Pub Date : 2023-01-01DOI: 10.1080/00344087.2023.2170950
Eric D. Rackley
Abstract Informed by social and cultural perspectives, this article examines the religious literacies of sixteen Latter-day Saint young adults. Religious literacy for them was a deeply embedded religiosocial experience involving family, friends, and others associated with the faith (people); activities, events, and courses they participated in (programs); and specific actions they used when reading sacred texts (practices). As a framework for examining the nature of religious literacies, people, programs, and practices represent mediating forces in the development of young adults’ meaning-making work with sacred texts. Findings have implications for theorizing and studying religious literacies as social practice across faith traditions.
{"title":"People, Programs, and Practices: Religious Literacies in the Lives of Latter-day Saint Young Adults","authors":"Eric D. Rackley","doi":"10.1080/00344087.2023.2170950","DOIUrl":"https://doi.org/10.1080/00344087.2023.2170950","url":null,"abstract":"Abstract Informed by social and cultural perspectives, this article examines the religious literacies of sixteen Latter-day Saint young adults. Religious literacy for them was a deeply embedded religiosocial experience involving family, friends, and others associated with the faith (people); activities, events, and courses they participated in (programs); and specific actions they used when reading sacred texts (practices). As a framework for examining the nature of religious literacies, people, programs, and practices represent mediating forces in the development of young adults’ meaning-making work with sacred texts. Findings have implications for theorizing and studying religious literacies as social practice across faith traditions.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"36 1","pages":"54 - 68"},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86654302","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 : 2022-11-07DOI: 10.1080/00344087.2022.2140896
Izhar Oplatka, Nahum Hoffman
Abstract The purpose of the current study was to explore the meanings, regulation, and sources of male teacher empathy in the ultra-Orthodox Jewish schools in Israel from a cultural perspective. More specifically, the study posed three questions: (1) What are the particular meanings attached to empathy by ultra-Orthodox teachers? (2) How do ultra-Orthodox teachers regulate their empathy at work? (3) What are the cultural-social factors that affect these teachers’ constructions of teacher empathy? Based on semi-structured interviews with 12 male teachers working in the ultra-Orthodox educational system in Israel, three major themes arising in the data analysis are presented: the teachers’ meanings of empathy, empathy display and suppression, and the cultural/religious sources of the teacher empathy in the ultra-Orthodox society. Suggestions for further research on teacher empathy in religious and minority communities are provided.
{"title":"Empathy Display and Suppression among Ultra-Orthodox Male Teachers: The Influence of Culture and Religion","authors":"Izhar Oplatka, Nahum Hoffman","doi":"10.1080/00344087.2022.2140896","DOIUrl":"https://doi.org/10.1080/00344087.2022.2140896","url":null,"abstract":"Abstract The purpose of the current study was to explore the meanings, regulation, and sources of male teacher empathy in the ultra-Orthodox Jewish schools in Israel from a cultural perspective. More specifically, the study posed three questions: (1) What are the particular meanings attached to empathy by ultra-Orthodox teachers? (2) How do ultra-Orthodox teachers regulate their empathy at work? (3) What are the cultural-social factors that affect these teachers’ constructions of teacher empathy? Based on semi-structured interviews with 12 male teachers working in the ultra-Orthodox educational system in Israel, three major themes arising in the data analysis are presented: the teachers’ meanings of empathy, empathy display and suppression, and the cultural/religious sources of the teacher empathy in the ultra-Orthodox society. Suggestions for further research on teacher empathy in religious and minority communities are provided.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"1983 1","pages":"37 - 53"},"PeriodicalIF":0.7,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82210505","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 : 2022-11-04DOI: 10.1080/00344087.2022.2135265
Naïma Lafrarchi
Abstract Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman’s Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah model exploring the didactic opportunities is given. The explorative qualitative research aims to explore the potential of the Hikmah model for Islamic religious education (IRE) in Francophone secondary education.
{"title":"The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education","authors":"Naïma Lafrarchi","doi":"10.1080/00344087.2022.2135265","DOIUrl":"https://doi.org/10.1080/00344087.2022.2135265","url":null,"abstract":"Abstract Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman’s Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah model exploring the didactic opportunities is given. The explorative qualitative research aims to explore the potential of the Hikmah model for Islamic religious education (IRE) in Francophone secondary education.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"12 1","pages":"4 - 23"},"PeriodicalIF":0.7,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85504233","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 : 2022-11-01DOI: 10.1080/00344087.2022.2138137
V. Nelson
Abstract Food (systems, cultures, and practices of eating) is a significant site of cultural, political, and identity formation to which religious educators can pay attention, not only in a critical sense—to be “readers” of culture—but also as a potential path of creative engagement and re-formation—a way to become “cultural producers.” Food studies scholarship that foregrounds the pedagogical nature of food and food’s participation in racial formation projects can help point toward a religious education grounded in formational, embodied, aesthetic, playful, and consciousness-raising approaches to food.
{"title":"How Food Teaches and Why It Matters for Religious Education","authors":"V. Nelson","doi":"10.1080/00344087.2022.2138137","DOIUrl":"https://doi.org/10.1080/00344087.2022.2138137","url":null,"abstract":"Abstract Food (systems, cultures, and practices of eating) is a significant site of cultural, political, and identity formation to which religious educators can pay attention, not only in a critical sense—to be “readers” of culture—but also as a potential path of creative engagement and re-formation—a way to become “cultural producers.” Food studies scholarship that foregrounds the pedagogical nature of food and food’s participation in racial formation projects can help point toward a religious education grounded in formational, embodied, aesthetic, playful, and consciousness-raising approaches to food.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"5 1","pages":"24 - 36"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82080302","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 : 2022-10-22DOI: 10.1080/00344087.2022.2135266
Miguel Rumayor, Gabriel Rodríguez-Pazos, José Fernández-Castiella
Abstract This paper takes up concepts from John Henry Newman’s work to support contemporary educational personalism. Newman’s ideas are developed in light of his sharp critique of the pragmatic educational model. This essay focuses on the transcendence assigned to the theological and philosophical foundations of Newman’s pedagogical ideas, as well as on the value of the educator’s example and of trust as key factors in the educational process. Notional assent and real assent in the formation of the person are addressed as relevant educational factors, in conjunction with the gratuity of knowledge, the power of mystery, and the importance of the illative sense.
{"title":"The Christian Personalism Inherited in Newman’s Educational Approach","authors":"Miguel Rumayor, Gabriel Rodríguez-Pazos, José Fernández-Castiella","doi":"10.1080/00344087.2022.2135266","DOIUrl":"https://doi.org/10.1080/00344087.2022.2135266","url":null,"abstract":"Abstract This paper takes up concepts from John Henry Newman’s work to support contemporary educational personalism. Newman’s ideas are developed in light of his sharp critique of the pragmatic educational model. This essay focuses on the transcendence assigned to the theological and philosophical foundations of Newman’s pedagogical ideas, as well as on the value of the educator’s example and of trust as key factors in the educational process. Notional assent and real assent in the formation of the person are addressed as relevant educational factors, in conjunction with the gratuity of knowledge, the power of mystery, and the importance of the illative sense.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"43 1","pages":"69 - 81"},"PeriodicalIF":0.7,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73513320","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 : 2022-10-20DOI: 10.1080/00344087.2022.2149133
Nanako Sakai
Abstract Ancestors are storytellers. Buddhists consider that people will go to one of six realms after death. The six realms represent six worlds that consist of different mental states which correspond to one’s wholesome and unwholesome karma. Buddhist ancestors have warned why life impelled by ignorance, hatred, and greed leads to undesirable rebirths, such as in the realms of hungry ghosts and hell, and have taught the value of moral conduct through stories and paintings to children and adults. This paper focuses on how Buddhist hell stories can shape moral and interreligious education, cultivating the value of life and interconnectedness for future generations.
{"title":"Ancestors Are the Storytellers: The Realm of the Hungry Ghost and Hell in Buddhism","authors":"Nanako Sakai","doi":"10.1080/00344087.2022.2149133","DOIUrl":"https://doi.org/10.1080/00344087.2022.2149133","url":null,"abstract":"Abstract Ancestors are storytellers. Buddhists consider that people will go to one of six realms after death. The six realms represent six worlds that consist of different mental states which correspond to one’s wholesome and unwholesome karma. Buddhist ancestors have warned why life impelled by ignorance, hatred, and greed leads to undesirable rebirths, such as in the realms of hungry ghosts and hell, and have taught the value of moral conduct through stories and paintings to children and adults. This paper focuses on how Buddhist hell stories can shape moral and interreligious education, cultivating the value of life and interconnectedness for future generations.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"8 1","pages":"414 - 425"},"PeriodicalIF":0.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83685862","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 : 2022-10-20DOI: 10.1080/00344087.2022.2136811
Carl B. Procario-Foley
Abstract Since the publication of Pope Francis’ landmark encyclical (2015), Laudato Si, there has been a robust discussion among religious educators concerning the notion of ecological conversion. Drawing on this rich scholarship, this paper strives to move from the “what” of ecological conversion to the “how”; that is, how communities of faith might foster ecological conversion in holistic, integrated ways while honoring the breadth and depth of this important process of transformation.
{"title":"Good Ancestors Practicing a Holistic Vision for Ecological Conversion","authors":"Carl B. Procario-Foley","doi":"10.1080/00344087.2022.2136811","DOIUrl":"https://doi.org/10.1080/00344087.2022.2136811","url":null,"abstract":"Abstract Since the publication of Pope Francis’ landmark encyclical (2015), Laudato Si, there has been a robust discussion among religious educators concerning the notion of ecological conversion. Drawing on this rich scholarship, this paper strives to move from the “what” of ecological conversion to the “how”; that is, how communities of faith might foster ecological conversion in holistic, integrated ways while honoring the breadth and depth of this important process of transformation.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"1 1","pages":"375 - 385"},"PeriodicalIF":0.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86332022","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 : 2022-10-20DOI: 10.1080/00344087.2022.2137662
ElianaAh-Rum Ku
Abstract The Bible tells keeners to teach lament to a faith community and to the daughters of the community when evil and injustice are rampant. This intriguing demand draws the attention of the faith community to how lament works and how it can become a community practice to deal with suffering. This study specifically challenges the adequacy of the liturgy and the response of the faith community to violence against women. Reading Jeremiah 9 and Judges 11 from a lament perspective cultivates one’s ability to imagine the experiences of others and to share in their sufferings. This study reconstructs the language of faith as lament, participates in the suffering of women exposed to violence, and includes the lament tradition and women’s voices in the liturgical tradition. By retrieving and teaching traditions that are responsive to suffering, the faith community can contribute to the building of co-creation by continually remembering, resisting, and caring for suffering, both now and in generations to come. Becoming educated in lament is not about subverting established traditions, but about co-constructing traditions by including excluded voices, rediscovering the richness of voices, incorporating powerful modifications, and bringing new perspectives to the surface.
{"title":"Being Educated and Practicing Communal Lament for Co-Creating a Tradition of Memory, Resistance, and Care in Liturgy: Reconsidering the Narrative of Suffering in the Time of Violence against Women","authors":"ElianaAh-Rum Ku","doi":"10.1080/00344087.2022.2137662","DOIUrl":"https://doi.org/10.1080/00344087.2022.2137662","url":null,"abstract":"Abstract The Bible tells keeners to teach lament to a faith community and to the daughters of the community when evil and injustice are rampant. This intriguing demand draws the attention of the faith community to how lament works and how it can become a community practice to deal with suffering. This study specifically challenges the adequacy of the liturgy and the response of the faith community to violence against women. Reading Jeremiah 9 and Judges 11 from a lament perspective cultivates one’s ability to imagine the experiences of others and to share in their sufferings. This study reconstructs the language of faith as lament, participates in the suffering of women exposed to violence, and includes the lament tradition and women’s voices in the liturgical tradition. By retrieving and teaching traditions that are responsive to suffering, the faith community can contribute to the building of co-creation by continually remembering, resisting, and caring for suffering, both now and in generations to come. Becoming educated in lament is not about subverting established traditions, but about co-constructing traditions by including excluded voices, rediscovering the richness of voices, incorporating powerful modifications, and bringing new perspectives to the surface.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"96 8 1","pages":"401 - 413"},"PeriodicalIF":0.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87696852","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 : 2022-10-20DOI: 10.1080/00344087.2022.2138032
J. F. P. Wowor
Abstract As an artistic activity, weaving traditions have been passed down by women weavers from generation to generation in Sumba, Indonesia. Women can express their resistance to an oppressive situation through aesthetic engagement using handwoven textile motifs. There are also motifs related to woman’s resistance to Dutch colonialization in the past. This paper argues that the motifs of resistance in Sumba handwoven textiles are an important element that can support an arts-based liberative pedagogy in Christian religious education as part of the struggle against grand narratives of colonial legacy, especially in the context of colonial heritage churches in Indonesia.
{"title":"Weaving Ancestral Wisdom: Communicating the Power of Sumbanese Women’s Resistance to the Next Generation through Arts-Based Liberative Pedagogy","authors":"J. F. P. Wowor","doi":"10.1080/00344087.2022.2138032","DOIUrl":"https://doi.org/10.1080/00344087.2022.2138032","url":null,"abstract":"Abstract As an artistic activity, weaving traditions have been passed down by women weavers from generation to generation in Sumba, Indonesia. Women can express their resistance to an oppressive situation through aesthetic engagement using handwoven textile motifs. There are also motifs related to woman’s resistance to Dutch colonialization in the past. This paper argues that the motifs of resistance in Sumba handwoven textiles are an important element that can support an arts-based liberative pedagogy in Christian religious education as part of the struggle against grand narratives of colonial legacy, especially in the context of colonial heritage churches in Indonesia.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"65 1","pages":"386 - 400"},"PeriodicalIF":0.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74683859","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 : 2022-10-20DOI: 10.1080/00344087.2022.2133833
M. Moore
Abstract The paper focuses on gratitude as a way to honor dignity and build a flourishing future. Our world is marked by war, global warming, pandemic, racial injustice, and wanton destruction of peoples and lands, all supported by worldviews and patterns of living that emphasize private gain and undermine compassion. What is missing is appreciation for the sanctity of all creation. Becoming a good ancestor is grounded in gratitude for God, for our forebears, for their resilience, and for the future. This paper invites self- and community-reflection through poetry, theological analysis of gratitude, and projections of a legacy for future generations.
{"title":"Gratitude: Forebears and Future Bearers","authors":"M. Moore","doi":"10.1080/00344087.2022.2133833","DOIUrl":"https://doi.org/10.1080/00344087.2022.2133833","url":null,"abstract":"Abstract The paper focuses on gratitude as a way to honor dignity and build a flourishing future. Our world is marked by war, global warming, pandemic, racial injustice, and wanton destruction of peoples and lands, all supported by worldviews and patterns of living that emphasize private gain and undermine compassion. What is missing is appreciation for the sanctity of all creation. Becoming a good ancestor is grounded in gratitude for God, for our forebears, for their resilience, and for the future. This paper invites self- and community-reflection through poetry, theological analysis of gratitude, and projections of a legacy for future generations.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":"1 1","pages":"358 - 374"},"PeriodicalIF":0.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76707541","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：