Pub Date : 2021-01-12DOI: 10.1093/obo/9780199756810-0270
Fiona Peacock, Carol Holliday
The use of the term trauma has become widespread in the discourse on mental well-being, mental health, and mental illness. Authors employ a proliferation of terms, such as complex trauma, emotional trauma, historical trauma, and community trauma, including racism and other institutionalized discrimination, interpersonal trauma, and relational and developmental trauma. Other bodies of knowledge, such as the literature about adverse childhood experiences (ACEs), neurobiological understanding of human development, and attachment theory, all interrelate. Exposure to ACEs may increase the risk of trauma responses occurring in individuals, but individual resilience factors can mitigate the long-term mental health impact of such exposure. A felt sense of safety/security developed through early caring relationships underpins personal resilience. Equally disharmonious and neglectful early relationships set an early foundation for vulnerability to the traumatizing impact of ACEs. Thus, in considering the needs of children and young people in the school context, the terms relational trauma and developmental trauma seem the most appropriate to foreground within this review of the literature, as without addressing this form of trauma children will find it difficult to access both general well-being support and/or academic learning opportunities. However, having a broad understanding of the interrelated terms supports the critical evaluation of the appropriateness of various interventions for particular populations within the education system. While some approaches aimed at addressing the roots and impacts of developmental and interpersonal trauma may be suitable for the school setting delivered by skilled educationalists, others are more suited to a clinical setting delivered by counselors, psychotherapists, or other mental health practitioners or by counselors/psychotherapists in the school setting.
{"title":"Relational and Developmental Trauma and Schools","authors":"Fiona Peacock, Carol Holliday","doi":"10.1093/obo/9780199756810-0270","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0270","url":null,"abstract":"The use of the term trauma has become widespread in the discourse on mental well-being, mental health, and mental illness. Authors employ a proliferation of terms, such as complex trauma, emotional trauma, historical trauma, and community trauma, including racism and other institutionalized discrimination, interpersonal trauma, and relational and developmental trauma. Other bodies of knowledge, such as the literature about adverse childhood experiences (ACEs), neurobiological understanding of human development, and attachment theory, all interrelate. Exposure to ACEs may increase the risk of trauma responses occurring in individuals, but individual resilience factors can mitigate the long-term mental health impact of such exposure. A felt sense of safety/security developed through early caring relationships underpins personal resilience. Equally disharmonious and neglectful early relationships set an early foundation for vulnerability to the traumatizing impact of ACEs. Thus, in considering the needs of children and young people in the school context, the terms relational trauma and developmental trauma seem the most appropriate to foreground within this review of the literature, as without addressing this form of trauma children will find it difficult to access both general well-being support and/or academic learning opportunities. However, having a broad understanding of the interrelated terms supports the critical evaluation of the appropriateness of various interventions for particular populations within the education system. While some approaches aimed at addressing the roots and impacts of developmental and interpersonal trauma may be suitable for the school setting delivered by skilled educationalists, others are more suited to a clinical setting delivered by counselors, psychotherapists, or other mental health practitioners or by counselors/psychotherapists in the school setting.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"9 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77203439","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 : 2021-01-12DOI: 10.1093/obo/9780199756810-0261
E. White
Dialogic pedagogy is broadly concerned with dialogues in, around, and about teaching and learning. It differs radically from dialectic pedagogy in that the emphasis lies in the dialogue spaces in between learners (and teachers) rather than in hierarchical arrangements imposed by well-meaning authorities. Dialogic pedagogy takes its roots from a philosophical legacy originating in Socratic dialogues (and some would say even earlier in Menippeaic dialogues of ancient Greece). Various aspects of dialogic thought can be traced in the writings of Arendt, Bibler, Buber, Derrida, Gadamer, Habermas, Heidegger, Lévinas, Rorty, Spinoza, and Wittgenstein—to name a few. While dialogic pedagogy has a long history in philosophical thought and practice, and latterly in linguistics, it has only recently been granted legitimacy in formal education across the globe through the works of Dewey, Freire, Ranciere, Yakubinsky, and Bakhtin who have each, in their own ways, sought to bring dialogic philosophy to bear on pedagogical thought and practice. This annotated bibliography focuses primarily on writings that are mainly concerned with the interanimated ideas of Mikhail Bakhtin and members of his Russian network (in particular Malovich, Medvedev, and Voloshinov). Contemporary manifestations of dialogic pedagogy based on these origins are widely viewed as an antidote to authoritative regimes of control and accountability that now orient practice in many parts of the world. By its very premise dialogic pedagogy does not prescribe specific pedagogical approaches but, instead, provides a series of principles to orient practice that is attentive to the shaping nature of dialogues, the interanimating voices at play, and the implications of these for learning. Emphasis is placed on the event of dialogue as the form-shaping, orienting basis of pedagogy. It is not merely an exchange from one speaker to another, or a form of transmission of ideas, but rather a moral imperative to engage in joint meaning making on dialogic terms. In dialogic pedagogy, therefore, dialogue is learning and thus becomes a focus for investigation and practice.
{"title":"Dialogic Pedagogy","authors":"E. White","doi":"10.1093/obo/9780199756810-0261","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0261","url":null,"abstract":"Dialogic pedagogy is broadly concerned with dialogues in, around, and about teaching and learning. It differs radically from dialectic pedagogy in that the emphasis lies in the dialogue spaces in between learners (and teachers) rather than in hierarchical arrangements imposed by well-meaning authorities. Dialogic pedagogy takes its roots from a philosophical legacy originating in Socratic dialogues (and some would say even earlier in Menippeaic dialogues of ancient Greece). Various aspects of dialogic thought can be traced in the writings of Arendt, Bibler, Buber, Derrida, Gadamer, Habermas, Heidegger, Lévinas, Rorty, Spinoza, and Wittgenstein—to name a few. While dialogic pedagogy has a long history in philosophical thought and practice, and latterly in linguistics, it has only recently been granted legitimacy in formal education across the globe through the works of Dewey, Freire, Ranciere, Yakubinsky, and Bakhtin who have each, in their own ways, sought to bring dialogic philosophy to bear on pedagogical thought and practice. This annotated bibliography focuses primarily on writings that are mainly concerned with the interanimated ideas of Mikhail Bakhtin and members of his Russian network (in particular Malovich, Medvedev, and Voloshinov). Contemporary manifestations of dialogic pedagogy based on these origins are widely viewed as an antidote to authoritative regimes of control and accountability that now orient practice in many parts of the world. By its very premise dialogic pedagogy does not prescribe specific pedagogical approaches but, instead, provides a series of principles to orient practice that is attentive to the shaping nature of dialogues, the interanimating voices at play, and the implications of these for learning. Emphasis is placed on the event of dialogue as the form-shaping, orienting basis of pedagogy. It is not merely an exchange from one speaker to another, or a form of transmission of ideas, but rather a moral imperative to engage in joint meaning making on dialogic terms. In dialogic pedagogy, therefore, dialogue is learning and thus becomes a focus for investigation and practice.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"6 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87858292","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 : 2021-01-12DOI: 10.1093/obo/9780199756810-0269
Jaekyung Lee, Richard Lamb, Sunha Kim
Rapid technological advances, particularly recent artificial intelligence (AI) revolutions such as digital assistants (e.g., Alexa, Siri), self-driving cars, and cobots and robots, have changed human lives and will continue to have even bigger impact on our future society. Some of those AI inventions already shocked people across the world by wielding their power of surpassing human intelligence and cognitive abilities; see, for example, the examples of Watson (IBM’s supercomputer) and AlphaGo (Google DeepMind’s AI program) beating the human champions of Jeopardy and Go games, respectively. Then many questions arise. How does AI affect human beings and the larger society? How should we educate our children in the AI age? What changes are necessary to help humans better adapt and flourish in the AI age? What are the key enablers of the AI revolution, such as big data and machine learning? What are the applications of AI in education and how do they work? Answering these critical questions requires interdisciplinary research. There is no shortage of research on AI per se, since it is a highly important and impactful research topic that cuts across many fields of science and technology. Nevertheless, there are no effective guidelines for educational researchers and practitioners that give quick summaries and references on this topic. Because the intersection of AI and education/learning is an emerging field of research, the literature is in flux and the jury is still out. Thus, our goal here is to give readers a quick introduction to this broad topic by drawing upon a limited selection of books, reports, and articles. This entry is organized into three major sections, where we present commentaries along with a list of annotated references on each of the following areas: (1) AI Impacts on the Society and Education; (2) AI Enablers: Big Data in Education and Machine Learning; and (3) Applications of AI in Education: Examples and Evidence.
{"title":"Artificial Intelligence and Learning","authors":"Jaekyung Lee, Richard Lamb, Sunha Kim","doi":"10.1093/obo/9780199756810-0269","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0269","url":null,"abstract":"Rapid technological advances, particularly recent artificial intelligence (AI) revolutions such as digital assistants (e.g., Alexa, Siri), self-driving cars, and cobots and robots, have changed human lives and will continue to have even bigger impact on our future society. Some of those AI inventions already shocked people across the world by wielding their power of surpassing human intelligence and cognitive abilities; see, for example, the examples of Watson (IBM’s supercomputer) and AlphaGo (Google DeepMind’s AI program) beating the human champions of Jeopardy and Go games, respectively. Then many questions arise. How does AI affect human beings and the larger society? How should we educate our children in the AI age? What changes are necessary to help humans better adapt and flourish in the AI age? What are the key enablers of the AI revolution, such as big data and machine learning? What are the applications of AI in education and how do they work? Answering these critical questions requires interdisciplinary research. There is no shortage of research on AI per se, since it is a highly important and impactful research topic that cuts across many fields of science and technology. Nevertheless, there are no effective guidelines for educational researchers and practitioners that give quick summaries and references on this topic. Because the intersection of AI and education/learning is an emerging field of research, the literature is in flux and the jury is still out. Thus, our goal here is to give readers a quick introduction to this broad topic by drawing upon a limited selection of books, reports, and articles. This entry is organized into three major sections, where we present commentaries along with a list of annotated references on each of the following areas: (1) AI Impacts on the Society and Education; (2) AI Enablers: Big Data in Education and Machine Learning; and (3) Applications of AI in Education: Examples and Evidence.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"12 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74322428","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 : 2021-01-02DOI: 10.1080/15507394.2021.1881028
Amarnath Amarasingam, Hicham Tiflati, N. Walker
Abstract This inquiry examines how religious illiteracy amongst politicians, legislators, lawyers, and judges could lead to discriminatory legislations and increased persecution against religious minorities. We look at laws and legislations in three contexts, Quebec, the USA, and India, where anti-religious sentiments and violence are predominantly directed against Muslims. More specifically, we examine Quebec’s legal attempts, in the form of exclusive laïcité, to regulate religion and religious signs within the province; the recent ruling about converting the Babri mosque in India into a Hindu Temple; and anti-Shariah laws in the United States. Taken together, these justifications for anti-Muslim bills perpetuated illiteracy about both religion and the legal systems, leading the conditions for discrimination against religious minorities. We conclude that religious illiteracy, more specifically on the level of judiciaries and legislative bodies, presents a pressing threat to the safety and wellbeing of religious minorities, Muslims in particular, around the world.
{"title":"Religious Literacy in Law: Anti-Muslim Initiatives in Quebec, the United States, and India","authors":"Amarnath Amarasingam, Hicham Tiflati, N. Walker","doi":"10.1080/15507394.2021.1881028","DOIUrl":"https://doi.org/10.1080/15507394.2021.1881028","url":null,"abstract":"Abstract This inquiry examines how religious illiteracy amongst politicians, legislators, lawyers, and judges could lead to discriminatory legislations and increased persecution against religious minorities. We look at laws and legislations in three contexts, Quebec, the USA, and India, where anti-religious sentiments and violence are predominantly directed against Muslims. More specifically, we examine Quebec’s legal attempts, in the form of exclusive laïcité, to regulate religion and religious signs within the province; the recent ruling about converting the Babri mosque in India into a Hindu Temple; and anti-Shariah laws in the United States. Taken together, these justifications for anti-Muslim bills perpetuated illiteracy about both religion and the legal systems, leading the conditions for discrimination against religious minorities. We conclude that religious illiteracy, more specifically on the level of judiciaries and legislative bodies, presents a pressing threat to the safety and wellbeing of religious minorities, Muslims in particular, around the world.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"121 - 140"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1881028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767296","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 : 2021-01-02DOI: 10.1080/15507394.2021.1877522
Debra L. Mason
Abstract This article seeks to bring analysis and insight into the conundrum of covering religion and spirituality for mass audiences in ways that enlighten and help build bridges among people. The article brings clarity to how we define religious literacy for professional journalists, in order to allow for the creation of measurable standards and impacts. A historical review of religious literacy and news—including the origins of distrust between people of faith and secularist news companies—gives important context to problems today. The article explains why religious literacy is important for the news media and more broadly, democracy, by relying on the professional journalistic values such as accuracy, truth-telling, and diversity. Also included is a review of religious literacy from within journalism education standards and examples of several successful religious literacy initiatives.
{"title":"Religious Literacy in News","authors":"Debra L. Mason","doi":"10.1080/15507394.2021.1877522","DOIUrl":"https://doi.org/10.1080/15507394.2021.1877522","url":null,"abstract":"Abstract This article seeks to bring analysis and insight into the conundrum of covering religion and spirituality for mass audiences in ways that enlighten and help build bridges among people. The article brings clarity to how we define religious literacy for professional journalists, in order to allow for the creation of measurable standards and impacts. A historical review of religious literacy and news—including the origins of distrust between people of faith and secularist news companies—gives important context to problems today. The article explains why religious literacy is important for the news media and more broadly, democracy, by relying on the professional journalistic values such as accuracy, truth-telling, and diversity. Also included is a review of religious literacy from within journalism education standards and examples of several successful religious literacy initiatives.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"74 - 88"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1877522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702737","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 : 2021-01-02DOI: 10.1080/15507394.2021.1876507
A. M. Henry
Abstract Social media platforms are double-edged swords for the advancement of religious literacy. Platforms like YouTube, Twitter, and Facebook may enhance the discoverability of factual information about religion and promote the formation of online learning communities. However, these same platforms enable the formation of conspiratorial echo chambers and allow disinformation to spread widely and quickly. Without editors or gate keepers, information in the age of social media is spread through a disintermediated process. Thus, the advancement of religious literacy on social media platforms must involve scholars and teachers taking on the role of “strategic amplifiers,” agents that amplify content that promotes religious literacy while being aware of the challenges these platforms present.
{"title":"Religious Literacy in Social Media: A Need for Strategic Amplification","authors":"A. M. Henry","doi":"10.1080/15507394.2021.1876507","DOIUrl":"https://doi.org/10.1080/15507394.2021.1876507","url":null,"abstract":"Abstract Social media platforms are double-edged swords for the advancement of religious literacy. Platforms like YouTube, Twitter, and Facebook may enhance the discoverability of factual information about religion and promote the formation of online learning communities. However, these same platforms enable the formation of conspiratorial echo chambers and allow disinformation to spread widely and quickly. Without editors or gate keepers, information in the age of social media is spread through a disintermediated process. Thus, the advancement of religious literacy on social media platforms must involve scholars and teachers taking on the role of “strategic amplifiers,” agents that amplify content that promotes religious literacy while being aware of the challenges these platforms present.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"89 - 101"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1876507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44639029","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 : 2021-01-02DOI: 10.1080/15507394.2021.1876498
B. Marcus, Allison K. Ralph
Abstract Religious literacy education in the United States emerged as a sub-field of religious studies in the 21st century. We briefly describe the origins of religious literacy as well as the historical context for the emergence of its parent field, religious studies. We then trace developments in the sub-field of religious literacy by using the cognitive and affective dimensions of Bloom’s taxonomy of learning to identify knowledges and values associated with the study of religion. We review challenges to and recommendations for implementing religious literacy theory into practice. Finally, we describe the institutionalization of religious literacy in a variety of settings.
{"title":"Origins and Developments of Religious Literacy Education","authors":"B. Marcus, Allison K. Ralph","doi":"10.1080/15507394.2021.1876498","DOIUrl":"https://doi.org/10.1080/15507394.2021.1876498","url":null,"abstract":"Abstract Religious literacy education in the United States emerged as a sub-field of religious studies in the 21st century. We briefly describe the origins of religious literacy as well as the historical context for the emergence of its parent field, religious studies. We then trace developments in the sub-field of religious literacy by using the cognitive and affective dimensions of Bloom’s taxonomy of learning to identify knowledges and values associated with the study of religion. We review challenges to and recommendations for implementing religious literacy theory into practice. Finally, we describe the institutionalization of religious literacy in a variety of settings.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"17 - 36"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1876498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42791582","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 : 2021-01-02DOI: 10.1080/15507394.2021.1876497
Kate E. Soules, S. Jafralie
Abstract This article explores two questions: What is religious literacy in the context of teacher education? and Why does teacher education matter for the promotion of religious literacy? The current absence of attention to religious literacy in pre-service education for both generalist and specialist teachers in United States and Canada, particularly Quebec, has implications for educators’ abilities to prepare young people for citizenship in religiously diverse societies. A unique form of religious literacy for educators is described in the Pedagogical Content Knowledge about Religion framework. Equipping religiously literate educators is a first step in fostering a religiously literate public.
{"title":"Religious Literacy in Teacher Education","authors":"Kate E. Soules, S. Jafralie","doi":"10.1080/15507394.2021.1876497","DOIUrl":"https://doi.org/10.1080/15507394.2021.1876497","url":null,"abstract":"Abstract This article explores two questions: What is religious literacy in the context of teacher education? and Why does teacher education matter for the promotion of religious literacy? The current absence of attention to religious literacy in pre-service education for both generalist and specialist teachers in United States and Canada, particularly Quebec, has implications for educators’ abilities to prepare young people for citizenship in religiously diverse societies. A unique form of religious literacy for educators is described in the Pedagogical Content Knowledge about Religion framework. Equipping religiously literate educators is a first step in fostering a religiously literate public.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"37 - 56"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1876497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42913729","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 : 2021-01-02DOI: 10.1080/15507394.2021.1889453
W. Y. A. Chan, Jessica Sitek
Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.
{"title":"Religious Literacy in Healthcare","authors":"W. Y. A. Chan, Jessica Sitek","doi":"10.1080/15507394.2021.1889453","DOIUrl":"https://doi.org/10.1080/15507394.2021.1889453","url":null,"abstract":"Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"102 - 120"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1889453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127362","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 : 2021-01-02DOI: 10.1080/15507394.2021.1876508
N. Walker, W. Y. A. Chan, H. B. McEver
Abstract Religious literacy fosters an ecosystem that promotes the public understanding of religion in all sectors of society. Yes, it is the responsibility of public schools to offer constitutionally friendly courses about religion and to apply religious literacy principles across the curriculum. But it is also the civic duty of every profession to promote religious literacy as a civic competency. Professionals play a unique role in cultivating religious literacy in business, journalism, social media, healthcare, and law. Contributors in this special issue call upon these professionals to take shared responsibility for cultivating a religiously literate citizenry.
{"title":"Religious Literacy: Civic Education for a Common Good","authors":"N. Walker, W. Y. A. Chan, H. B. McEver","doi":"10.1080/15507394.2021.1876508","DOIUrl":"https://doi.org/10.1080/15507394.2021.1876508","url":null,"abstract":"Abstract Religious literacy fosters an ecosystem that promotes the public understanding of religion in all sectors of society. Yes, it is the responsibility of public schools to offer constitutionally friendly courses about religion and to apply religious literacy principles across the curriculum. But it is also the civic duty of every profession to promote religious literacy as a civic competency. Professionals play a unique role in cultivating religious literacy in business, journalism, social media, healthcare, and law. Contributors in this special issue call upon these professionals to take shared responsibility for cultivating a religiously literate citizenry.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"1 - 16"},"PeriodicalIF":0.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1876508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474722","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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