Pub Date : 2021-02-22DOI: 10.1080/13617672.2021.1880748
Ian Jones
Up to the 1990s, scholarship on secularisation and religious change in 20 Century Britain was dominated by three broad schools of thought. Crudely put, the first (associated with sociologists including Bryan Wilson and Steve Bruce) was the classic ‘secularisation thesis’, whereby secularisation was the more or less inexorable product of modernity, in which both intellectual and socio-economic change combined to fragment traditional communal ties, shatter the ‘sacred canopy’ of religious plausibility, and make religious belief and practice ever more a matter of personal choice (Wilson 1966; Bruce 1996). A second view, associated with Grace Davie (1994, 2000), was that religion was not so much disappearing as mutating. True, traditional forms of Christian belief and practice were in decline in Western Europe, but the European experience was an exceptional case. Even in Western Europe, the picture was not one of ‘secularisation’ perse, but of religious change, with the gap left by declining Christian belief and practice partially filled by a re-sacralisation of other aspects of personal and communal life. Challenging the first two hypotheses was a third, newer approach to religious change, offered by historians of religion including Hugh McLeod (2000) and Jeffrey Cox (2003). In this view, secularisation was not so much predictive as descriptive; an account of historically contingent religious change which was neither uniform nor inevitable. Despite robust debate between those advocating versions of these three broad streams of thought, certain assumptions nevertheless continued to be shared. One such assumption was that whatever the nature or causes of late 20 Century secularisation/religious change, it was part of a much longer historical process dating back some centuries, and was more evolutionary than revolutionary in nature – even if at times accelerated by particular events or cultural conditions. However, since the early 2000s, this view has been challenged by a number of authors arguing for a more sudden and dramatic secular
{"title":"Secularisation in 1960s Britain: triumph of rationalism or self-fulfilling prophecy?","authors":"Ian Jones","doi":"10.1080/13617672.2021.1880748","DOIUrl":"https://doi.org/10.1080/13617672.2021.1880748","url":null,"abstract":"Up to the 1990s, scholarship on secularisation and religious change in 20 Century Britain was dominated by three broad schools of thought. Crudely put, the first (associated with sociologists including Bryan Wilson and Steve Bruce) was the classic ‘secularisation thesis’, whereby secularisation was the more or less inexorable product of modernity, in which both intellectual and socio-economic change combined to fragment traditional communal ties, shatter the ‘sacred canopy’ of religious plausibility, and make religious belief and practice ever more a matter of personal choice (Wilson 1966; Bruce 1996). A second view, associated with Grace Davie (1994, 2000), was that religion was not so much disappearing as mutating. True, traditional forms of Christian belief and practice were in decline in Western Europe, but the European experience was an exceptional case. Even in Western Europe, the picture was not one of ‘secularisation’ perse, but of religious change, with the gap left by declining Christian belief and practice partially filled by a re-sacralisation of other aspects of personal and communal life. Challenging the first two hypotheses was a third, newer approach to religious change, offered by historians of religion including Hugh McLeod (2000) and Jeffrey Cox (2003). In this view, secularisation was not so much predictive as descriptive; an account of historically contingent religious change which was neither uniform nor inevitable. Despite robust debate between those advocating versions of these three broad streams of thought, certain assumptions nevertheless continued to be shared. One such assumption was that whatever the nature or causes of late 20 Century secularisation/religious change, it was part of a much longer historical process dating back some centuries, and was more evolutionary than revolutionary in nature – even if at times accelerated by particular events or cultural conditions. However, since the early 2000s, this view has been challenged by a number of authors arguing for a more sudden and dramatic secular","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84861155","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 : 2021-02-22DOI: 10.1080/13617672.2021.1889218
Jenni Lemettinen, Eila Hirvonen, Martin Ubani
ABSTRACT In recent years, the concept of ‘worldview’ has resurfaced into the forefront of the international debate among scholars of religious education. With this study, we aim to contribute to the discussion with empirical material having a focus on worldview education in whole school education. The study deals with the Finnish teachers’ perceptions of worldview education in basic education. Teachers (N = 110) responded to a questionnaire concerning their experiences on how they feel about worldview education, how they deal with it and where does worldview education take place in schools according to teachers. The questionnaire included both quantitative and qualitative sections. According to the results, it appears that teachers consider worldview education to be relatively important in schools and that they have a reasonably broad perception of worldview education, including aspects of value education, cultural encounters, and settlement of disputes. What is notable is that the teachers appear to associate worldview education not only with lessons; they also cite activities in the daily life of the school and outside the classrooms, especially celebrations, as incidents associated with worldview education.
{"title":"Is worldview education achieved in schools? A study of Finnish teachers’ perceptions of worldview education as a component of basic education","authors":"Jenni Lemettinen, Eila Hirvonen, Martin Ubani","doi":"10.1080/13617672.2021.1889218","DOIUrl":"https://doi.org/10.1080/13617672.2021.1889218","url":null,"abstract":"ABSTRACT In recent years, the concept of ‘worldview’ has resurfaced into the forefront of the international debate among scholars of religious education. With this study, we aim to contribute to the discussion with empirical material having a focus on worldview education in whole school education. The study deals with the Finnish teachers’ perceptions of worldview education in basic education. Teachers (N = 110) responded to a questionnaire concerning their experiences on how they feel about worldview education, how they deal with it and where does worldview education take place in schools according to teachers. The questionnaire included both quantitative and qualitative sections. According to the results, it appears that teachers consider worldview education to be relatively important in schools and that they have a reasonably broad perception of worldview education, including aspects of value education, cultural encounters, and settlement of disputes. What is notable is that the teachers appear to associate worldview education not only with lessons; they also cite activities in the daily life of the school and outside the classrooms, especially celebrations, as incidents associated with worldview education.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75954883","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 : 2021-02-22DOI: 10.1080/13617672.2020.1852815
Chris A.M. Hermans
ABSTRACT Transformational leaders are leaders who ‘transform and inspire followers to perform beyond expectations while transcending self-interest for the good of the organisation’. ‘Discernment’ is defined as the individual and communal practice of decision-making that is oriented on the future (educational aims), conditioned by the personal qualities of leaders (purity of heart), and which emphasises teleological ethics as source of reliance. In line with this concept, a scale of discernment was constructed and tested in a research study on 198 leaders of the Catholic schools of Don Bosco in India. Transformational leadership was measured with an existing scale which is part of the Multifactor Leadership Questionnaire. The results show that discernment (as measured) is the strongest predictor of transformational leadership, while controlling for background variables (such as age, gender, religious background, leadership position, type of school, and private or government-aided schools).
{"title":"Discernment as predictor for transformational leadership: a study of school leaders in Catholic schools in India","authors":"Chris A.M. Hermans","doi":"10.1080/13617672.2020.1852815","DOIUrl":"https://doi.org/10.1080/13617672.2020.1852815","url":null,"abstract":"ABSTRACT Transformational leaders are leaders who ‘transform and inspire followers to perform beyond expectations while transcending self-interest for the good of the organisation’. ‘Discernment’ is defined as the individual and communal practice of decision-making that is oriented on the future (educational aims), conditioned by the personal qualities of leaders (purity of heart), and which emphasises teleological ethics as source of reliance. In line with this concept, a scale of discernment was constructed and tested in a research study on 198 leaders of the Catholic schools of Don Bosco in India. Transformational leadership was measured with an existing scale which is part of the Multifactor Leadership Questionnaire. The results show that discernment (as measured) is the strongest predictor of transformational leadership, while controlling for background variables (such as age, gender, religious background, leadership position, type of school, and private or government-aided schools).","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81810629","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 : 2021-02-08DOI: 10.1080/13617672.2021.1877031
Jeannie A. Perez, Consuelo Oliveros Peralta, F. B. Besa
ABSTRACT This cross-sectional study aimed to determine the relationships between gratitude and life satisfaction; gratitude and spirituality; spirituality and life satisfaction, and the mediating role of spirituality between gratitude and life satisfaction. We utilised the Gratitude Questionnaire (GQ-6), Satisfaction with Life Scale (SWLS), and Daily Spiritual Experience Scale as measures. The study enjoined 415 participants whose age was 13 to 28 years old from the Philippines; more than the majority were Roman Catholics and from Christian denominations. Positive relationships were revealed between gratitude and life satisfaction, between gratitude and spirituality, and between spirituality and life satisfaction. Spirituality was also evidenced to mediate the relationship between gratitude and life satisfaction. Gratitude positively affects spirituality which in turn positively affects life satisfaction. The results provided clarity to the mechanism of the relationship between gratitude and life satisfaction. The present study also supported the transcendental view of gratitude. It also provided empirical evidence to the relationship of the variables in the Philippine context. Counselling implications for the improvement of life satisfaction were also offered.
{"title":"Gratitude and life satisfaction: the mediating role of spirituality among Filipinos","authors":"Jeannie A. Perez, Consuelo Oliveros Peralta, F. B. Besa","doi":"10.1080/13617672.2021.1877031","DOIUrl":"https://doi.org/10.1080/13617672.2021.1877031","url":null,"abstract":"ABSTRACT This cross-sectional study aimed to determine the relationships between gratitude and life satisfaction; gratitude and spirituality; spirituality and life satisfaction, and the mediating role of spirituality between gratitude and life satisfaction. We utilised the Gratitude Questionnaire (GQ-6), Satisfaction with Life Scale (SWLS), and Daily Spiritual Experience Scale as measures. The study enjoined 415 participants whose age was 13 to 28 years old from the Philippines; more than the majority were Roman Catholics and from Christian denominations. Positive relationships were revealed between gratitude and life satisfaction, between gratitude and spirituality, and between spirituality and life satisfaction. Spirituality was also evidenced to mediate the relationship between gratitude and life satisfaction. Gratitude positively affects spirituality which in turn positively affects life satisfaction. The results provided clarity to the mechanism of the relationship between gratitude and life satisfaction. The present study also supported the transcendental view of gratitude. It also provided empirical evidence to the relationship of the variables in the Philippine context. Counselling implications for the improvement of life satisfaction were also offered.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88213988","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 : 2021-02-07DOI: 10.1080/13617672.2021.1883394
Mark R. Dorsett
tion – or on multicultural education more broadly, as Liam Gearon and Arniika Kuusisto note in their chapter – can provide insight into the contemporary configurations of broader historical processes, such as the interrelations between the religious, the secular, and the postsecular, and how these shape the lives and experiences of children and their parents. Further research into these areas using methods that foreground the experiences and voices of children and their parents, as suggested by several contributions in this volume, would be very much welcomed.
{"title":"Jesus Christ, learning teacher: where theology and pedagogy meet","authors":"Mark R. Dorsett","doi":"10.1080/13617672.2021.1883394","DOIUrl":"https://doi.org/10.1080/13617672.2021.1883394","url":null,"abstract":"tion – or on multicultural education more broadly, as Liam Gearon and Arniika Kuusisto note in their chapter – can provide insight into the contemporary configurations of broader historical processes, such as the interrelations between the religious, the secular, and the postsecular, and how these shape the lives and experiences of children and their parents. Further research into these areas using methods that foreground the experiences and voices of children and their parents, as suggested by several contributions in this volume, would be very much welcomed.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82622069","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 : 2021-01-26DOI: 10.1080/13617672.2021.1875313
Lingqi Meng, B. Boyd-Wilson, Wenhua Wu, Qiong Wu, Han Liang
ABSTRACT Although the concept of enlightenment is difficult to define in intellectual terms, it denotes an ordinary but often elusive state of inner wholeness where, for an individual, no real divide between themselves and the world is felt, and where there is unfailing kindness towards all beings. Reasoning that if enlightenment could be represented by simple experiences, such as feeling inner wholeness and seeing the inner beauty in all individuals, Western researchers in 2015 developed a 30-item Enlightenment Scale with two factors which they named At Peace and Open-Hearted. Repeated examination of the scale’s structure using confirmatory analysis showed that it was robust; tests of convergent validity lent further support to the scale. The present study tested the Enlightenment Scale, once translated into Chinese, in an eastern context. Exploratory and confirmatory factor analyses revealed an 11-item Chinese Enlightenment Scale with three factors which were named Open-Hearted, Inner Wholeness, and At Peace. As expected, there were negative correlations between scores on the Chinese Enlightenment Scale and Perceived Stress, and positive correlations between scores on the Chinese Enlightenment Scale and Goal Pursuit. The implications of the results were discussed, and future research directions suggested.
{"title":"The 11-item Chinese enlightenment scale: initial evidence for validation","authors":"Lingqi Meng, B. Boyd-Wilson, Wenhua Wu, Qiong Wu, Han Liang","doi":"10.1080/13617672.2021.1875313","DOIUrl":"https://doi.org/10.1080/13617672.2021.1875313","url":null,"abstract":"ABSTRACT Although the concept of enlightenment is difficult to define in intellectual terms, it denotes an ordinary but often elusive state of inner wholeness where, for an individual, no real divide between themselves and the world is felt, and where there is unfailing kindness towards all beings. Reasoning that if enlightenment could be represented by simple experiences, such as feeling inner wholeness and seeing the inner beauty in all individuals, Western researchers in 2015 developed a 30-item Enlightenment Scale with two factors which they named At Peace and Open-Hearted. Repeated examination of the scale’s structure using confirmatory analysis showed that it was robust; tests of convergent validity lent further support to the scale. The present study tested the Enlightenment Scale, once translated into Chinese, in an eastern context. Exploratory and confirmatory factor analyses revealed an 11-item Chinese Enlightenment Scale with three factors which were named Open-Hearted, Inner Wholeness, and At Peace. As expected, there were negative correlations between scores on the Chinese Enlightenment Scale and Perceived Stress, and positive correlations between scores on the Chinese Enlightenment Scale and Goal Pursuit. The implications of the results were discussed, and future research directions suggested.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84813155","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 : 2021-01-25DOI: 10.1080/13617672.2021.1878722
Wajeeh M. Daher
ABSTRACT School textbooks affect the different aspects of students’ learning. One way that textbooks can affect students’ learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Geometry and Measurement unit of the Palestinian Grade six mathematics book. This unit is comprised of five lessons. To analyse the unit, we use a classification model suggested by Sam and Ernest. In this model, Sam and Ernest consider values in mathematics education as consisting of three categories: epistemological, social and personal values. Analysing the unit, we found that the epistemological component was the most frequent in the unit, while the second was the personal component and the third was the social. Alertness in thought, discriminating and rationality had the highest percentages as epistemological values, importance had the highest percentage as a social value and open-mindedness had the highest percentage as a personal value. Correlations between pairs of values in each component showed two significant strong positive correlations, while the other significant correlations were relatively strong or moderate. Further research needs to study correlations between pairs of values, and how these pairs affect students’ learning.
{"title":"Values in the geometry and measurement unit of the Palestinian Grade six mathematics book","authors":"Wajeeh M. Daher","doi":"10.1080/13617672.2021.1878722","DOIUrl":"https://doi.org/10.1080/13617672.2021.1878722","url":null,"abstract":"ABSTRACT School textbooks affect the different aspects of students’ learning. One way that textbooks can affect students’ learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Geometry and Measurement unit of the Palestinian Grade six mathematics book. This unit is comprised of five lessons. To analyse the unit, we use a classification model suggested by Sam and Ernest. In this model, Sam and Ernest consider values in mathematics education as consisting of three categories: epistemological, social and personal values. Analysing the unit, we found that the epistemological component was the most frequent in the unit, while the second was the personal component and the third was the social. Alertness in thought, discriminating and rationality had the highest percentages as epistemological values, importance had the highest percentage as a social value and open-mindedness had the highest percentage as a personal value. Correlations between pairs of values in each component showed two significant strong positive correlations, while the other significant correlations were relatively strong or moderate. Further research needs to study correlations between pairs of values, and how these pairs affect students’ learning.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90234448","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 : 2021-01-24DOI: 10.1080/13617672.2021.1875312
Perry L. Glanzer
ABSTRACT Scholarship about the concept of the conscience has languished in the past half century, although some recent works have sought to revive it. One recent attempt proposes that the key to reviving the concept is its secularisation, since this secularisation would make it less dogmatic and more useful to a wider audience. In this paper, I argue that this process already occurred in American collegiate moral education. Yet, when the moral conscience in America became separated from its religious roots and the functions inspired by those roots, it eventually lost its place in any general approach to collegiate moral education. The secularisation of the concept cut it off from the roots nourishing its earlier multi-faceted religious understanding and led it not to be reutilised for a broader audience but to it being replaced by a secularised form of reason.
{"title":"The rise and fall of America’s conscience: the disappearance of the conscience from collegiate moral education","authors":"Perry L. Glanzer","doi":"10.1080/13617672.2021.1875312","DOIUrl":"https://doi.org/10.1080/13617672.2021.1875312","url":null,"abstract":"ABSTRACT Scholarship about the concept of the conscience has languished in the past half century, although some recent works have sought to revive it. One recent attempt proposes that the key to reviving the concept is its secularisation, since this secularisation would make it less dogmatic and more useful to a wider audience. In this paper, I argue that this process already occurred in American collegiate moral education. Yet, when the moral conscience in America became separated from its religious roots and the functions inspired by those roots, it eventually lost its place in any general approach to collegiate moral education. The secularisation of the concept cut it off from the roots nourishing its earlier multi-faceted religious understanding and led it not to be reutilised for a broader audience but to it being replaced by a secularised form of reason.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88051928","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 : 2021-01-11DOI: 10.1080/13617672.2020.1859790
M. Nthontho, Richardson Addai-Mununkum
ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
{"title":"Towards religious literacy in South African schools: is the Life Orientation curriculum potent enough?","authors":"M. Nthontho, Richardson Addai-Mununkum","doi":"10.1080/13617672.2020.1859790","DOIUrl":"https://doi.org/10.1080/13617672.2020.1859790","url":null,"abstract":"ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80393167","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 : 2021-01-05DOI: 10.1080/13617672.2020.1859792
Darren Cronshaw, Newton Daddow
ABSTRACT Finding Common Ground (FCG) is an inter-belief dialogue program hosted in the Multi Faith Facility of Swinburne University of Technology. FCG is a voluntary program that offers Swinburne students a safe space to discuss their religious faith, or alternative value base, and to learn from those of others. Two iterations of this program were evaluated in 2018. We argue that nurturing healthy religious expression and cultivating respect for diverse religious and other belief frameworks is essential in today’s multi-religious and pluralist world. Furthermore, we suggest that such exploration in the diverse (secular) university context is addressing something of ‘an elephant in the room’ in student life and learning in contemporary universities. We also recognise the reality of unhealthy expressions and fundamentalist assertions that fuel wider community aversion to a focus on overt religious conversations that tilt towards controversial debate and polarisation. This article principally analyses the experience of one student participant ‘Antoni’ to highlight significant themes reflected in the overall student responses: why FCG was a ‘safe place’ for dialogue, and how it cultivated empathy and humility, inter-faith community and pastoral support, healthy religious outlooks (rather than ‘spiritual bypass’) and personal formation.
寻找共同点(Finding Common Ground, FCG)是一个由斯威本科技大学多信仰中心主办的跨信仰对话项目。FCG是一个自愿项目，为斯威本的学生提供一个安全的空间来讨论他们的宗教信仰，或其他价值基础，并向他人学习。该计划的两次迭代在2018年进行了评估。我们认为，在当今多宗教和多元化的世界中，培养健康的宗教表达和培养对各种宗教和其他信仰框架的尊重至关重要。此外，我们认为，这种在多样化(世俗)大学背景下的探索正在解决当代大学学生生活和学习中的“房间里的大象”问题。我们也认识到，不健康的言论和原教旨主义的断言，助长了更广泛的社区对公开的宗教对话的厌恶，这些对话倾向于有争议的辩论和两极分化。本文主要分析了一名学生参与者“Antoni”的经历，以突出反映在总体学生反应中的重要主题:为什么FCG是一个对话的“安全场所”，以及它如何培养同理心和谦卑，跨信仰社区和牧师支持，健康的宗教观(而不是“精神绕过”)和个人形成。
{"title":"An elephant in the room: university chaplains cultivating healthy religious diversity through respectful dialogue","authors":"Darren Cronshaw, Newton Daddow","doi":"10.1080/13617672.2020.1859792","DOIUrl":"https://doi.org/10.1080/13617672.2020.1859792","url":null,"abstract":"ABSTRACT Finding Common Ground (FCG) is an inter-belief dialogue program hosted in the Multi Faith Facility of Swinburne University of Technology. FCG is a voluntary program that offers Swinburne students a safe space to discuss their religious faith, or alternative value base, and to learn from those of others. Two iterations of this program were evaluated in 2018. We argue that nurturing healthy religious expression and cultivating respect for diverse religious and other belief frameworks is essential in today’s multi-religious and pluralist world. Furthermore, we suggest that such exploration in the diverse (secular) university context is addressing something of ‘an elephant in the room’ in student life and learning in contemporary universities. We also recognise the reality of unhealthy expressions and fundamentalist assertions that fuel wider community aversion to a focus on overt religious conversations that tilt towards controversial debate and polarisation. This article principally analyses the experience of one student participant ‘Antoni’ to highlight significant themes reflected in the overall student responses: why FCG was a ‘safe place’ for dialogue, and how it cultivated empathy and humility, inter-faith community and pastoral support, healthy religious outlooks (rather than ‘spiritual bypass’) and personal formation.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72772435","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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