Pub Date : 2022-10-17DOI: 10.1080/13617672.2022.2133427
Kinga Kaleta, Justyna Mróz
ABSTRACT Although forgiveness has been found to reduce anxiety, no research to date has examined the actual mechanism. This could be derived from Murray Bowen’s theory and his concept of differentiation of self (DoS). In the present cross-sectional study, we tested a model in which self-differentiation mediates the link between dispositional forgiveness and trait anxiety. The sample was composed of 216 individuals. Polish adaptations of the Heartland Forgiveness Scale, the Differentiation of Self Inventory-Revised, and the State-Trait Anxiety Inventory were used. Results indicated that the three aspects of DoS (emotional reactivity, I-position, emotional cut-off) partially mediated the negative association between total forgiveness and anxiety. Emotional reactivity and emotional cut-off mediated the association between reduced unforgiveness and anxiety while positive forgiveness–anxiety link was mediated by I-position and emotional cut-off. The findings demonstrate that differentiation of self might be a mechanism via which forgiveness reduces anxiety after one has been hurt.
{"title":"How forgiveness relieves anxiety: the role of differentiation of self","authors":"Kinga Kaleta, Justyna Mróz","doi":"10.1080/13617672.2022.2133427","DOIUrl":"https://doi.org/10.1080/13617672.2022.2133427","url":null,"abstract":"ABSTRACT Although forgiveness has been found to reduce anxiety, no research to date has examined the actual mechanism. This could be derived from Murray Bowen’s theory and his concept of differentiation of self (DoS). In the present cross-sectional study, we tested a model in which self-differentiation mediates the link between dispositional forgiveness and trait anxiety. The sample was composed of 216 individuals. Polish adaptations of the Heartland Forgiveness Scale, the Differentiation of Self Inventory-Revised, and the State-Trait Anxiety Inventory were used. Results indicated that the three aspects of DoS (emotional reactivity, I-position, emotional cut-off) partially mediated the negative association between total forgiveness and anxiety. Emotional reactivity and emotional cut-off mediated the association between reduced unforgiveness and anxiety while positive forgiveness–anxiety link was mediated by I-position and emotional cut-off. The findings demonstrate that differentiation of self might be a mechanism via which forgiveness reduces anxiety after one has been hurt.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75925233","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 : 2022-10-12DOI: 10.1080/13617672.2022.2133429
Hok-Ko Pong
ABSTRACT In this study, the impacts of service learning (SL) on the spiritual well-being and psychological health of Chinese university students in Hong Kong are determined. The SL programme is a six-month, credit-bearing programme (not less than 80 working hours). The study adopted a pre-test–post-test quasi-experimental design, wherein students enrolled in SL comprised the experimental group (n = 132; 59 male, 73 female), and those who were not enrolled in SL comprised the control group (n = 128; 55 male, 73 female). The students completed the spiritual well-being questionnaire (SWBQ) to evaluate the status of their spiritual well-being (including the personal and communal, environmental, and transcendental domains), and the Depression, Anxiety and Stress Scale-21 (DASS-21) was used to assess their emotional states of depression, anxiety and stress before and after the SL programme. At pre-test, no significant differences were observed between the two groups in SWBQ and DASS-21 scores. Findings indicated that students in the experimental group had greater increases in spiritual well-being in personal and communal, environmental and transcendental domains and decreases in stress, anxiety and depression than those in the control group at the end of the SL programme.
{"title":"Contributions of service learning to the development of university students’ spiritual well-being and psychological health: a quasi-experimental study","authors":"Hok-Ko Pong","doi":"10.1080/13617672.2022.2133429","DOIUrl":"https://doi.org/10.1080/13617672.2022.2133429","url":null,"abstract":"ABSTRACT In this study, the impacts of service learning (SL) on the spiritual well-being and psychological health of Chinese university students in Hong Kong are determined. The SL programme is a six-month, credit-bearing programme (not less than 80 working hours). The study adopted a pre-test–post-test quasi-experimental design, wherein students enrolled in SL comprised the experimental group (n = 132; 59 male, 73 female), and those who were not enrolled in SL comprised the control group (n = 128; 55 male, 73 female). The students completed the spiritual well-being questionnaire (SWBQ) to evaluate the status of their spiritual well-being (including the personal and communal, environmental, and transcendental domains), and the Depression, Anxiety and Stress Scale-21 (DASS-21) was used to assess their emotional states of depression, anxiety and stress before and after the SL programme. At pre-test, no significant differences were observed between the two groups in SWBQ and DASS-21 scores. Findings indicated that students in the experimental group had greater increases in spiritual well-being in personal and communal, environmental and transcendental domains and decreases in stress, anxiety and depression than those in the control group at the end of the SL programme.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87116378","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 : 2022-10-12DOI: 10.1080/13617672.2022.2125672
J. Nelson, Yue Yang
ABSTRACT This article reports on research into the influence of teachers’ religious beliefs in religious education. Drawing on accounts from eleven teachers in Controlled Schools in Northern Ireland, it shows the contested space many of them occupy in relation to handling personal beliefs, teaching about diverse religions and articulating a public rationale for their subject in the face of challenges from pupils and parents. In particular, we investigate how and why they teach World Religions in the way that they do. The findings are considered in the light of debates on the role of teachers’ beliefs in religious education. In contrast to other studies in this field which offer personal reflection as a way to resolve such challenges, the case is made here for understanding teachers’ choices within a wider lens which acknowledges the public nature of the space within which they operate. We argue that the challenges cannot be resolved or mitigated by individuals alone. Changes in policy to provide an inclusive and balanced curriculum with robust pedagogical purposes is needed along with clear ethical expectations around how teachers approach teaching religious education.
{"title":"The role of teachers’ religious beliefs in their classroom practice – a personal or public concern?","authors":"J. Nelson, Yue Yang","doi":"10.1080/13617672.2022.2125672","DOIUrl":"https://doi.org/10.1080/13617672.2022.2125672","url":null,"abstract":"ABSTRACT This article reports on research into the influence of teachers’ religious beliefs in religious education. Drawing on accounts from eleven teachers in Controlled Schools in Northern Ireland, it shows the contested space many of them occupy in relation to handling personal beliefs, teaching about diverse religions and articulating a public rationale for their subject in the face of challenges from pupils and parents. In particular, we investigate how and why they teach World Religions in the way that they do. The findings are considered in the light of debates on the role of teachers’ beliefs in religious education. In contrast to other studies in this field which offer personal reflection as a way to resolve such challenges, the case is made here for understanding teachers’ choices within a wider lens which acknowledges the public nature of the space within which they operate. We argue that the challenges cannot be resolved or mitigated by individuals alone. Changes in policy to provide an inclusive and balanced curriculum with robust pedagogical purposes is needed along with clear ethical expectations around how teachers approach teaching religious education.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85720943","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 : 2022-10-10DOI: 10.1080/13617672.2022.2126686
Nathan Bossoh
{"title":"Science and Religion in India: Beyond Disenchantment","authors":"Nathan Bossoh","doi":"10.1080/13617672.2022.2126686","DOIUrl":"https://doi.org/10.1080/13617672.2022.2126686","url":null,"abstract":"","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84473083","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 : 2022-09-26DOI: 10.1080/13617672.2022.2125674
A. Maftei, Alois Gherguț, Diana Roca, O. Danila
ABSTRACT As a post-communist country still transitioning from a culture of segregation of people with disability, Romania marks a distinct cultural space for studying the attitudes towards intellectual disability. In the current study, we investigated a prediction model which included age, gender, and religiosity as variables accounting for the variations in Romanian’s attitudes towards intellectual disability. Additionally, we measured the associations between participants’ educational level, knowledge about intellectual disability, and interaction with people with intellectual disabilities. Our sample consisted of 523 participants aged 18 to 74 (M = 29.02, SD = 9.57). The results suggested that older and male participants held more favourable attitudes. Furthermore, the regression analysis highlighted a significant prediction model for the attitudes towards intellectual disability, with religiosity being the most significant predictor. Finally, we discuss the theoretical and practical implications of the current findings given the social and cultural particularities.
{"title":"Transitioning from decades of segregation: religiosity and the attitudes towards intellectual disability in Romania","authors":"A. Maftei, Alois Gherguț, Diana Roca, O. Danila","doi":"10.1080/13617672.2022.2125674","DOIUrl":"https://doi.org/10.1080/13617672.2022.2125674","url":null,"abstract":"ABSTRACT As a post-communist country still transitioning from a culture of segregation of people with disability, Romania marks a distinct cultural space for studying the attitudes towards intellectual disability. In the current study, we investigated a prediction model which included age, gender, and religiosity as variables accounting for the variations in Romanian’s attitudes towards intellectual disability. Additionally, we measured the associations between participants’ educational level, knowledge about intellectual disability, and interaction with people with intellectual disabilities. Our sample consisted of 523 participants aged 18 to 74 (M = 29.02, SD = 9.57). The results suggested that older and male participants held more favourable attitudes. Furthermore, the regression analysis highlighted a significant prediction model for the attitudes towards intellectual disability, with religiosity being the most significant predictor. Finally, we discuss the theoretical and practical implications of the current findings given the social and cultural particularities.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88059912","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 : 2022-09-14DOI: 10.1080/13617672.2022.2117486
B. Zarzycka, Dariusz Krok
ABSTRACT This study aimed to investigate the differences in psychological functioning between nuns and those who left the order and the changes in personality in persevering nuns along the religious life timeline. Data were collected at two time points seven years apart. A total of 103 nuns participated in the research at Time 1; 45 left the order, and 29 participated in the study at Time 2. The MMPI-2 and Cattell’s 16PF-5 were utilised. The results indicated the absence of profound deviations from the norm in the persevering and non-persevering groups. The non-persevering group reported more favourable self-presentation and contentment with life than the persevering group. Significant differences were obtained on the MMPI-2 and the 16PF-5 scales in persevering nuns between Time 1 and 2. At Time 2, nuns reported lower response inconsistency, lower family conflicts, stronger identification with the stereotypically female role, and higher emotional stability than at Time 1. This study demonstrated that the MMPI-2 and 16PF-5 could be considered efficient assessment tools for religious organisations that utilise psychological screening in their enrolling process.
{"title":"Use of the MMPI-2 and 16PF-5 in predicting perseverance in the order and changes in personality during religious life: a longitudinal study of Polish Catholic nuns","authors":"B. Zarzycka, Dariusz Krok","doi":"10.1080/13617672.2022.2117486","DOIUrl":"https://doi.org/10.1080/13617672.2022.2117486","url":null,"abstract":"ABSTRACT This study aimed to investigate the differences in psychological functioning between nuns and those who left the order and the changes in personality in persevering nuns along the religious life timeline. Data were collected at two time points seven years apart. A total of 103 nuns participated in the research at Time 1; 45 left the order, and 29 participated in the study at Time 2. The MMPI-2 and Cattell’s 16PF-5 were utilised. The results indicated the absence of profound deviations from the norm in the persevering and non-persevering groups. The non-persevering group reported more favourable self-presentation and contentment with life than the persevering group. Significant differences were obtained on the MMPI-2 and the 16PF-5 scales in persevering nuns between Time 1 and 2. At Time 2, nuns reported lower response inconsistency, lower family conflicts, stronger identification with the stereotypically female role, and higher emotional stability than at Time 1. This study demonstrated that the MMPI-2 and 16PF-5 could be considered efficient assessment tools for religious organisations that utilise psychological screening in their enrolling process.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72442022","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 : 2022-08-22DOI: 10.1080/13617672.2022.2101087
A. Village, Leslie J. Francis
ABSTRACT This study draws on data provided to the Covid-19 & Church-21 Survey by 2,017 Anglicans (clergy and laity) living in England to explore the experiences of those leading and those accessing online (pre-recorded and live-streamed) and in-church services within the Church of England between January and July 2021. The data demonstrated that for both those leading services and those accessing services, online worship was less rewarding than in-church worship, even as expressed within the context of Covid restrictions. Moreover, pre-recorded online services were less rewarding than live-streamed services both for those leading and for those accessing services. Among leaders, the return to in-church services was most rewarding for older leaders, lay ministers, Anglo-Catholics, those working in rural churches, extraverts and the emotionally stable.
{"title":"Lockdown worship in the Church of England: predicting affect responses to leading or accessing online and in-church services","authors":"A. Village, Leslie J. Francis","doi":"10.1080/13617672.2022.2101087","DOIUrl":"https://doi.org/10.1080/13617672.2022.2101087","url":null,"abstract":"ABSTRACT This study draws on data provided to the Covid-19 & Church-21 Survey by 2,017 Anglicans (clergy and laity) living in England to explore the experiences of those leading and those accessing online (pre-recorded and live-streamed) and in-church services within the Church of England between January and July 2021. The data demonstrated that for both those leading services and those accessing services, online worship was less rewarding than in-church worship, even as expressed within the context of Covid restrictions. Moreover, pre-recorded online services were less rewarding than live-streamed services both for those leading and for those accessing services. Among leaders, the return to in-church services was most rewarding for older leaders, lay ministers, Anglo-Catholics, those working in rural churches, extraverts and the emotionally stable.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90259291","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 : 2022-07-20DOI: 10.1080/13617672.2022.2100625
Carla Cardoso, Sofia Marques da Silva, Teresa Medina
ABSTRACT The present study aimed to examine the significance of young Portuguese people’s experiences of participating in a global Catholic event, the World Youth Day, by discussing their motivations and learning opportunities. World Youth Day is seen as a major experience full of many small experiences that become part of the lifelong process of socialisation. These may include non-formal and informal educational experiences. The literature has pointed to the religious/spiritual significance of the event, but other aspects have yet to be studied. The present study used a mixed-methods methodology that included a questionnaire (N = 1,351) and 20 semi-structured interviews, to Portuguese young people participating in the event. The results showed that the religious/spiritual dimension was important as motivations and effects, but cultural and social aspects were also very relevant. Membership of a Catholic youth group was crucial in the decision to participate and to the process of learning to live with others. The Pope appeared as a central figure in the event, and the way he communicated with participants enhanced their sense of belonging to the Catholic Church.
{"title":"‘There are two types of faith’: exploring young Portuguese people’s participation in world youth day","authors":"Carla Cardoso, Sofia Marques da Silva, Teresa Medina","doi":"10.1080/13617672.2022.2100625","DOIUrl":"https://doi.org/10.1080/13617672.2022.2100625","url":null,"abstract":"ABSTRACT The present study aimed to examine the significance of young Portuguese people’s experiences of participating in a global Catholic event, the World Youth Day, by discussing their motivations and learning opportunities. World Youth Day is seen as a major experience full of many small experiences that become part of the lifelong process of socialisation. These may include non-formal and informal educational experiences. The literature has pointed to the religious/spiritual significance of the event, but other aspects have yet to be studied. The present study used a mixed-methods methodology that included a questionnaire (N = 1,351) and 20 semi-structured interviews, to Portuguese young people participating in the event. The results showed that the religious/spiritual dimension was important as motivations and effects, but cultural and social aspects were also very relevant. Membership of a Catholic youth group was crucial in the decision to participate and to the process of learning to live with others. The Pope appeared as a central figure in the event, and the way he communicated with participants enhanced their sense of belonging to the Catholic Church.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90867857","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 : 2022-07-19DOI: 10.1080/13617672.2022.2099684
Friedrich Schweitzer, C. Osbeck, Antti Räsänen, Mirjam Rutkowski, Evelyn Schnaufer
ABSTRACT This article addresses two current debates that have generated increasing interest in a number of countries but have rarely been considered together: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Against this background, both debates are reviewed and critically discussed in relation to the following questions: 1) What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? 2) What is the empirical basis of these debates? The results indicate that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to direct attention towards strengthening religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should be based on clear educational guidelines and informed by solid empirical results that directly address religious literacy and the religion-related knowledge of young people. Moreover, we conclude that the two debates should be developed together, as they both require enhanced theoretical understandings and empirical insights. Plain Language Summary This article focuses on two separate debates that have recently attracted interest in several countries around the world: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Although these debates have similar themes and are influenced by shared factors, they have rarely been considered together. From this standpoint, both debates are briefly reviewed and critically discussed in this article. The analysis is directed by two questions: What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? What is the empirical basis of these debates? The results show that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to strengthen religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should use clear educational guidelines and include solid empirical results that directly focus on religious literacy and the religion-related knowledge of young people. Moreover, both debates should be developed together to improve their theoretical understandings and empirical insights.
{"title":"Current debates about (inter-)religious literacy and assessments of the outcomes of religious education: two approaches to religion-related knowledge in critical review","authors":"Friedrich Schweitzer, C. Osbeck, Antti Räsänen, Mirjam Rutkowski, Evelyn Schnaufer","doi":"10.1080/13617672.2022.2099684","DOIUrl":"https://doi.org/10.1080/13617672.2022.2099684","url":null,"abstract":"ABSTRACT This article addresses two current debates that have generated increasing interest in a number of countries but have rarely been considered together: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Against this background, both debates are reviewed and critically discussed in relation to the following questions: 1) What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? 2) What is the empirical basis of these debates? The results indicate that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to direct attention towards strengthening religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should be based on clear educational guidelines and informed by solid empirical results that directly address religious literacy and the religion-related knowledge of young people. Moreover, we conclude that the two debates should be developed together, as they both require enhanced theoretical understandings and empirical insights. Plain Language Summary This article focuses on two separate debates that have recently attracted interest in several countries around the world: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Although these debates have similar themes and are influenced by shared factors, they have rarely been considered together. From this standpoint, both debates are briefly reviewed and critically discussed in this article. The analysis is directed by two questions: What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? What is the empirical basis of these debates? The results show that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to strengthen religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should use clear educational guidelines and include solid empirical results that directly focus on religious literacy and the religion-related knowledge of young people. Moreover, both debates should be developed together to improve their theoretical understandings and empirical insights.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78260494","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 : 2022-07-18DOI: 10.1080/13617672.2022.2099682
J. Astley
ABSTRACT In the context of the distinction between normative and descriptive approaches to the relationship between science and religion, this article discusses the recent work of the sociologist Elaine Ecklund. It reviews four of her published outputs, summarising her data concerning the views of religious people and professional scientists, including their positions on the relationship between science and religion and on cognate issues, and discusses her attempt to show the relevance of these data in a particular formational context. It seeks to evaluate and extend her work from a multidisciplinary perspective.
{"title":"Data and debate in science and faith: exploring and extending Ecklund’s research programme","authors":"J. Astley","doi":"10.1080/13617672.2022.2099682","DOIUrl":"https://doi.org/10.1080/13617672.2022.2099682","url":null,"abstract":"ABSTRACT In the context of the distinction between normative and descriptive approaches to the relationship between science and religion, this article discusses the recent work of the sociologist Elaine Ecklund. It reviews four of her published outputs, summarising her data concerning the views of religious people and professional scientists, including their positions on the relationship between science and religion and on cognate issues, and discusses her attempt to show the relevance of these data in a particular formational context. It seeks to evaluate and extend her work from a multidisciplinary perspective.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76511062","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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