Pub Date : 2021-09-29DOI: 10.1080/13617672.2021.1982560
Ivana Lukeš Rybanská, Barbora Spalová
ABSTRACT The aim of this paper is to inquire into the Christian distinctiveness of church schools as an interactively achieved pragmatic resource. The ethnomethodological perspective incorporated in this research offers an actor- and meaning-focused take on the question of what makes Christian schools different from public schools. We connect this issue to the secular-religious divide debate and argue that church schools in Czechia and Slovakia function as laboratories of secular-religious dialogue. Actors engage in creative translations of Christian values to more secular variations which successfully communicate with the secular public. The interactional approach directed the analysis to the religious, focusing on bordering to create space for the specific identity of the school. The exploration of bordering is based on interviews and ethnographic fieldwork in three Catholic grammar schools in Czechia and Slovakia. This paper shows how unique and divergent enactments of Christian distinctiveness are constructed.
{"title":"Translating secular-religious divide: everyday negotiation of Christian distinctiveness in Catholic schools in the Czechia and Slovakia","authors":"Ivana Lukeš Rybanská, Barbora Spalová","doi":"10.1080/13617672.2021.1982560","DOIUrl":"https://doi.org/10.1080/13617672.2021.1982560","url":null,"abstract":"ABSTRACT The aim of this paper is to inquire into the Christian distinctiveness of church schools as an interactively achieved pragmatic resource. The ethnomethodological perspective incorporated in this research offers an actor- and meaning-focused take on the question of what makes Christian schools different from public schools. We connect this issue to the secular-religious divide debate and argue that church schools in Czechia and Slovakia function as laboratories of secular-religious dialogue. Actors engage in creative translations of Christian values to more secular variations which successfully communicate with the secular public. The interactional approach directed the analysis to the religious, focusing on bordering to create space for the specific identity of the school. The exploration of bordering is based on interviews and ethnographic fieldwork in three Catholic grammar schools in Czechia and Slovakia. This paper shows how unique and divergent enactments of Christian distinctiveness are constructed.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"37 1","pages":"375 - 395"},"PeriodicalIF":1.1,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75120246","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 : 2021-09-21DOI: 10.1080/13617672.2021.1982559
E. Saito
ABSTRACT Fyodor Dostoyevsky wrote masterpieces describing the exploitation and victimisation of the socially disadvantaged who were affected by industrialisation in the 19th century. In The Brothers Karamazov, Pavel Fyodorovich Smerdyakov (hereafter, Smerdyakov) plays a critical role in various spheres of the story. His birth was the result of the rape of Lizaveta Smerdyastchaya by Fyodor Pavlovich Karamazov (hereafter, Fyodor). Tragically, Lizaveta died immediately after the delivery. Grigory and Marfa, Fyodor’s serfs, adopted Smerdyakov, who then also grew up as a serf. Eventually, Smerdyakov murders Fyodor, and accordingly, this destined act turned Smerdyakov into a hybrid of goodness and evilness, being described by the narrator as ‘a contemplative’, which makes the story quite complicated and tragic. Despite his complexities, Smerdyakov remains one of the least-discussed characters in the studies hitherto. Hence, this paper has two aims, the first of which is the discussion of the meaning of the early life of Smerdyakov by revealing a tragic tension within him. It will also discuss education for a contemplative like Smerdyakov from the perspectives of polyphony as advocated by Bakhtin – as it is important to view the contemplative as an indispensable protagonist and understand them through listening.
{"title":"Educational polyphony for a contemplative under tragic tension: implications from the early life of Smerdyakov in The Brothers Karamazov","authors":"E. Saito","doi":"10.1080/13617672.2021.1982559","DOIUrl":"https://doi.org/10.1080/13617672.2021.1982559","url":null,"abstract":"ABSTRACT Fyodor Dostoyevsky wrote masterpieces describing the exploitation and victimisation of the socially disadvantaged who were affected by industrialisation in the 19th century. In The Brothers Karamazov, Pavel Fyodorovich Smerdyakov (hereafter, Smerdyakov) plays a critical role in various spheres of the story. His birth was the result of the rape of Lizaveta Smerdyastchaya by Fyodor Pavlovich Karamazov (hereafter, Fyodor). Tragically, Lizaveta died immediately after the delivery. Grigory and Marfa, Fyodor’s serfs, adopted Smerdyakov, who then also grew up as a serf. Eventually, Smerdyakov murders Fyodor, and accordingly, this destined act turned Smerdyakov into a hybrid of goodness and evilness, being described by the narrator as ‘a contemplative’, which makes the story quite complicated and tragic. Despite his complexities, Smerdyakov remains one of the least-discussed characters in the studies hitherto. Hence, this paper has two aims, the first of which is the discussion of the meaning of the early life of Smerdyakov by revealing a tragic tension within him. It will also discuss education for a contemplative like Smerdyakov from the perspectives of polyphony as advocated by Bakhtin – as it is important to view the contemplative as an indispensable protagonist and understand them through listening.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"59 1","pages":"364 - 374"},"PeriodicalIF":1.1,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82033953","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 : 2021-09-14DOI: 10.1080/13617672.2021.1978197
P. Mąkosa
ABSTRACT The beginnings of Polish emigration to the British Isles date back to the 16th century, but a particularly large Polish diaspora was established after World War II when many soldiers stayed in Great Britain because they could not return to communist Poland for fear of persecution. The largest wave of emigration, however, occurred after Poland accessed the European Union in 2004. Since then, around a million Poles have settled in the United Kingdom. In order to educate their children, over a hundred years ago, Polish emigrants established schools where Polish language, history, geography and religion were taught. Along with the increase in the number of Poles in United Kingdom, more and more schools were established. Currently, there are about 140. The objective of the present article is to analyse Religious Education in Polish complementary schools in Great Britain. We will discuss the organisation and concept of this particular reality on the basis of published sources and the conducted empirical research. The context for these considerations is the establishment and broad activity of Polish complementary schools.
{"title":"Between confessionality and openness. Religious education in polish complementary schools in Great Britain","authors":"P. Mąkosa","doi":"10.1080/13617672.2021.1978197","DOIUrl":"https://doi.org/10.1080/13617672.2021.1978197","url":null,"abstract":"ABSTRACT The beginnings of Polish emigration to the British Isles date back to the 16th century, but a particularly large Polish diaspora was established after World War II when many soldiers stayed in Great Britain because they could not return to communist Poland for fear of persecution. The largest wave of emigration, however, occurred after Poland accessed the European Union in 2004. Since then, around a million Poles have settled in the United Kingdom. In order to educate their children, over a hundred years ago, Polish emigrants established schools where Polish language, history, geography and religion were taught. Along with the increase in the number of Poles in United Kingdom, more and more schools were established. Currently, there are about 140. The objective of the present article is to analyse Religious Education in Polish complementary schools in Great Britain. We will discuss the organisation and concept of this particular reality on the basis of published sources and the conducted empirical research. The context for these considerations is the establishment and broad activity of Polish complementary schools.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"1 1","pages":"351 - 363"},"PeriodicalIF":1.1,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81026260","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 : 2021-09-07DOI: 10.1080/13617672.2021.1969206
Xiaowei Zhou
ABSTRACT The Sinicization of religions has been a hot topic in China’s religious communities for several years; from the perspective of Christianity, Sinicization, especially the fusion of Christianity and Chinese culture, has also been a key point of discussion between Chinese churchmen recently. Cultural integration under local conditions is a relatively easy starting point for considering the issues, while political identity and social adaptation are usually based on cultural integration which remains an urgent issue that needs to be solved in the Christian community in China today. This paper discusses cultural integration during the localisation of religion, the integration of Christianity with Chinese traditional culture and the contemporary socialist context, to provide some advice and ideas about the promotion of the localisation of Christianity in China.
{"title":"Localisation of Christianity in China: difficulties in and possibilities of achieving harmonious cultural integration","authors":"Xiaowei Zhou","doi":"10.1080/13617672.2021.1969206","DOIUrl":"https://doi.org/10.1080/13617672.2021.1969206","url":null,"abstract":"ABSTRACT The Sinicization of religions has been a hot topic in China’s religious communities for several years; from the perspective of Christianity, Sinicization, especially the fusion of Christianity and Chinese culture, has also been a key point of discussion between Chinese churchmen recently. Cultural integration under local conditions is a relatively easy starting point for considering the issues, while political identity and social adaptation are usually based on cultural integration which remains an urgent issue that needs to be solved in the Christian community in China today. This paper discusses cultural integration during the localisation of religion, the integration of Christianity with Chinese traditional culture and the contemporary socialist context, to provide some advice and ideas about the promotion of the localisation of Christianity in China.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"153 1","pages":"320 - 330"},"PeriodicalIF":1.1,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82636733","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 : 2021-09-06DOI: 10.1080/13617672.2021.1969208
Ariyaratnam Harry Gnanarajan, N. Kengatharan
ABSTRACT Organisational citizenship behaviour (OCB) of teachers has been found essential for the effective functioning of schools, and teachers’ propensity to perform OCB is determined by various individual and organisational characteristics. The present study investigates the role of human values – benevolence, achievement, self-direction and conformity – in OCB in a sample of teachers. The study model was examined with structural equation modelling using AMOS. Data were collected using self-report questionnaires from 410 teachers in the secondary schools in Sri Lanka. The results revealed that, of the four values examined, benevolence correlated significantly with OCB, while achievement, self-direction and conformity had no significant relationship with OCB. The present study contributes to the growing empirical research on teacher’s OCB and offers practical recommendations for principals and educational administrative authorities, and theoretical implications and recommendations for future studies.
{"title":"Examining the predictors of teachers’ organisational citizenship behaviour from an individual perspective: the role of human values – benevolence, achievement, self-direction and conformity","authors":"Ariyaratnam Harry Gnanarajan, N. Kengatharan","doi":"10.1080/13617672.2021.1969208","DOIUrl":"https://doi.org/10.1080/13617672.2021.1969208","url":null,"abstract":"ABSTRACT Organisational citizenship behaviour (OCB) of teachers has been found essential for the effective functioning of schools, and teachers’ propensity to perform OCB is determined by various individual and organisational characteristics. The present study investigates the role of human values – benevolence, achievement, self-direction and conformity – in OCB in a sample of teachers. The study model was examined with structural equation modelling using AMOS. Data were collected using self-report questionnaires from 410 teachers in the secondary schools in Sri Lanka. The results revealed that, of the four values examined, benevolence correlated significantly with OCB, while achievement, self-direction and conformity had no significant relationship with OCB. The present study contributes to the growing empirical research on teacher’s OCB and offers practical recommendations for principals and educational administrative authorities, and theoretical implications and recommendations for future studies.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"23 1","pages":"331 - 350"},"PeriodicalIF":1.1,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75193764","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 : 2021-08-30DOI: 10.1080/13617672.2021.1969207
Marian De Souza
{"title":"Identity, culture and belonging: educating young children for a changing world","authors":"Marian De Souza","doi":"10.1080/13617672.2021.1969207","DOIUrl":"https://doi.org/10.1080/13617672.2021.1969207","url":null,"abstract":"","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"37 1","pages":"525 - 526"},"PeriodicalIF":1.1,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74821565","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 : 2021-08-17DOI: 10.1080/13617672.2021.1957601
Y. Al-Mahdy, M. Emam, Tahani Hassan
ABSTRACT The current study examined the mediating role of teacher commitment (TC) on the relationship between workplace spirituality (WS) and organisational citizenship behaviour (OCB) in Bahraini public schools. A cross-sectional survey design was used to examine a proposed conceptual model. Data were collected from 349 teachers in Bahraini public schools, and were analysed using structural equation modelling (SEM). The study found that workplace spirituality contributes to the teachers’ OCB both directly and indirectly by shaping teachers’ affective commitment. The study findings provide a framework that can assist policymakers and school principals in the enhancement of WS in schools in order to build and nurture a culture of OCB and ensure commitment, thereby improving school effectiveness.
{"title":"Workplace spirituality and organizational citizenship behavior among teachers in bahrain: commitment as a mediator","authors":"Y. Al-Mahdy, M. Emam, Tahani Hassan","doi":"10.1080/13617672.2021.1957601","DOIUrl":"https://doi.org/10.1080/13617672.2021.1957601","url":null,"abstract":"ABSTRACT The current study examined the mediating role of teacher commitment (TC) on the relationship between workplace spirituality (WS) and organisational citizenship behaviour (OCB) in Bahraini public schools. A cross-sectional survey design was used to examine a proposed conceptual model. Data were collected from 349 teachers in Bahraini public schools, and were analysed using structural equation modelling (SEM). The study found that workplace spirituality contributes to the teachers’ OCB both directly and indirectly by shaping teachers’ affective commitment. The study findings provide a framework that can assist policymakers and school principals in the enhancement of WS in schools in order to build and nurture a culture of OCB and ensure commitment, thereby improving school effectiveness.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"17 1","pages":"301 - 319"},"PeriodicalIF":1.1,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78022448","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 : 2021-07-03DOI: 10.1080/13617672.2021.1954854
S. Parker
{"title":"Children’s subjectivity and agency in religious education","authors":"S. Parker","doi":"10.1080/13617672.2021.1954854","DOIUrl":"https://doi.org/10.1080/13617672.2021.1954854","url":null,"abstract":"","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"14 1","pages":"277 - 278"},"PeriodicalIF":1.1,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73535866","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 : 2021-06-07DOI: 10.1080/13617672.2021.1936366
Xiaozhong Hu, Sanyin Cheng, Hongxia Hu
ABSTRACT This study explores the relationships among religious involvement, religious coping, and quality of university life among university students in mainland China. The religious involvement scale, the brief RCOPE, and the quality of university life measure were administered to 1623 university students from 135 universities. Results showed that positive religious coping and religious involvement significantly positively predicted quality of university life, while negative religious coping significantly negatively predicted quality of university life. The contributions, limitations and implications of this research are discussed.
{"title":"Religiousness predicts quality of university life among university students with different religion types","authors":"Xiaozhong Hu, Sanyin Cheng, Hongxia Hu","doi":"10.1080/13617672.2021.1936366","DOIUrl":"https://doi.org/10.1080/13617672.2021.1936366","url":null,"abstract":"ABSTRACT This study explores the relationships among religious involvement, religious coping, and quality of university life among university students in mainland China. The religious involvement scale, the brief RCOPE, and the quality of university life measure were administered to 1623 university students from 135 universities. Results showed that positive religious coping and religious involvement significantly positively predicted quality of university life, while negative religious coping significantly negatively predicted quality of university life. The contributions, limitations and implications of this research are discussed.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"147 1","pages":"285 - 300"},"PeriodicalIF":1.1,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76745097","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 : 2021-06-03DOI: 10.1080/13617672.2021.1936365
Shengnan Li, Changming Duan, Fenglan Li
ABSTRACT The current study pursued a scale development process to understand spirituality among Chinese college students. From definition to item development, Chinese college students’ view and experiences were used as the bases. The validation process involved 1,207 college students from five different provinces, autonomous regions, and direct-controlled municipalities in China. Item factor analysis and structural equation modelling were performed. The study resulted in a Xin-Yang scale (Xin-Yang 信仰 is deemed as a conceptually similar concept to spirituality in Western cultures and is familiar to the Chinese college students), consisting of three factors: characteristics, mental guidance, and relationship to others. Satisfactorily, psychometric qualities were established. Furthermore, for Chinese college students, Xin-Yang信仰 is shown to be significantly and positively correlated with life satisfaction, self-esteem, and self-efficacy, and negatively with psychological symptoms. In addition, Xin-Yang 信仰is significantly and positively correlated with a Western spirituality measure. Limitations and implications were discussed.
{"title":"Development of Xin-Yang 信仰 scale: understanding spirituality among Chinese college students","authors":"Shengnan Li, Changming Duan, Fenglan Li","doi":"10.1080/13617672.2021.1936365","DOIUrl":"https://doi.org/10.1080/13617672.2021.1936365","url":null,"abstract":"ABSTRACT The current study pursued a scale development process to understand spirituality among Chinese college students. From definition to item development, Chinese college students’ view and experiences were used as the bases. The validation process involved 1,207 college students from five different provinces, autonomous regions, and direct-controlled municipalities in China. Item factor analysis and structural equation modelling were performed. The study resulted in a Xin-Yang scale (Xin-Yang 信仰 is deemed as a conceptually similar concept to spirituality in Western cultures and is familiar to the Chinese college students), consisting of three factors: characteristics, mental guidance, and relationship to others. Satisfactorily, psychometric qualities were established. Furthermore, for Chinese college students, Xin-Yang信仰 is shown to be significantly and positively correlated with life satisfaction, self-esteem, and self-efficacy, and negatively with psychological symptoms. In addition, Xin-Yang 信仰is significantly and positively correlated with a Western spirituality measure. Limitations and implications were discussed.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"15 1","pages":"217 - 233"},"PeriodicalIF":1.1,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85292117","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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