Pub Date : 2023-03-15DOI: 10.1080/00344087.2023.2199240
Dave Eagle, Josh Gaghan, Erin F. Johnston
Abstract The Seminary to Early Ministry (SEM) Study is a mixed-method, prospective study designed to provide high-quality empirical data on student formation in theological education. The study will use a series of surveys and in-depth interviews to track three cohorts of divinity school students from matriculation into the early years of their careers. As a result, the study hopes to compile the most comprehensive longitudinal dataset on theological education to date, enabling researchers to better understand who attends seminaries, how seminaries form students, and how the training of future religious leaders can be improved.
{"title":"Introducing the Seminary to Early Ministry Study","authors":"Dave Eagle, Josh Gaghan, Erin F. Johnston","doi":"10.1080/00344087.2023.2199240","DOIUrl":"https://doi.org/10.1080/00344087.2023.2199240","url":null,"abstract":"Abstract The Seminary to Early Ministry (SEM) Study is a mixed-method, prospective study designed to provide high-quality empirical data on student formation in theological education. The study will use a series of surveys and in-depth interviews to track three cohorts of divinity school students from matriculation into the early years of their careers. As a result, the study hopes to compile the most comprehensive longitudinal dataset on theological education to date, enabling researchers to better understand who attends seminaries, how seminaries form students, and how the training of future religious leaders can be improved.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86793102","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 : 2023-03-15DOI: 10.1080/00344087.2023.2198410
J. Mercer
{"title":"Preparing for the 2023 REA Annual Meeting","authors":"J. Mercer","doi":"10.1080/00344087.2023.2198410","DOIUrl":"https://doi.org/10.1080/00344087.2023.2198410","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82617829","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 : 2023-03-15DOI: 10.1080/00344087.2023.2198819
Karen-Marie Yust
Abstract The REA Annual Meeting 2023 theme is organized around the question, "Whose children are they?" as a way to explore diverse and intersecting ways that we take and/or assign responsibilities for children’s religious education. In this essay, the Program Chair reflects on personal and scholarly experiences and questions that have framed and continue to shape her responses to the question. She suggests that the guild can take multiple approaches (descriptive, normative, imaginative, hybrid) to develop potential answers and invites participants to consider how contemporary research in child development and educational theory might helpfully support constructive discourse.
{"title":"Whose Children are They? Talking about Responsibility for Children’s Religious Education","authors":"Karen-Marie Yust","doi":"10.1080/00344087.2023.2198819","DOIUrl":"https://doi.org/10.1080/00344087.2023.2198819","url":null,"abstract":"Abstract The REA Annual Meeting 2023 theme is organized around the question, \"Whose children are they?\" as a way to explore diverse and intersecting ways that we take and/or assign responsibilities for children’s religious education. In this essay, the Program Chair reflects on personal and scholarly experiences and questions that have framed and continue to shape her responses to the question. She suggests that the guild can take multiple approaches (descriptive, normative, imaginative, hybrid) to develop potential answers and invites participants to consider how contemporary research in child development and educational theory might helpfully support constructive discourse.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72503315","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 : 2023-03-15DOI: 10.1080/00344087.2023.2198407
B. Hyde
Abstract That childhood is important in and of itself is a key ideal that should shape religious education and childhood religious formation more broadly. However, the neoliberal values of western society have influenced religious education, such that we tend to focus on who the child is becoming in terms of a future potential, instead of who the child is now. This essay questions this practice, calling on religious educators to honor children’s being and their ontological spirituality.
{"title":"Children of the ‘Now’: Dispelling Some Neoliberal Assumptions in Christian Religious Education","authors":"B. Hyde","doi":"10.1080/00344087.2023.2198407","DOIUrl":"https://doi.org/10.1080/00344087.2023.2198407","url":null,"abstract":"Abstract That childhood is important in and of itself is a key ideal that should shape religious education and childhood religious formation more broadly. However, the neoliberal values of western society have influenced religious education, such that we tend to focus on who the child is becoming in terms of a future potential, instead of who the child is now. This essay questions this practice, calling on religious educators to honor children’s being and their ontological spirituality.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82865247","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 : 2023-03-15DOI: 10.1080/00344087.2023.2198412
J. Kirylo, Meir Muller
In her thoughtful book Educating African American Students: And How Are the Children?, Gloria Swindler Boutte (2016, 2023) writes about the Maasai warriors of eastern Africa and the traditional greetings they exchanged among themselves with a question: Kasserian Ingera, meaning “And how are the children?” The traditional response to the question would be, “All the children are well” (Boutte 2022, 2). To this day, the Maasai people of Kenya still greet one another with this traditional greeting. On the significance of this tradition, Boutte reflects:
{"title":"To Serve and Unite Children within a World of Diversity is to Recognize the Presence of God","authors":"J. Kirylo, Meir Muller","doi":"10.1080/00344087.2023.2198412","DOIUrl":"https://doi.org/10.1080/00344087.2023.2198412","url":null,"abstract":"In her thoughtful book Educating African American Students: And How Are the Children?, Gloria Swindler Boutte (2016, 2023) writes about the Maasai warriors of eastern Africa and the traditional greetings they exchanged among themselves with a question: Kasserian Ingera, meaning “And how are the children?” The traditional response to the question would be, “All the children are well” (Boutte 2022, 2). To this day, the Maasai people of Kenya still greet one another with this traditional greeting. On the significance of this tradition, Boutte reflects:","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85898893","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 : 2023-03-13DOI: 10.1080/00344087.2023.2184962
Perry L. Glanzer, T. Cockle, Jessica Martin, Scott C. Alexander
Abstract Faith-based colleges and universities in America have historically been described as “church-related.” Unfortunately, this classification is too one-dimensional, revealing virtually nothing about how faith-based identity influences the mission, rhetoric, curriculum, or policies of institutions. Although scholars have advanced sophisticated typologies of Protestant and Catholic institutions, we propose that we still need a new means of empirical analysis to determine the degree to which the faith identity of an institution influences important administrative, curricular, and co-curricular decisions. We then apply our Operationalizing Faith Identity Guide (OFIG) to Protestant institutions in the United States to demonstrate the helpfulness of its application.
{"title":"Getting Rid of “Church-Related” Colleges and Universities: Applying a New Operationalizing Faith Identity Guide to Protestant Higher Education","authors":"Perry L. Glanzer, T. Cockle, Jessica Martin, Scott C. Alexander","doi":"10.1080/00344087.2023.2184962","DOIUrl":"https://doi.org/10.1080/00344087.2023.2184962","url":null,"abstract":"Abstract Faith-based colleges and universities in America have historically been described as “church-related.” Unfortunately, this classification is too one-dimensional, revealing virtually nothing about how faith-based identity influences the mission, rhetoric, curriculum, or policies of institutions. Although scholars have advanced sophisticated typologies of Protestant and Catholic institutions, we propose that we still need a new means of empirical analysis to determine the degree to which the faith identity of an institution influences important administrative, curricular, and co-curricular decisions. We then apply our Operationalizing Faith Identity Guide (OFIG) to Protestant institutions in the United States to demonstrate the helpfulness of its application.","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88580469","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 : 2023-03-06DOI: 10.1080/00344087.2023.2184022
Jerome W. Berryman
{"title":"Wondering about Whose Children They Are","authors":"Jerome W. Berryman","doi":"10.1080/00344087.2023.2184022","DOIUrl":"https://doi.org/10.1080/00344087.2023.2184022","url":null,"abstract":"","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87620748","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 : 2023-03-06DOI: 10.1080/00344087.2023.2184026
Rode Molla
I was born and raised in the northern part of Ethiopia in a town called Kombolcha. My mother worked full-time, and my father was a pastor, so my brothers and I were mainly cared for and supported by our aunties, grandmother, and the whole neighborhood; those layers of relationships and connections made me believe that I belonged to my close family, congregation, neighbors, and community. My Sunday school, preschool, and elementary school teachers and the people I met in the market, at weddings, or on the way to school or church impacted my formation and identity. And, of course, all the healthcare workers and public leaders who contributed to the safety and wellness of my family and community also made me feel nurtured, accepted, and recognized. Now, I am working as the Berryman Family Chair for Children’s Spirituality and Nurture at Virginia Theological Seminary, so my scholarship emerges from my lived experience in which I advocate for addressing children’s holistic needs for nurturing their spirituality in their given contexts. Therefore, in this article, I question children’s ministries and educational approaches that portray children as passive recipients and which limit their spirituality to a few hours of Sunday morning practice. These churches, educational programs, and curriculums claim that their programs, including Sunday school ministry, can shape how children live and practice their life now and in the future. However, children’s embodied and lived experiences, the surrounding social, political, and cultural structures, and vocational experiences and practices are not considered in how children shape their agency or spirituality. I claim that children’s lived experiences, relationships, and feelings in personal, social, and political spaces impact how they construct or live their spirituality both within a religious context and outside one. Following Eva Poluha’s four paradigms of childhood studies,1 I claim that children are subjective agents, and diverse people, places, and spaces that make them feel they belong or feel rejected impact how they form, construct, and reconstruct their agency. I define children’s agency as their spirituality. And, children’s spirituality is holistic, including their social, spiritual, political, and material needs, desires, feelings, and developments. My aim is not only to claim children’s agency but to propose an interdisciplinary approach that will enable us to explore how diverse spaces, voices, and communities impact the agency and subjectivity of children. The interdisciplinary approach to studying children’s spirituality questions static and unshakable ways of ministry and education through the lived experiences of children. I define this
{"title":"Children’s Experiences Matter: An Interdisciplinary Approach","authors":"Rode Molla","doi":"10.1080/00344087.2023.2184026","DOIUrl":"https://doi.org/10.1080/00344087.2023.2184026","url":null,"abstract":"I was born and raised in the northern part of Ethiopia in a town called Kombolcha. My mother worked full-time, and my father was a pastor, so my brothers and I were mainly cared for and supported by our aunties, grandmother, and the whole neighborhood; those layers of relationships and connections made me believe that I belonged to my close family, congregation, neighbors, and community. My Sunday school, preschool, and elementary school teachers and the people I met in the market, at weddings, or on the way to school or church impacted my formation and identity. And, of course, all the healthcare workers and public leaders who contributed to the safety and wellness of my family and community also made me feel nurtured, accepted, and recognized. Now, I am working as the Berryman Family Chair for Children’s Spirituality and Nurture at Virginia Theological Seminary, so my scholarship emerges from my lived experience in which I advocate for addressing children’s holistic needs for nurturing their spirituality in their given contexts. Therefore, in this article, I question children’s ministries and educational approaches that portray children as passive recipients and which limit their spirituality to a few hours of Sunday morning practice. These churches, educational programs, and curriculums claim that their programs, including Sunday school ministry, can shape how children live and practice their life now and in the future. However, children’s embodied and lived experiences, the surrounding social, political, and cultural structures, and vocational experiences and practices are not considered in how children shape their agency or spirituality. I claim that children’s lived experiences, relationships, and feelings in personal, social, and political spaces impact how they construct or live their spirituality both within a religious context and outside one. Following Eva Poluha’s four paradigms of childhood studies,1 I claim that children are subjective agents, and diverse people, places, and spaces that make them feel they belong or feel rejected impact how they form, construct, and reconstruct their agency. I define children’s agency as their spirituality. And, children’s spirituality is holistic, including their social, spiritual, political, and material needs, desires, feelings, and developments. My aim is not only to claim children’s agency but to propose an interdisciplinary approach that will enable us to explore how diverse spaces, voices, and communities impact the agency and subjectivity of children. The interdisciplinary approach to studying children’s spirituality questions static and unshakable ways of ministry and education through the lived experiences of children. I define this","PeriodicalId":45654,"journal":{"name":"RELIGIOUS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83335769","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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