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New Media—New Perspectives? “Religion” in Swedish Online Teaching Materials 新媒体——新视角?瑞典语网络教材中的“宗教”
IF 0.6 Q1 Arts and Humanities Pub Date : 2022-01-02 DOI: 10.1080/15507394.2022.2041344
Wilhelm Kardemark
Abstract This article analyzes online educational material about religion from the Swedish web service SO-rummet (“The social science room”). The study takes its point of departure in perspectives associated with “critical religion” and “religious literacy.” The analysis shows that the material introduces religion in an interiorizing and sui generis manner. Problems associated with this understanding of religion and its educational implications are discussed. The author points out that the material generally introduces information learners are supposed to reproduce while it rarely gives information that could be used to analyze or reflect upon religion in a meaningful way.
本文分析了瑞典网络服务SO-rummet(“the social science room”)提供的有关宗教的在线教材。这项研究的出发点是与“批判宗教”和“宗教素养”相关的观点。分析表明,该材料以一种内化的、自成一体的方式介绍了宗教。本文讨论了与这种对宗教的理解及其教育意义相关的问题。作者指出,这些材料通常介绍了学习者应该复制的信息,而很少提供可用于有意义地分析或反思宗教的信息。
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引用次数: 1
Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of In-Service and Pre-Service Teachers Concerning New Learning Skills 宗教教育作为21世纪的实践:在职和职前教师对新学习技能认知的定量研究
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-12-20 DOI: 10.1080/15507394.2021.2009304
Kaisa Viinikka, Martin Ubani, Tuuli Lipiäinen
Abstract This study compares quantitatively the perceptions of Finnish pre-service and in-service religious education (RE) teachers concerning future skills needed in the context of RE. The data consists of questionnaires (N = 157) collected from RE student teachers (n = 74) and practicing RE teachers (n = 83). Three groups of respondents were formed: students, established teachers and teachers in the induction phase. The perceptions of twenty-first century skills of the three groups were analyzed using the SPSS program. On the basis of the results, the different groups all saw different interaction-related skills as key skills for an RE teacher. Consideration of social issues and diversity in the context of RE was also seen as important. Religious literacy and the use of technology were anticipated to be emphasized in the future. In addition, critical thinking was interpreted as relevant in the context of RE. By contrast, for example, productivity and leadership were perceived as less relevant parts of religious education.
摘要本研究定量比较了芬兰职前和在职宗教教育(RE)教师对RE背景下未来所需技能的看法 = 157)从RE学生教师(n = 74)和实践RE教师(n = 83)。调查对象分为三组:学生、在职教师和处于入职阶段的教师。使用SPSS程序分析了三组人对21世纪技能的认知。根据研究结果,不同的小组都认为不同的互动相关技能是RE教师的关键技能。在可再生能源方面考虑社会问题和多样性也被认为是重要的。预计今后将强调宗教知识和技术的使用。此外,批判性思维被解释为与RE相关。相比之下,例如,生产力和领导力被认为是宗教教育中不太相关的部分。
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引用次数: 0
World Religions in Religious Education in Northern Ireland: A Policy Implementation Analysis using Strategic Action Field Theory 北爱尔兰宗教教育中的世界宗教:基于战略行动场理论的政策执行分析
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-12-14 DOI: 10.1080/15507394.2021.2009303
J. Nelson, Yue Yang
Abstract This article analyses the implementation of a policy that introduced the teaching of world religions in religious education in Northern Ireland. Using a policy implementation evaluation framework informed by strategic action field (SAF) theory we assess the effectiveness of the policy intervention by exploring teachers’ descriptions of their practice. We discover that there is evidence of teacher buy-in to the policy, but very significant variation in the quality of implementation and reasons for this are explored. It is concluded that the policy evaluation tool developed here is likely to have value in assessing the implementation of curriculum policy in other contexts.
摘要本文分析了在北爱尔兰宗教教育中引入世界宗教教学的政策的实施情况。使用基于战略行动场理论的政策实施评估框架,我们通过探索教师对其实践的描述来评估政策干预的有效性。我们发现,有证据表明教师支持这项政策,但对实施质量的显著差异及其原因进行了探讨。结论是,本文开发的政策评估工具可能对评估其他背景下课程政策的实施情况具有价值。
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引用次数: 1
Teaching Religion Within an Object-Oriented Ontology 基于面向对象本体论的宗教教学
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-12-13 DOI: 10.1080/15507394.2021.2013699
M. Mackay
Abstract Religion is often taught as a topic within culture and scholars have increasingly argued alongside J. Z. Smith’s position that religion cannot be taught as a thing-in-itself. This essay not only challenges that assumption, but it also addresses how religion can be taught and understood as a nonhuman entity outside of thought and in-itself. Within the developing literature about material religion, this essay will use Graham Harman’s object-oriented ontology to theorize about learning how one might teach religion as an agentic thing-in-itself. Harman’s unique speculative philosophy enables teaching to embrace material religion and things as agents, while creating a framework of assemblages and a social ontology to express the modern academic nature of “religion.” This is an argument for teaching religion as religion, while emphasizing diversity, pluralism, and the nonhuman world of religion.
抽象宗教经常被作为文化中的一个主题来教授,学者们越来越多地与J·Z·史密斯的立场争论不休,即宗教本身不能作为一种东西来教授。这篇文章不仅挑战了这一假设,而且还探讨了宗教如何被教导和理解为思想之外的非人类实体。在关于物质宗教的发展中的文献中,本文将使用Graham Harman的面向对象本体论来理论化学习如何将宗教本身作为一种能动的东西来教授。哈曼独特的思辨哲学使教学能够接受物质宗教和事物作为主体,同时创建一个组合框架和社会本体论来表达“宗教”的现代学术性质。这是一个将宗教作为宗教进行教学的论点,同时强调宗教的多样性、多元主义和非人类世界。
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引用次数: 2
“Part of God’s Plan for My Life”: How Conservative Protestant Students Make Sense of Social Forces and Social Inequality “上帝为我的生活计划的一部分”:保守的新教学生如何理解社会力量和社会不平等
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-12-10 DOI: 10.1080/15507394.2021.2011583
Stephanie T. Chan
Abstract Research shows that White conservative Protestants’ individualistic views impede their pursuit of structural solutions to social injustice. When introduced to a structural perspective through a sociology course, what religio-cultural tools do conservative Protestant students use to interpret the impact of social factors on their lives? Through an analysis of student reflections, I found that the primary way they made sense of social factors was through a lens of divine control, and this did not vary by social location. A secondary way was viewing them as unfair, a view that was more common among advantaged students than disadvantaged students.
研究表明,白人保守新教徒的个人主义观点阻碍了他们对社会不公正的结构性解决方案的追求。当通过社会学课程引入结构视角时,保守的新教学生使用什么宗教文化工具来解释社会因素对他们生活的影响?通过对学生反思的分析,我发现他们理解社会因素的主要方式是通过神的控制,而这并不因社会位置而异。第二种方法是认为他们不公平,这种观点在条件优越的学生中比在条件不利的学生中更为普遍。
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引用次数: 1
Interfaith Harmony through Education System of Religious Communities 通过宗教社区教育体系实现宗教间和谐
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-12-08 DOI: 10.1080/15507394.2021.2009305
Genti Kruja
Abstract Public awareness on perceiving religious dialogue as a determinant of conflict prevention and social peace building in intercultural and multi-religious societies is increasing day by day. For a long time, the debate over religion was characterized by the idea that the increasing secularism of Western societies would lead to a gradual withdrawal of religion from public space. However, the last decade, returned religion in public discussion as a determinant of peace building. Regardless of the variety of how this discussion unfolds in European countries, the study of the impact of “religion” on intercultural dialogue and on tensions and social conflicts seems to be becoming increasingly important. Meanwhile education and religious education is an important element for shaping the critical skills of future citizens, for intercultural dialogue and for peace building as well. This research focuses on contribution of the different religious communities’ education system for promoting of the peace building in Albania multi-religious society. An explorative research methodology is implemented to achieve this aim through collecting primary and secondary data. Documents and studies in the field of religious education were collected from Central State Archive for the pre-communist period and data from the current schools of different religious communities in Albania were evaluated. The study brings to attention the Albanian case, where religious education had in the past and has currently a decisive impact on interfaith harmony. Religious communities have dozens of schools and four universities, where thousands of students’ study and their graduates constitute a vital part of the society. Education plays an essential role in intercultural understanding, in favor of coexistence and tolerance and the contribution of these schools to society is enormous as they are strengthening interfaith dialogue and its transmission to young people. In addition to the collaboration between the three theologies, cooperation is also increasing between universities, which despite being founded by religious communities, have in general and other secular departments of various academic fields.
在跨文化和多宗教社会中,将宗教对话视为预防冲突和社会和平建设的决定因素的公众意识日益增强。很长一段时间以来,关于宗教的争论的特点是,西方社会日益增长的世俗主义将导致宗教逐渐退出公共空间。然而,在过去的十年中,宗教作为和平建设的决定因素重新出现在公共讨论中。无论这种讨论在欧洲国家如何展开,研究“宗教”对跨文化对话、紧张局势和社会冲突的影响似乎正变得越来越重要。同时,教育和宗教教育是塑造未来公民的关键技能、促进文化间对话和建设和平的重要因素。本研究主要探讨不同宗教团体的教育体系对促进阿尔巴尼亚多宗教社会和平建设的贡献。探索性研究方法通过收集一手和二手数据来实现这一目标。从中央国家档案馆收集了共产主义前时期宗教教育领域的文件和研究,并对阿尔巴尼亚目前不同宗教社区的学校的数据进行了评估。这项研究提请注意阿尔巴尼亚的情况,在那里,宗教教育过去和现在都对不同信仰间的和谐产生了决定性的影响。宗教团体有几十所学校和四所大学,成千上万的学生和他们的毕业生构成了社会的重要组成部分。教育在促进共存和容忍的跨文化理解方面发挥着至关重要的作用,这些学校对社会的贡献是巨大的,因为它们正在加强宗教间对话并将其传递给年轻人。除了三种神学之间的合作之外,大学之间的合作也在增加,尽管这些大学是由宗教团体建立的,但总的来说,它们在各种学术领域都有其他世俗的部门。
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引用次数: 2
A Postlude on Adequate Methodologies for Comparative Research regarding the Relation of Religion/Worldview and Education 宗教/世界观与教育关系比较研究的适当方法论引论
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-10-02 DOI: 10.1080/15507394.2021.2006545
S. Miedema
Abstract In this postlude, I meta-reflect on the six articles of this special issue. All authors of the research collective have taken the methodology which Oddrun Bråten has developed for comparative studies as a kind of methodological starting point for their own research. My searchlight are two connected questions. Are the comparative methodologies used fruitful in grasping adequately the past and present interrelationships of religion and education in a particular context? How to avoid that traditional views, policies and practices will hinder a clear sight on the actual facts-of-a-case?
摘要在这篇结语中,我对本期特刊的六篇文章进行了元反思。研究小组的所有作者都将Oddrun Bråten为比较研究开发的方法论作为他们自己研究的一种方法论起点。我的探照灯是两个相互关联的问题。所使用的比较方法在充分把握特定背景下宗教和教育过去和现在的相互关系方面是否富有成效?如何避免传统的观点、政策和做法会阻碍对具体情况的清晰了解?
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引用次数: 0
Religion and Education. The Forgotten Dimensions of Religious Education? 宗教与教育。宗教教育被遗忘的维度?
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-10-02 DOI: 10.1080/15507394.2021.2006540
L. Franken
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引用次数: 16
Religious Education at Schools in Europe: Parts 4–6—Review 欧洲学校的宗教教育:part 4-6-Review
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-10-02 DOI: 10.1080/15507394.2021.2006546
N. H. Korsvoll, Inge Andersland, J. Doney
These are the final three volumes to complete the ambitious project to map the status quo and the status quaestionis of religious education across Europe. Each volume is devoted to a region, and within each, contributions by different authors present the situation in each country. This triple publication from 2020 presents Eastern Europe (Vol. 4), Southeastern Europe (Vol. 5), and Southern Europe (Vol. 6). Since the volumes appear together and belong to the same project, we have chosen to write this review together, based on Jonathan Doney’s (JD) reading of Volume 4, Inge Andersland’s (IA) reading of Volume 5, and Nils H. Korsvoll’s (NK) reading of Volume 6. In what follows, we address (a) overall aims and impact, (b) key issues and regional variance, and (c) the books’ sections regarding challenges and desiderata are given special attention. We do this by first giving a joint introduction and then offering a dialogical discussion between the three reviewers where our observations are based on the respective volume that we have been assigned. Lastly, we each recommend three chapters from each book that especially interested us. The volumes are part of the Religious Education at Schools in Europe (REL-EDU) project, which was launched at two symposia held in Vienna in 2011–2012. There the assembled scholars drew up a common outline of 13 key issues, addressing the social, political, and legal framing of religious education (RE), content and conceptions of RE, religion and diversity outside RE, and teaching and research in religious didactics. The thirteen key issues provide a common structure across the chapters and all the volumes in the series, facilitating comparison and their use as reference works. The editors regret the delay in publishing these three final volumes—the first three volumes appeared in 2014–2015—but have produced a complete and well-rounded series that will surely be a useful introduction and reference work for RE in Europe.
这是完成这一雄心勃勃的项目的最后三卷,该项目旨在描绘欧洲各地宗教教育的现状和现状。每一卷都专门介绍一个地区,在每一卷中,不同作者的文章介绍了每个国家的情况。这本2020年的三本出版物介绍了东欧(第4卷)、东南欧(第5卷)和南欧(第6卷)。由于这些卷出现在一起,属于同一个项目,我们选择在Jonathan Doney(JD)对第4卷的阅读、Inge Andersland(IA)对第5卷的阅读和Nils H.Korsvoll(NK)对第6卷的阅读的基础上共同撰写这篇综述。在下文中,我们将讨论(a)总体目标和影响,(b)关键问题和区域差异,以及(c)书籍中关于挑战和需求的章节受到特别关注。我们首先进行联合介绍,然后在三位评审员之间进行对话式讨论,我们的意见是基于分配给我们的各自卷。最后,我们推荐每本书中我们特别感兴趣的三章。这些卷是欧洲学校宗教教育项目的一部分,该项目于2011-2012年在维也纳举行的两次研讨会上启动。在那里,聚集在一起的学者们起草了一份关于13个关键问题的共同大纲,涉及宗教教育的社会、政治和法律框架,宗教教育的内容和概念,宗教和宗教教育之外的多样性,以及宗教教学法的教学和研究。这十三个关键问题为该系列的各章和所有卷提供了一个共同的结构,有助于进行比较并将其用作参考作品。编辑们对推迟出版这三本最后一卷感到遗憾,前三卷出现在2014-2015年,但他们制作了一个完整而全面的系列,这肯定会成为RE在欧洲的有用介绍和参考作品。
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引用次数: 0
Islamic Religious Education in Europe: A Comparative Study 欧洲伊斯兰宗教教育的比较研究
IF 0.6 Q1 Arts and Humanities Pub Date : 2021-10-02 DOI: 10.1080/15507394.2021.2006541
Abdurrahman Hendek
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引用次数: 2
期刊
Religion & Education
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