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Developing the Religion and Worldviews Curriculum as Education for Democracy 作为民主教育的宗教与世界观课程的开发
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-07-03 DOI: 10.1080/15507394.2022.2102874
K. O’Grady
Abstract In democracies, to be democratic is a condition not a style of education. Regarding English religious education (RE), the Commission on Religious Education (CORE) proposals drew criticisms including a lack of curriculum coherence. But coherence means with the school’s values, not just clarity on content or progression. A subject should look outward for its purpose(s), which is more apparent in RE internationally. The Big Ideas resource has the potential to overcome CORE’s openness on content or progression but needs situating in broader social concerns. A Religion and Worldviews curriculum must be developed as education for democracy wherever the society sees itself as democratic.
摘要在民主国家,民主是一种条件,而不是一种教育方式。关于英国宗教教育(RE),宗教教育委员会(CORE)的提案招致批评,包括缺乏课程连贯性。但连贯性意味着与学校的价值观保持一致,而不仅仅是内容或进展的清晰性。一个主体应该向外看其目的,这在国际RE中更为明显。大创意资源有可能克服CORE在内容或进展方面的开放性,但需要置于更广泛的社会关注中。只要社会认为自己是民主的,就必须制定宗教和世界观课程,作为民主教育。
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引用次数: 0
Categories in Discourse about Church of England Primary Education 英国教会小学教育话语的范畴
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-07-03 DOI: 10.1080/15507394.2022.2102876
Stephen Pihlaja, D. Whisker, Lisa Vickerage-Goddard
Abstract Urban areas in the United Kingdom with multi-religious populations can be served by Church of England schools and they can attract families from a variety of different religious backgrounds. Using focus group discussions and interviews with parents, school governors, and teachers, this article focuses on how participants understand the relationships between Christian belief and practice, and their own cultural and religious beliefs and practices. The findings show how emergent ways of talking about the interaction between different cultural practices, and between Christianity and Islam, produce reasoning wherein people understand their place in diverse communities through analogy.
摘要英国多宗教人口的城市地区可以由英国教会学校提供服务,它们可以吸引来自各种不同宗教背景的家庭。本文通过焦点小组讨论和对家长、学校管理者和教师的采访,重点关注参与者如何理解基督教信仰和实践以及他们自己的文化和宗教信仰和实践之间的关系。研究结果表明,谈论不同文化实践之间以及基督教和伊斯兰教之间互动的新兴方式如何产生推理,使人们通过类比来理解自己在不同社区中的地位。
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引用次数: 0
The Educational Identity Formation of Jehovah’s Witnesses 耶和华见证人的教育身份形成
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-07-03 DOI: 10.1080/15507394.2022.2102875
Carrie S. Ingersoll-Wood
Abstract Through qualitative research this study addresses the inadequate amount of research investigating the educational identity formation of individuals who are raised as Jehovah’s Witnesses (JW). Narratives from semi-structured interviews suggest participants negotiated multiple identities in multiple frames—their identity as religious members and their personal educational identity in their secular education. Individuals whose parents subscribed to the religion’s notion that higher education was unnecessary and detrimental, formed educational identities that rejected their talents, suppressed their motivation, and foreclosed opportunities for autonomy and self-satisfaction in personal goal setting and career selection.
摘要:本研究通过定性研究,解决了调查耶和华见证人(JW)教育身份形成的研究数量不足的问题。半结构化访谈的叙述表明,参与者在多个框架中协商了多重身份——他们作为宗教成员的身份,以及他们在世俗教育中的个人教育身份。有些人的父母赞同高等教育是不必要和有害的宗教观念,他们形成了拒绝他们才能的教育身份,压抑了他们的动机,在个人目标设定和职业选择中剥夺了自主和自我满足的机会。
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引用次数: 0
Antonio Gramsci on Faith, Religion and the Entanglement of Reason/Emotion: Insights for Religious Education in Western Multi-Religious Societies 安东尼奥·葛兰西论信仰、宗教与理性/情感的纠缠:对西方多宗教社会宗教教育的洞见
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-07-03 DOI: 10.1080/15507394.2022.2102872
Michalinos Zembylas
Abstract This article argues that Antonio Gramsci’s affective and materialist conception of faith has crucial implications for theory and research in religious education, especially with regard to the affective dimensions of religious controversies and sensibilities in Western multi-religious societies. By emphasizing the role of emotion in faith, Gramsci speaks to the affective turn’s recent attempts to foster a critical, contextual and productive engagement with “religious affects.” Gramsci’s conception of faith offers novel insights to scholars and educators in religious education that help overcome problematic dichotomies between emotion/reason and secularity/religiosity that are often embedded in public discourses on religious controversies.
摘要本文认为,葛兰西的情感和唯物主义信仰观对宗教教育的理论和研究具有重要意义,尤其是对西方多宗教社会中宗教争议和情感的情感维度。通过强调情感在信仰中的作用,葛兰西谈到了情感转向最近试图培养与“宗教影响”的批判性、情境性和富有成效的接触。葛兰西的信仰观为宗教教育中的学者和教育工作者提供了新颖的见解,有助于克服情感/理性与世俗/宗教之间存在的问题,这些问题经常嵌入关于宗教争议的公共话语中。
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引用次数: 0
Understanding and Implementing Worldview Dialogue in the Finnish Basic Education Context: Teachers’ Approaches 芬兰基础教育背景下世界观对话的理解与实施:教师的方法
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-04-11 DOI: 10.1080/15507394.2022.2060691
Tuuli Lipiäinen, Henri Satokangas, Anita Jantunen, Arto Kallioniemi
Abstract This research examined worldview dialogue in Finnish basic education by focusing on teachers’ understanding about this dialogue, and orientations to implement it in schools. The data of the study consisted of an electrical survey from in-service basic education teachers from all areas in Finland (N = 654). The research was conducted as qualitative content analysis, using open coding and then quantitative methods. Found orientations were active, indirect and passive. The results showed that orientations presented different ways of understanding the concept of worldview and worldview dialogue. Understanding and implementing worldview dialogue varies between teachers and between levels at which they teach.
本研究考察了芬兰基础教育中的世界观对话,重点关注教师对这种对话的理解,以及在学校中实施这种对话的方向。该研究的数据包括芬兰所有地区在职基础教育教师(N = 654)的电气调查。研究首先进行定性内容分析,然后采用开放编码和定量方法。取向有主动取向、间接取向和被动取向。结果表明,取向对世界观概念和世界观对话的理解方式不同。对世界观对话的理解和实施因教师和教学水平而异。
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引用次数: 0
School Structures and Curricular Choices: The Social Studies Classroom in Religious and Secular Schools 学校结构与课程选择:宗教与世俗学校的社会学课堂
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-04-03 DOI: 10.1080/15507394.2022.2059316
J. Shekitka
Abstract This article is drawn from a set of qualitative interviews and observations with social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States, as they grapple with what it means to be a social studies teacher given the realities of their individual school contexts, and attempt to understand the larger social forces that impact their work. This article presents the following points of analysis: (1) The role of the principal and the school board in shaping school culture at an Islamic academy. (2) The important distinction between parochial and independent schools in Catholic education (3) The ways that teachers in public schools engage with religion and controversial issues more broadly in their social studies classrooms, given their obligations to a broader “community” and (4) How moving beyond the etic and emic can provide a more nuanced understanding of the work of social studies teachers.
本文来自对美国一个主要大都市地区的三所学校(一所公立学校、一所天主教学校和一所伊斯兰学校)的社会研究教师进行的一系列定性访谈和观察,因为他们在各自学校背景的现实中努力理解成为一名社会研究教师意味着什么,并试图理解影响他们工作的更大的社会力量。本文提出了以下几点分析:(1)校长和学校董事会在塑造伊斯兰学院学校文化中的作用。(2)天主教教育中教区学校和私立学校之间的重要区别(3)公立学校的教师在他们的社会研究课堂上更广泛地参与宗教和有争议问题的方式,考虑到他们对更广泛的“社区”的义务;(4)如何超越etic和emic可以提供对社会研究教师工作的更细致入微的理解。
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引用次数: 1
The Potential of Quebec’s Ethics and Religious Culture (ERC) Program in Preventing Violent Extremism: Perceptions of Students and Teachers at McGill University and University of Quebec in Montreal 魁北克伦理和宗教文化(ERC)项目在防止暴力极端主义方面的潜力:麦吉尔大学和蒙特利尔魁北克大学学生和教师的看法
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-04-03 DOI: 10.1080/15507394.2022.2059317
Helal Hossain Dhali, Dilmurat Mahmut, R. Ghosh, Afrouz Tavakoli-Khou
Abstract The Ethics and Religious Culture (ERC) program was introduced in the Quebec curriculum in 2008 with an overall aim of promoting interreligious and intercultural understanding and ethical wellbeing among students. Despite having the potentiality of creating and sustaining a peaceful society, the Quebec government is planning to abolish the program at a time when hateful attitudes and rightwing extremism are on the rise in the region. Yet, the findings of this mixed method study suggest that the ERC program can indeed foster students’ ethical and emotional development, open-mindedness and critical thinking skills, therefore enhancing their resilience against violent extremism.
伦理与宗教文化(ERC)课程于2008年引入魁北克课程,其总体目标是促进宗教间和文化间的理解以及学生的道德福祉。尽管有可能创造和维持一个和平的社会,但魁北克政府正计划废除该计划,因为该地区的仇恨态度和右翼极端主义正在上升。然而,这项混合方法研究的结果表明,ERC项目确实可以培养学生的道德和情感发展,开放的思想和批判性思维技能,从而增强他们对暴力极端主义的抵御能力。
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引用次数: 0
Student Performance on Renaissance Star Assessments in Catholic and Public Schools 天主教和公立学校学生在文艺复兴明星评估中的表现
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-04-03 DOI: 10.1080/15507394.2022.2069453
Stephen M. Ponisciak, Julie W. Dallavis
Abstract Strong academic preparation is a primary reason parents choose Catholic schools. Yet research demonstrating a Catholic school effect on achievement is a decade or more old. We use data from Renaissance Star assessments to provide a current national comparison of academic achievement in math and reading in the elementary grades in Catholic and public schools. Specifically, we use matching methods to measure differences in performance, comparing similar students in similar schools. We find that students in Catholic and public schools perform about the same in both math and reading.
良好的学术准备是家长选择天主教学校的主要原因。然而,证明天主教学校对学业成绩影响的研究已经有十年甚至更久的历史了。我们使用文艺复兴之星评估的数据来提供天主教学校和公立学校小学数学和阅读学业成绩的当前全国比较。具体来说,我们使用匹配方法来衡量表现的差异,比较相似学校的相似学生。我们发现天主教学校和公立学校的学生在数学和阅读方面的表现差不多。
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引用次数: 1
Villain, Coward, or Neither: Exploring Latter-Day Saint English Teachers’ Beliefs toward Using Young Adult Literature 恶棍、懦夫或两者皆非:探讨后期圣徒英语教师使用青少年文学的信念
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-04-03 DOI: 10.1080/15507394.2022.2059318
D. Riddle, Steven T. Bickmore
Abstract Debates over censorship of young adult literature are pervasive and ongoing in secondary schools and communities. However, there is the little conversation surrounding how a secondary school English teacher’s religious beliefs influence their professional identity and decision-making. This study explores the beliefs of English language arts teachers within a specific faith group in utilizing young adult literature. Findings show teachers express varying levels of comfort and discomfort when choosing to use young adult literature with specific topics and themes. Implications for teacher education are discussed.
摘要关于青少年文学审查制度的争论在中学和社区中普遍存在并正在进行。然而,很少有人谈论中学英语教师的宗教信仰如何影响他们的职业身份和决策。本研究探讨了特定信仰群体中的英语语言艺术教师在利用青年文学方面的信仰。研究结果显示,教师在选择使用具有特定主题和主题的青年文学时,会表现出不同程度的舒适和不适。讨论了对教师教育的启示。
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引用次数: 0
Recognizing Christian Complexity and Secular Privilege in Higher Education: A Response to Recent Christian Privilege Arguments 认识到高等教育中的基督教复杂性和世俗特权:对最近基督教特权争论的回应
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-03-22 DOI: 10.1080/15507394.2022.2051973
Perry L. Glanzer
Abstract Although scholars have recognized the problem of Christian privilege (CP) in higher education, their arguments contain two major problems. First, they often fail to acknowledge the diverse experience and outlook of different Christian groups regarding privilege. Second, there is a failure to acknowledge secular privilege. This paper demonstrates these problems and maintains that CP arguments that fail to acknowledge these points weaken the case for justice toward worldviews. Thus, educators need to take into account these points if they want to commit to creating the structures and conditions by which a just form of pluralism can flourish in higher education.
虽然学者们已经认识到高等教育中的基督教特权问题,但他们的论点包含两个主要问题。首先,他们往往没有认识到不同的基督教团体对特权的不同经历和看法。第二,没有承认世俗特权。本文论证了这些问题,并认为不承认这些问题的CP论点削弱了对世界观的正义。因此,如果教育工作者想要致力于创造结构和条件,使一种公正的多元化形式能够在高等教育中蓬勃发展,他们就需要考虑到这些要点。
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引用次数: 3
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Religion & Education
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