Pub Date : 2022-05-27DOI: 10.1080/00344087.2022.2085006
Benjamin von Bredow
Emily Peck-McClain offers an ethnographic study of the relationship between Christian teenage girls and several personal and social issues such as body image, sexism, and racism. She then offers a liberation-centric interpretation of the middle section of Paul’s Letter to the Romans (chapters 6–8) as a theological foundation for ministry among this demographic. Peck-McClain argues that girls think complexly about their social and theological locations, but that their thoughts and questions are often silenced in churches because of a prevailing theological paradigm focusing on personal sin, repentance, and righteousness. Against this paradigm, Peck-McClain argues that in Romans 6–8, Paul interprets sin and grace as opposing principles struggling against one another in human lives and societies, rather than as the products of correct or incorrect choices. Interpreting sin and grace as external forces in the world liberates girls from understanding their bodies and choices as the sources of sin, takes the pressure of “being good” off their shoulders, and instead allows them to hope for the ultimate victory of grace over sin and the coming of the new creation. Arm in Arm with Adolescent Girls is a case study in bringing theology to bear on curriculum development and the practice of ministry to young people. The greatest strength of Peck-McClain’s work is her integration of this theoretical framework with ethnographic research, showing that solid theological foundations for youth ministry are necessary because unconsidered theologies will not be capable of answering the complexity of teenage questions and struggles. Teenage girls engage critically and reflexively with issues of faith, morality, body image, sexism, racism, sexuality, and media pressure. Peck-McClain finds a theology capable of meeting these challenges in Paul’s description of a cosmic struggle between sin and grace. In this respect, liberation theology is another important context for Peck-McClain’s work, but her citations reflect a less robust engagement with the theoretical foundations of liberation theology than with contemporary theories of youth ministry. Peck-McClain’s arguments rest on an interpretation of Romans 6-8. She argues against a caricature of Paul which one-sidedly emphasizes personal responsibility for sin and righteousness and advocates for “body/mind dualism” and “self-hatred.” Since dualism and selfhatred are surely realities in many pews, pulpits, and youth groups, Peck-McClain’s appeal for a healthy theology of the body is pastorally wise. However, her argument could reflect fuller engagement with the lively contemporary debate about the meaning of the word “righteousness” in the Pauline epistles, since Peck-McClain’s main exegetical point is that “sin” and “righteousness” have been incorrectly defined by the traditional Protestant soteriology and morality. Peck-McClain does not appeal to the New Perspective on Paul as a source for her critique of “righteousness,
{"title":"Arm in Arm with Adolescent Girls: Educating into the New Creation","authors":"Benjamin von Bredow","doi":"10.1080/00344087.2022.2085006","DOIUrl":"https://doi.org/10.1080/00344087.2022.2085006","url":null,"abstract":"Emily Peck-McClain offers an ethnographic study of the relationship between Christian teenage girls and several personal and social issues such as body image, sexism, and racism. She then offers a liberation-centric interpretation of the middle section of Paul’s Letter to the Romans (chapters 6–8) as a theological foundation for ministry among this demographic. Peck-McClain argues that girls think complexly about their social and theological locations, but that their thoughts and questions are often silenced in churches because of a prevailing theological paradigm focusing on personal sin, repentance, and righteousness. Against this paradigm, Peck-McClain argues that in Romans 6–8, Paul interprets sin and grace as opposing principles struggling against one another in human lives and societies, rather than as the products of correct or incorrect choices. Interpreting sin and grace as external forces in the world liberates girls from understanding their bodies and choices as the sources of sin, takes the pressure of “being good” off their shoulders, and instead allows them to hope for the ultimate victory of grace over sin and the coming of the new creation. Arm in Arm with Adolescent Girls is a case study in bringing theology to bear on curriculum development and the practice of ministry to young people. The greatest strength of Peck-McClain’s work is her integration of this theoretical framework with ethnographic research, showing that solid theological foundations for youth ministry are necessary because unconsidered theologies will not be capable of answering the complexity of teenage questions and struggles. Teenage girls engage critically and reflexively with issues of faith, morality, body image, sexism, racism, sexuality, and media pressure. Peck-McClain finds a theology capable of meeting these challenges in Paul’s description of a cosmic struggle between sin and grace. In this respect, liberation theology is another important context for Peck-McClain’s work, but her citations reflect a less robust engagement with the theoretical foundations of liberation theology than with contemporary theories of youth ministry. Peck-McClain’s arguments rest on an interpretation of Romans 6-8. She argues against a caricature of Paul which one-sidedly emphasizes personal responsibility for sin and righteousness and advocates for “body/mind dualism” and “self-hatred.” Since dualism and selfhatred are surely realities in many pews, pulpits, and youth groups, Peck-McClain’s appeal for a healthy theology of the body is pastorally wise. However, her argument could reflect fuller engagement with the lively contemporary debate about the meaning of the word “righteousness” in the Pauline epistles, since Peck-McClain’s main exegetical point is that “sin” and “righteousness” have been incorrectly defined by the traditional Protestant soteriology and morality. Peck-McClain does not appeal to the New Perspective on Paul as a source for her critique of “righteousness,","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74217820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/00344087.2022.2087283
J. Mercer
{"title":"Reflections on the Distinctive Role and Scope of Religious Education","authors":"J. Mercer","doi":"10.1080/00344087.2022.2087283","DOIUrl":"https://doi.org/10.1080/00344087.2022.2087283","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74286452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/00344087.2022.2085397
Cynthia L. Cameron
{"title":"What Makes Education Catholic: Spiritual Foundations","authors":"Cynthia L. Cameron","doi":"10.1080/00344087.2022.2085397","DOIUrl":"https://doi.org/10.1080/00344087.2022.2085397","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76148826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/00344087.2022.2074724
T. Christiani
Abstract This paper is based on a quantitative research study of Christian adolescents in junior and senior high schools, in 12 Protestant churches in Yogyakarta, Indonesia, concerning their perceptions about LGBTQ+ sexualities. Using a “normalcy” perspective from disability studies, the study finds heterosexuality is normative; other sexual orientations are recognized as abnormal. The study shows that female respondents, senior high school level respondents, and respondents with LGBTQ+ family members/close friends have more positive perceptions toward the LGBTQ+ community. Based on these results, there is a need to develop a Christian religious education that helps undo heteronormativity as the standard of normalcy.
{"title":"Religious Education Undoing Heteronormativity: A Case Study of Christian Adolescents’ Perceptions of LGBTQ+ Sexualities in Yogyakarta, Indonesia","authors":"T. Christiani","doi":"10.1080/00344087.2022.2074724","DOIUrl":"https://doi.org/10.1080/00344087.2022.2074724","url":null,"abstract":"Abstract This paper is based on a quantitative research study of Christian adolescents in junior and senior high schools, in 12 Protestant churches in Yogyakarta, Indonesia, concerning their perceptions about LGBTQ+ sexualities. Using a “normalcy” perspective from disability studies, the study finds heterosexuality is normative; other sexual orientations are recognized as abnormal. The study shows that female respondents, senior high school level respondents, and respondents with LGBTQ+ family members/close friends have more positive perceptions toward the LGBTQ+ community. Based on these results, there is a need to develop a Christian religious education that helps undo heteronormativity as the standard of normalcy.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81676961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/00344087.2022.2074723
Emily S. Kahm
Abstract This paper will examine why professors and religious educators who plan to facilitate discussions on sexual ethics or morality should also be prepared to teach “sex ed” content to their learners, who otherwise may have inconsistent or incomplete knowledge about the biological and emotional realities of sex and sexuality. This piece will propose three areas–vocabulary and language, pleasure, and risks and rewards of sexual expression–where teachers can offer informational knowledge that will scaffold learners’ critical thinking around sexuality, with examples of activities to facilitate discussion.
{"title":"Because They Don’t Know Bits from Bobs: Exploring the Hows and Whys of Teaching Sex Ed Alongside Sexual Ethics","authors":"Emily S. Kahm","doi":"10.1080/00344087.2022.2074723","DOIUrl":"https://doi.org/10.1080/00344087.2022.2074723","url":null,"abstract":"Abstract This paper will examine why professors and religious educators who plan to facilitate discussions on sexual ethics or morality should also be prepared to teach “sex ed” content to their learners, who otherwise may have inconsistent or incomplete knowledge about the biological and emotional realities of sex and sexuality. This piece will propose three areas–vocabulary and language, pleasure, and risks and rewards of sexual expression–where teachers can offer informational knowledge that will scaffold learners’ critical thinking around sexuality, with examples of activities to facilitate discussion.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82732811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-12DOI: 10.1080/00344087.2022.2070375
S. Fabricius, Ulrich Riegel, Mirjam Zimmermann, Benedict Totsche
Abstract Whereas previous research has focused on religious education (RE), teachers’ religious attitudes, and personal religiosity, no studies to date have examined their experiences or discussion of positionality in a RE setting. The denominational-cooperative model of RE serves as a specific opportunity for such research since common denominational RE is a setting where denominational positionality seems to be an obvious factor beyond debate. Based on the analysis of RE teachers’ conversations on cooperative RE in Germany, the paper presents results of qualitative research into the conceptual metaphors of positionality and taking a position. In the analysis we found a consistent framing of experiences of positionality under three major conceptual metaphors with their source domains allocated to the semantic fields of motion, physical combat, and theatrical play. Since conceptual metaphors are assumed to stem from embodied experiences, to structure human thought, and can be found in language, the discussion of the data deals with the impression that these conceptual metaphors shape the RE teachers’ agency, i.e., the way they teach in the denominational-cooperative religious education classroom.
{"title":"Between Fight and Theatrical Performance: Conceptual Metaphors of Positionality in Communication about Cooperative Religious Education in Germany","authors":"S. Fabricius, Ulrich Riegel, Mirjam Zimmermann, Benedict Totsche","doi":"10.1080/00344087.2022.2070375","DOIUrl":"https://doi.org/10.1080/00344087.2022.2070375","url":null,"abstract":"Abstract Whereas previous research has focused on religious education (RE), teachers’ religious attitudes, and personal religiosity, no studies to date have examined their experiences or discussion of positionality in a RE setting. The denominational-cooperative model of RE serves as a specific opportunity for such research since common denominational RE is a setting where denominational positionality seems to be an obvious factor beyond debate. Based on the analysis of RE teachers’ conversations on cooperative RE in Germany, the paper presents results of qualitative research into the conceptual metaphors of positionality and taking a position. In the analysis we found a consistent framing of experiences of positionality under three major conceptual metaphors with their source domains allocated to the semantic fields of motion, physical combat, and theatrical play. Since conceptual metaphors are assumed to stem from embodied experiences, to structure human thought, and can be found in language, the discussion of the data deals with the impression that these conceptual metaphors shape the RE teachers’ agency, i.e., the way they teach in the denominational-cooperative religious education classroom.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75556736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1080/00344087.2022.2071052
Xiaozhong Hu, Sanyin Cheng, Yueshan Lai
Abstract This article reports on research exploring how religious involvement and commitment are related to post-pandemic well-being among Chinese university students. The Religious Commitment Inventory-10, the Religious Involvement Scale, and the Post-Pandemic Well-Being Scale were administered to 1739 university students selected from 119 comprehensive universities. Results showed that religious involvement and religious commitment significantly and positively predicted post-pandemic well-being beyond demographic variables. The significance of religious education and the limitations and contributions of this research are also discussed.
{"title":"Impact of Religious Involvement and Religious Commitment on Post-Pandemic Well-Being among Chinese University Students","authors":"Xiaozhong Hu, Sanyin Cheng, Yueshan Lai","doi":"10.1080/00344087.2022.2071052","DOIUrl":"https://doi.org/10.1080/00344087.2022.2071052","url":null,"abstract":"Abstract This article reports on research exploring how religious involvement and commitment are related to post-pandemic well-being among Chinese university students. The Religious Commitment Inventory-10, the Religious Involvement Scale, and the Post-Pandemic Well-Being Scale were administered to 1739 university students selected from 119 comprehensive universities. Results showed that religious involvement and religious commitment significantly and positively predicted post-pandemic well-being beyond demographic variables. The significance of religious education and the limitations and contributions of this research are also discussed.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75308605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-13DOI: 10.1080/00344087.2022.2062862
I. Díaz
{"title":"Theology as a Way of Life: On Teaching and Learning the Christian Faith","authors":"I. Díaz","doi":"10.1080/00344087.2022.2062862","DOIUrl":"https://doi.org/10.1080/00344087.2022.2062862","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88535568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/00344087.2022.2060467
Dori Baker
{"title":"Learning to Walk with My Ancestors","authors":"Dori Baker","doi":"10.1080/00344087.2022.2060467","DOIUrl":"https://doi.org/10.1080/00344087.2022.2060467","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78377948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/00344087.2022.2060476
Carmichael D. Crutchfield
{"title":"An Essay: Becoming Good Ancestors","authors":"Carmichael D. Crutchfield","doi":"10.1080/00344087.2022.2060476","DOIUrl":"https://doi.org/10.1080/00344087.2022.2060476","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77788787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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