-05DOI: 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.
{"title":"Religiosity and Well-Being in Emerging Adults","authors":"Tommy M. Phillips, Joe D. Wilmoth, Brandan E. Wheeler, A. Long, Leah B P Pylate, Jess Brink","doi":"10.1080/15507394.2022.2154105","DOIUrl":"https://doi.org/10.1080/15507394.2022.2154105","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"50 1","pages":"70 - 81"},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47653579","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 : 2022-11-29DOI: 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.
{"title":"Impact of Religiousness on Pandemic Psychological Well-Being among Chinese University Students: A Cross-Sectional Study","authors":"Xiaozhong Hu, Sanyin Cheng","doi":"10.1080/15507394.2022.2151296","DOIUrl":"https://doi.org/10.1080/15507394.2022.2151296","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"50 1","pages":"82 - 94"},"PeriodicalIF":0.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43164152","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 : 2022-10-02DOI: 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
{"title":"Need for Character Development Program Based on Islamic Doctrines as a Counter-Terrorism Approach at HEIs of Pakistan","authors":"Nayab Nasir","doi":"10.1080/15507394.2022.2139995","DOIUrl":"https://doi.org/10.1080/15507394.2022.2139995","url":null,"abstract":"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","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"412 - 431"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47650617","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 : 2022-10-02DOI: 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.
{"title":"The U.S. Supreme Court Paves Pathway for Students to Attend Publicly Funded Religious Schools: The Potential for Discriminatory Practices","authors":"S. Eckes, Preston C. Green","doi":"10.1080/15507394.2022.2127629","DOIUrl":"https://doi.org/10.1080/15507394.2022.2127629","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"374 - 390"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43090705","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 : 2022-10-02DOI: 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.
{"title":"Recognizing Christian Hegemony as Broader than Christian Privilege: Critical Religion Scholars Respond to Glanzer (2022)","authors":"Jenny L. Small, S. Edwards, Matthew Sayers, Renee L. Bowling, Julia R. Collett, Simran Kaur-Colbert, J. Nielsen","doi":"10.1080/15507394.2022.2139996","DOIUrl":"https://doi.org/10.1080/15507394.2022.2139996","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"355 - 373"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815092","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 : 2022-08-19DOI: 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.
{"title":"Educators' Self-Understanding of Their Roles as Christians in Public Schools","authors":"Nicholas C. Block","doi":"10.1080/15507394.2022.2110803","DOIUrl":"https://doi.org/10.1080/15507394.2022.2110803","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"391 - 411"},"PeriodicalIF":0.6,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45017153","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 : 2022-07-03DOI: 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.
{"title":"Dealing with Global Issues in Religious Education. Didactical Impulses from the Discourse in German-Speaking Countries","authors":"Bernd Ziegler","doi":"10.1080/15507394.2022.2093096","DOIUrl":"https://doi.org/10.1080/15507394.2022.2093096","url":null,"abstract":"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.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"339 - 354"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45620936","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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