Pub Date : 2021-12-30DOI: 10.1080/13617672.2021.2015161
Xiaozhong Hu, Sanyin Cheng
ABSTRACT This research explored how religious coping and religious identity are related to post-pandemic well-being among Chinese university students. The brief RCOPE, Multi-Religion Identity Measure, and post-pandemic well-being scale were administered to 1739 university students. Results showed that religious coping was significantly positively related to post-pandemic well-being, while religious identity was significantly negatively related to post-pandemic well-being beyond demographic variables. The research implicated that university administrators and teachers can use the above inventories to understand religious coping, religious identity, and post-pandemic well-being among university students more comprehensively. Second, professional religious personnel such as Dharma Masters, Preachers, and Imams could promote students’ post-pandemic well-being by increasing their religiousness within legal places of worship. Third, the findings can help students understand the associations between religious coping, religious identity, and post-pandemic well-being, which may stimulate them to improve the latter by increasing their religious coping and religious identity. The significance and limitations of the present research are also discussed.
{"title":"Influence of religious coping and religious identity on post COVID-19 well-being among Chinese university students","authors":"Xiaozhong Hu, Sanyin Cheng","doi":"10.1080/13617672.2021.2015161","DOIUrl":"https://doi.org/10.1080/13617672.2021.2015161","url":null,"abstract":"ABSTRACT This research explored how religious coping and religious identity are related to post-pandemic well-being among Chinese university students. The brief RCOPE, Multi-Religion Identity Measure, and post-pandemic well-being scale were administered to 1739 university students. Results showed that religious coping was significantly positively related to post-pandemic well-being, while religious identity was significantly negatively related to post-pandemic well-being beyond demographic variables. The research implicated that university administrators and teachers can use the above inventories to understand religious coping, religious identity, and post-pandemic well-being among university students more comprehensively. Second, professional religious personnel such as Dharma Masters, Preachers, and Imams could promote students’ post-pandemic well-being by increasing their religiousness within legal places of worship. Third, the findings can help students understand the associations between religious coping, religious identity, and post-pandemic well-being, which may stimulate them to improve the latter by increasing their religious coping and religious identity. The significance and limitations of the present research are also discussed.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"146 1","pages":"512 - 524"},"PeriodicalIF":1.1,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76079433","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 : 2021-12-28DOI: 10.1080/13617672.2021.2018214
Bogusław Milerski, M. Karwowski
ABSTRACT In Poland, a country with a very high level of religiosity, religious education at school is confessional but not compulsory: it is an optional subject chosen by the student. In this article, we explore attitudes regarding participation in religion classes and explanations of the purpose of religious education as provided by adolescent students. We refer to the findings of our research on the rationality of school education and apply them to research on religious education. Rationality is defined as the logic of justifying the purpose of school education and four rationalities: praxeological, emancipatory, hermeneutic, and negational are distinguished. In a large and representative sample of secondary school students (N = 2,810), we examined the relationship between types of rationality and students’ attitudes and opinions towards religious education in school. We observed that high school students perceived religious education as highly conservative and declared the strongest support for more dialogical and liberal religious education. Moreover, students’ hermeneutical rationality was the primary factor associated with their lack of satisfaction with the current religious education and postulates to change it into a more dialogical one.
{"title":"Educational rationality and religious education in Polish public schools","authors":"Bogusław Milerski, M. Karwowski","doi":"10.1080/13617672.2021.2018214","DOIUrl":"https://doi.org/10.1080/13617672.2021.2018214","url":null,"abstract":"ABSTRACT In Poland, a country with a very high level of religiosity, religious education at school is confessional but not compulsory: it is an optional subject chosen by the student. In this article, we explore attitudes regarding participation in religion classes and explanations of the purpose of religious education as provided by adolescent students. We refer to the findings of our research on the rationality of school education and apply them to research on religious education. Rationality is defined as the logic of justifying the purpose of school education and four rationalities: praxeological, emancipatory, hermeneutic, and negational are distinguished. In a large and representative sample of secondary school students (N = 2,810), we examined the relationship between types of rationality and students’ attitudes and opinions towards religious education in school. We observed that high school students perceived religious education as highly conservative and declared the strongest support for more dialogical and liberal religious education. Moreover, students’ hermeneutical rationality was the primary factor associated with their lack of satisfaction with the current religious education and postulates to change it into a more dialogical one.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"47 1","pages":"81 - 98"},"PeriodicalIF":1.1,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84830301","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 : 2021-12-27DOI: 10.1080/13617672.2021.2013637
Hannah J. Visser, A. I. Liefbroer, Marianne Moyaert, G. Bertram‐Troost
ABSTRACT Numerous scholars have emphasised that interfaith initiatives can contribute to personal transformation and enhance social cohesion, but it is often unclear if and how these initiatives effectively bring about the intended changes. This article argues that setting up a shared framework of interfaith learning objectives is a necessary first step towards organising and evaluating interfaith initiatives. After conducting a systematic scoping review, we categorised and summarised the learning objectives of 93 interfaith initiatives. These learning objectives are presented in a matrix of twelve categories, reflecting the learning objectives set by the organisers of the 93 initiatives. This article is intended as a first step towards building a shared scholarly framework that can then be used to guide the organisation and evaluation of interfaith initiatives. The matrix can encourage organisers of interfaith initiatives to clarify their learning objectives and, consequently, develop more coherent and evaluable initiatives.
{"title":"Categorising interfaith learning objectives: a scoping review","authors":"Hannah J. Visser, A. I. Liefbroer, Marianne Moyaert, G. Bertram‐Troost","doi":"10.1080/13617672.2021.2013637","DOIUrl":"https://doi.org/10.1080/13617672.2021.2013637","url":null,"abstract":"ABSTRACT Numerous scholars have emphasised that interfaith initiatives can contribute to personal transformation and enhance social cohesion, but it is often unclear if and how these initiatives effectively bring about the intended changes. This article argues that setting up a shared framework of interfaith learning objectives is a necessary first step towards organising and evaluating interfaith initiatives. After conducting a systematic scoping review, we categorised and summarised the learning objectives of 93 interfaith initiatives. These learning objectives are presented in a matrix of twelve categories, reflecting the learning objectives set by the organisers of the 93 initiatives. This article is intended as a first step towards building a shared scholarly framework that can then be used to guide the organisation and evaluation of interfaith initiatives. The matrix can encourage organisers of interfaith initiatives to clarify their learning objectives and, consequently, develop more coherent and evaluable initiatives.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"41 4 1","pages":"63 - 80"},"PeriodicalIF":1.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89986946","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 : 2021-12-15DOI: 10.1080/13617672.2021.2010264
W. Ye, P. Wu, Miaomiao Zhang, Yushan Ji, Jiachen Zou
ABSTRACT This study examines pre-service teachers’ construction of ethical roles in teaching practice in China. This study finds that three major changes emerged in pre-service teachers’ understanding of teacher ethics after teaching practice: viewing caring as an interactive relationship between teachers and students, emphasising teachers’ sacrifice, and highlighting authority in the teacher-student relationship. This study supplements the extant literature by highlighting university and teaching schools’ roles in facilitating pre-service teachers in-depth interaction with pupils and teachers to facilitate their moral learning through fieldwork.
{"title":"Pre-service teachers’ ethical role construction in China","authors":"W. Ye, P. Wu, Miaomiao Zhang, Yushan Ji, Jiachen Zou","doi":"10.1080/13617672.2021.2010264","DOIUrl":"https://doi.org/10.1080/13617672.2021.2010264","url":null,"abstract":"ABSTRACT This study examines pre-service teachers’ construction of ethical roles in teaching practice in China. This study finds that three major changes emerged in pre-service teachers’ understanding of teacher ethics after teaching practice: viewing caring as an interactive relationship between teachers and students, emphasising teachers’ sacrifice, and highlighting authority in the teacher-student relationship. This study supplements the extant literature by highlighting university and teaching schools’ roles in facilitating pre-service teachers in-depth interaction with pupils and teachers to facilitate their moral learning through fieldwork.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"9 1","pages":"498 - 511"},"PeriodicalIF":1.1,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79731696","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 : 2021-12-14DOI: 10.1080/13617672.2022.2005711
Octavio Carrasco
ABSTRACT What can the Grateful Dead’s music and community tell us about religion in the postmodern world? While the music operates like a lodestone for many adherents as they negotiate their lives and their situations in the world, we can delve more deeply into the underexplored spiritual elements to the community around the Grateful Dead. This article argues that the Grateful Dead continues to function as Implicit Religion for many, 25 years after the death of guitarist and founding member Jerry Garcia. We will explore the religious dimensions of the music, the subculture, the signs, symbols and myths around the band, including the origins of the band’s name. As different ritual objects take on significance in the lives of their followers, the Grateful community remains an orienting force in many people’s lives.
{"title":"Restive spirits seeking release: the Implicit Religion of the Grateful Dead","authors":"Octavio Carrasco","doi":"10.1080/13617672.2022.2005711","DOIUrl":"https://doi.org/10.1080/13617672.2022.2005711","url":null,"abstract":"ABSTRACT What can the Grateful Dead’s music and community tell us about religion in the postmodern world? While the music operates like a lodestone for many adherents as they negotiate their lives and their situations in the world, we can delve more deeply into the underexplored spiritual elements to the community around the Grateful Dead. This article argues that the Grateful Dead continues to function as Implicit Religion for many, 25 years after the death of guitarist and founding member Jerry Garcia. We will explore the religious dimensions of the music, the subculture, the signs, symbols and myths around the band, including the origins of the band’s name. As different ritual objects take on significance in the lives of their followers, the Grateful community remains an orienting force in many people’s lives.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"19 1","pages":"29 - 39"},"PeriodicalIF":1.1,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74433886","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 : 2021-12-13DOI: 10.1080/13617672.2022.2005710
F. Stewart
ABSTRACT Implicit Religion, developed as a set of analytical tools by Edward Bailey, was, in many regards, ahead of its time. Drawing upon the history of Bailey’s Implicit Religion, and its developments since his death, this article will argue that Implicit Religion has something vital to offer to the field of religious studies as the discourse around religion and the study of it continues to shift and reform. Utilising a number of case studies from popular culture, and interviews conducted by those who partake in cosplay, role playing video games, and Straight Edge punk, this article will demonstrate the ways that Implicit Religion can be applied to understand better the changing nature of ‘religious’ language and the importance of paying attention to voices and experiences from the so called ‘secular’ realm.
{"title":"Changing voices: the changing discourse of ‘religion’ and ‘implicit religious’ language","authors":"F. Stewart","doi":"10.1080/13617672.2022.2005710","DOIUrl":"https://doi.org/10.1080/13617672.2022.2005710","url":null,"abstract":"ABSTRACT Implicit Religion, developed as a set of analytical tools by Edward Bailey, was, in many regards, ahead of its time. Drawing upon the history of Bailey’s Implicit Religion, and its developments since his death, this article will argue that Implicit Religion has something vital to offer to the field of religious studies as the discourse around religion and the study of it continues to shift and reform. Utilising a number of case studies from popular culture, and interviews conducted by those who partake in cosplay, role playing video games, and Straight Edge punk, this article will demonstrate the ways that Implicit Religion can be applied to understand better the changing nature of ‘religious’ language and the importance of paying attention to voices and experiences from the so called ‘secular’ realm.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"23 1","pages":"15 - 28"},"PeriodicalIF":1.1,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81193806","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 : 2021-12-13DOI: 10.1080/13617672.2022.2005707
F. Stewart
ABSTRACT This article introduces a Special Section of Journal of Beliefs and Values focusing on new directions in the study of Implicit Religion. It sets the scene for the Special Section in two steps. Step one focuses the origin of the concept of Implicit Religion as a set of analytic tools for examining the salience of commitments for the lives of individuals in contemporary societies. The tools comprise three key components styled: commitments, integrating foci, and intensive concerns with extensive effects. Step two charts a path through the contributions to the Special Section that apply these tools in respect of the following themes: cosplay, video games, Straight Edge punks, the Grateful Dead, birth stories, sacralised subjugation, TV sitcoms, and attitudes to the body
{"title":"Implicit religion: reshaping the boundary between the religious and the secular?","authors":"F. Stewart","doi":"10.1080/13617672.2022.2005707","DOIUrl":"https://doi.org/10.1080/13617672.2022.2005707","url":null,"abstract":"ABSTRACT This article introduces a Special Section of Journal of Beliefs and Values focusing on new directions in the study of Implicit Religion. It sets the scene for the Special Section in two steps. Step one focuses the origin of the concept of Implicit Religion as a set of analytic tools for examining the salience of commitments for the lives of individuals in contemporary societies. The tools comprise three key components styled: commitments, integrating foci, and intensive concerns with extensive effects. Step two charts a path through the contributions to the Special Section that apply these tools in respect of the following themes: cosplay, video games, Straight Edge punks, the Grateful Dead, birth stories, sacralised subjugation, TV sitcoms, and attitudes to the body","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"34 1","pages":"1 - 14"},"PeriodicalIF":1.1,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82763266","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 : 2021-12-12DOI: 10.1080/13617672.2021.2012345
C. Robinson, J. Fic
ABSTRACT This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers’ experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers’ lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers’ own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture.
{"title":"The T.I.T.U.S. Project: Implications of a Catholic spiritual and faith formation programme on the teaching of classroom Religious Education in Australia","authors":"C. Robinson, J. Fic","doi":"10.1080/13617672.2021.2012345","DOIUrl":"https://doi.org/10.1080/13617672.2021.2012345","url":null,"abstract":"ABSTRACT This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers’ experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers’ lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers’ own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"18 1","pages":"47 - 62"},"PeriodicalIF":1.1,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90940900","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 : 2021-12-12DOI: 10.1080/13617672.2021.2010266
Pia-Maria Koirikivi, Saija Benjamin, Arniika Kuusisto, L. Gearon
ABSTRACT Prejudices are innate to the human condition and at the base of most conflicts between social groups. Yet, despite much local and global educational effort to promote equality and peace, expressions of hate and violence are omnipresent across the globe. For gaining more understanding about the complex relationship between values and beliefs that influence people’s prejudiced attitudes towards others, this study investigates how Finnish upper-secondary level students (16- to 20-year-olds), on the one hand, affiliate themselves with self-transcendent values, and on the other hand, narrate prejudices towards others. The complementary quantitative (n = 2873) and qualitative (n = 2200) survey responses show that the young people regarded equality and the promotion of peace as the most important values for themselves but, despite this explicit appreciation of these self-transcendent values, they also exhibit several types of prejudice towards others. The findings show that the youth narratives of prejudices are mainly justified with their prior experiences, their imaginaries related to insecurity, disturbances, and conflicts with people who they deem to have lifestyles different from their own. This study expands existing knowledge by suggesting that the main rationales behind young people’s prejudices are not based on traditional social categorisations, or core values, but on differences expressed through individual lifestyles.
{"title":"Values, lifestyles, and narratives of prejudices amongst Finnish youth","authors":"Pia-Maria Koirikivi, Saija Benjamin, Arniika Kuusisto, L. Gearon","doi":"10.1080/13617672.2021.2010266","DOIUrl":"https://doi.org/10.1080/13617672.2021.2010266","url":null,"abstract":"ABSTRACT Prejudices are innate to the human condition and at the base of most conflicts between social groups. Yet, despite much local and global educational effort to promote equality and peace, expressions of hate and violence are omnipresent across the globe. For gaining more understanding about the complex relationship between values and beliefs that influence people’s prejudiced attitudes towards others, this study investigates how Finnish upper-secondary level students (16- to 20-year-olds), on the one hand, affiliate themselves with self-transcendent values, and on the other hand, narrate prejudices towards others. The complementary quantitative (n = 2873) and qualitative (n = 2200) survey responses show that the young people regarded equality and the promotion of peace as the most important values for themselves but, despite this explicit appreciation of these self-transcendent values, they also exhibit several types of prejudice towards others. The findings show that the youth narratives of prejudices are mainly justified with their prior experiences, their imaginaries related to insecurity, disturbances, and conflicts with people who they deem to have lifestyles different from their own. This study expands existing knowledge by suggesting that the main rationales behind young people’s prejudices are not based on traditional social categorisations, or core values, but on differences expressed through individual lifestyles.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"23 1","pages":"32 - 46"},"PeriodicalIF":1.1,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87083741","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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