Pub Date : 2022-11-28DOI: 10.1080/01416200.2022.2148202
Geoff Teece
theory . . . . has the merit that it does not lead us to play down the differences between the various forms of religious experience and thought. It does not generate any pressure to think that God the Father and Brahman, or Allah and the Dharmakaya, are phenomenologically, i.e. as experienced and described, identical; or that the human responses which they evoke, in spiritual practices, cultural forms, life styles, types of society, etc., are the same.
{"title":"An Interpretation of Religion: Human Responses to the Transcendent","authors":"Geoff Teece","doi":"10.1080/01416200.2022.2148202","DOIUrl":"https://doi.org/10.1080/01416200.2022.2148202","url":null,"abstract":"theory . . . . has the merit that it does not lead us to play down the differences between the various forms of religious experience and thought. It does not generate any pressure to think that God the Father and Brahman, or Allah and the Dharmakaya, are phenomenologically, i.e. as experienced and described, identical; or that the human responses which they evoke, in spiritual practices, cultural forms, life styles, types of society, etc., are the same.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"221 - 223"},"PeriodicalIF":0.8,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41820128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1080/01416200.2022.2148200
T. Lovat
Professor Arniika Kuusisto and her colleague authors address in this handbook one of the burning questions that educators everywhere in this age of rationalisation – and the persistent testing and measuring that accompany it – need to answer. Has education lost something vital to the human condition, including the role of imagination and wonder? Has the belief in the rationalistic creed of evidential learning and the empirical verification that is seen to deliver it, alongside the consequent quest for achieving ever greater international literacy and numeracy rates, resulted in a loss to education? Have we lost an element of knowing and learning that speaks to what is best about the human condition? Jurgen Habermas thinks so and so, it seems, do Kuusisto and her colleagues who speak to this within this volume of collected essays. Professor Kuusisto asks whether we have reserved ‘. . . too narrow a space for children’s life questions, wonder and awe? Do we also provide a place for children’s meaning-making, philosophising, construction of personal view of the world (worldview) and reflections on their place in it?’ (519). If we have indeed reserved overly narrow space for these things, it is because we have assumed – like many of our nineteenth-century ancestor scientists and social scientists – that religion, and hence religious and theological knowing, constitute nothing more important than options for those who choose the path of religious faith. As such, religious and theological knowing is a pseudo knowing reserved for indoctrination and not for the serious business of modern education. Kuusisto positions against this view as she proffers as follows:
{"title":"The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care","authors":"T. Lovat","doi":"10.1080/01416200.2022.2148200","DOIUrl":"https://doi.org/10.1080/01416200.2022.2148200","url":null,"abstract":"Professor Arniika Kuusisto and her colleague authors address in this handbook one of the burning questions that educators everywhere in this age of rationalisation – and the persistent testing and measuring that accompany it – need to answer. Has education lost something vital to the human condition, including the role of imagination and wonder? Has the belief in the rationalistic creed of evidential learning and the empirical verification that is seen to deliver it, alongside the consequent quest for achieving ever greater international literacy and numeracy rates, resulted in a loss to education? Have we lost an element of knowing and learning that speaks to what is best about the human condition? Jurgen Habermas thinks so and so, it seems, do Kuusisto and her colleagues who speak to this within this volume of collected essays. Professor Kuusisto asks whether we have reserved ‘. . . too narrow a space for children’s life questions, wonder and awe? Do we also provide a place for children’s meaning-making, philosophising, construction of personal view of the world (worldview) and reflections on their place in it?’ (519). If we have indeed reserved overly narrow space for these things, it is because we have assumed – like many of our nineteenth-century ancestor scientists and social scientists – that religion, and hence religious and theological knowing, constitute nothing more important than options for those who choose the path of religious faith. As such, religious and theological knowing is a pseudo knowing reserved for indoctrination and not for the serious business of modern education. Kuusisto positions against this view as she proffers as follows:","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"217 - 218"},"PeriodicalIF":0.8,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.1080/01416200.2022.2149470
B. Hyde
ABSTRACT This paper explores phenomenologically the way in which Godly Play, as an approach to religious education with young children devised by Jerome Berryman, provides an experience of truth as disclosure and openness – as a constant interplay between showing and hiding – though an exploration of Heidegger’s (and to a lesser extent, Gadamer’s) understanding of truth as aletheia. It applies this notion to one life expression in the Godly Play room in which a parable is presented to show how truth is revealed through the telling of the parable. Some implications for practice are posited as a result of this phenomenological reflection.
{"title":"Truth as Aletheia in the Godly Play approach to religious education: a phenomenological reflection","authors":"B. Hyde","doi":"10.1080/01416200.2022.2149470","DOIUrl":"https://doi.org/10.1080/01416200.2022.2149470","url":null,"abstract":"ABSTRACT This paper explores phenomenologically the way in which Godly Play, as an approach to religious education with young children devised by Jerome Berryman, provides an experience of truth as disclosure and openness – as a constant interplay between showing and hiding – though an exploration of Heidegger’s (and to a lesser extent, Gadamer’s) understanding of truth as aletheia. It applies this notion to one life expression in the Godly Play room in which a parable is presented to show how truth is revealed through the telling of the parable. Some implications for practice are posited as a result of this phenomenological reflection.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"325 - 333"},"PeriodicalIF":0.8,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47011411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/01416200.2022.2148199
Ryan Parker
{"title":"Little theologians: children, culture, and the making of theological meaning","authors":"Ryan Parker","doi":"10.1080/01416200.2022.2148199","DOIUrl":"https://doi.org/10.1080/01416200.2022.2148199","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"214 - 216"},"PeriodicalIF":0.8,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44942214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-12DOI: 10.1080/01416200.2022.2138829
Ragnhild Laird Iversen
ABSTRACT How are religiously based eating regulations navigated in kindergarten, and how does the pedagogical context influence the children’s understandings of religion and nationality? This article builds on a qualitative case study involving observations and group interviews with children in a Norwegian kindergarten. At mealtimes, some children ate different food than their peers due to religiously based eating regulations. Notably, no children connected these differences to religion. Utilising Paul Gilroy's concept of conviviality, I argue that the staff contribute to a convivial concealment of religion. Their approach avoids reducing children to their religious background, and facilitates connections based on shared experiences and interests. However, it fails to give children a deeper understanding of religious diversity and does not address problematic aspects of some children’s working theories. Thus, convivial concealment may contribute to subtle, but significant, processes of exclusion. The study contributes to discussions of everyday religious diversity in educational settings, coining the term ‘convivial concealment of religion’ and analysing consequences of this pedagogical practice.
{"title":"The convivial concealment of religion: Navigating religious diversity during meals in early childhood education – A Norwegian case","authors":"Ragnhild Laird Iversen","doi":"10.1080/01416200.2022.2138829","DOIUrl":"https://doi.org/10.1080/01416200.2022.2138829","url":null,"abstract":"ABSTRACT How are religiously based eating regulations navigated in kindergarten, and how does the pedagogical context influence the children’s understandings of religion and nationality? This article builds on a qualitative case study involving observations and group interviews with children in a Norwegian kindergarten. At mealtimes, some children ate different food than their peers due to religiously based eating regulations. Notably, no children connected these differences to religion. Utilising Paul Gilroy's concept of conviviality, I argue that the staff contribute to a convivial concealment of religion. Their approach avoids reducing children to their religious background, and facilitates connections based on shared experiences and interests. However, it fails to give children a deeper understanding of religious diversity and does not address problematic aspects of some children’s working theories. Thus, convivial concealment may contribute to subtle, but significant, processes of exclusion. The study contributes to discussions of everyday religious diversity in educational settings, coining the term ‘convivial concealment of religion’ and analysing consequences of this pedagogical practice.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"263 - 276"},"PeriodicalIF":0.8,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42911137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-06DOI: 10.1080/01416200.2023.2134405
David T. Lundie
{"title":"Nobody stands nowhere?","authors":"David T. Lundie","doi":"10.1080/01416200.2023.2134405","DOIUrl":"https://doi.org/10.1080/01416200.2023.2134405","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"1 - 2"},"PeriodicalIF":0.8,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42440004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 10.1080/01416200.2022.2131735
Carol Ferrara
ABSTRACT France’s secular political culture, Catholic heritage, and tumultuous relationship with Islam have had a significant impact on 21st-century interpretations, perceptions, and politicisations of religious education in French society. Since religious education is relegated to the French private school system, it is decentralised, complex, and vastly plural – especially compared to France’s hyper-centralised public education. Religious education’s plurality and decentralisation have deepened with the recent expansion of Muslim and independent schooling. This article offers a comparative analysis of the variety of interpretations and manifestations of religious education across France’s private education system. Drawing upon extensive ethnographic fieldwork carried out in more than fifteen French private Muslim, Catholic, and secular schools intermittently from 2012 to 2020, I illustrate how Catholic school actors and supposedly ‘secular’ school actors imparting Christian culture can operate with significantly more freedom than their Muslim school counterparts. Despite significant variation in approaches to religious education across the system, religious education in Muslim schools is quite parallel to other schooling communities. Nonetheless, Muslim school actors face disproportionate barriers to equitable treatment. This discrimination is facilitated by the complexities and ambiguities of RE and is representative of efforts to restrict the imparting of Muslim culture(s) to youth in French schools.
{"title":"Religious education in French private schools: Categories, conflations, and inequities","authors":"Carol Ferrara","doi":"10.1080/01416200.2022.2131735","DOIUrl":"https://doi.org/10.1080/01416200.2022.2131735","url":null,"abstract":"ABSTRACT France’s secular political culture, Catholic heritage, and tumultuous relationship with Islam have had a significant impact on 21st-century interpretations, perceptions, and politicisations of religious education in French society. Since religious education is relegated to the French private school system, it is decentralised, complex, and vastly plural – especially compared to France’s hyper-centralised public education. Religious education’s plurality and decentralisation have deepened with the recent expansion of Muslim and independent schooling. This article offers a comparative analysis of the variety of interpretations and manifestations of religious education across France’s private education system. Drawing upon extensive ethnographic fieldwork carried out in more than fifteen French private Muslim, Catholic, and secular schools intermittently from 2012 to 2020, I illustrate how Catholic school actors and supposedly ‘secular’ school actors imparting Christian culture can operate with significantly more freedom than their Muslim school counterparts. Despite significant variation in approaches to religious education across the system, religious education in Muslim schools is quite parallel to other schooling communities. Nonetheless, Muslim school actors face disproportionate barriers to equitable treatment. This discrimination is facilitated by the complexities and ambiguities of RE and is representative of efforts to restrict the imparting of Muslim culture(s) to youth in French schools.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"86 - 99"},"PeriodicalIF":0.8,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49172646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.1080/01416200.2022.2122934
M. Genç, A. Uddin
ABSTRACT ”Pularity” has emerged due to the rapid communication and interaction of different religions, languages, and cultural elements with the effect of globalization, modernization, secularization, and the necessity to live together. It has affected not only the politics of countries but also education and imposed new duties and responsibilities on it. In particular, the coexistence of individuals with different religious and cultural backgrounds raises the question of how to teach ”religion,” which is one of the determining elements of their identities, also becomes one of the main problems in the science of religious education. In the context of this study, the role of religious education in secular and multicultural societies is emphasized, and the 'Post-Confessional Inclusivist Religious Education' model is mentioned as a new proposal. The main purpose of this model is to contribute to the training of individuals who can understand the phenomenon of ”pularity” correctly and finally manage to live in peace and reconciliation by preserving their differences. However, it is aimed not to exclude and marginalize the ”differences” exterior to the individual's religious tradition but rather to have a ”cultural pluralist” understanding because people's will and choices are as effective as their choices in choosing their beliefs.
{"title":"The model of religious education in today’s secular and multicultural societies – Post-Confessional Inclusivist Religious Education (PCIRE)","authors":"M. Genç, A. Uddin","doi":"10.1080/01416200.2022.2122934","DOIUrl":"https://doi.org/10.1080/01416200.2022.2122934","url":null,"abstract":"ABSTRACT ”Pularity” has emerged due to the rapid communication and interaction of different religions, languages, and cultural elements with the effect of globalization, modernization, secularization, and the necessity to live together. It has affected not only the politics of countries but also education and imposed new duties and responsibilities on it. In particular, the coexistence of individuals with different religious and cultural backgrounds raises the question of how to teach ”religion,” which is one of the determining elements of their identities, also becomes one of the main problems in the science of religious education. In the context of this study, the role of religious education in secular and multicultural societies is emphasized, and the 'Post-Confessional Inclusivist Religious Education' model is mentioned as a new proposal. The main purpose of this model is to contribute to the training of individuals who can understand the phenomenon of ”pularity” correctly and finally manage to live in peace and reconciliation by preserving their differences. However, it is aimed not to exclude and marginalize the ”differences” exterior to the individual's religious tradition but rather to have a ”cultural pluralist” understanding because people's will and choices are as effective as their choices in choosing their beliefs.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"127 - 137"},"PeriodicalIF":0.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/01416200.2022.2123305
N. Davids
ABSTRACT The centring of Muslim women in Islam resides in an intertwining historico-politico -theological narrative of gender reform, first promulgated in a seventh century revelation of the Qur’an. Significantly, the gains derived by the women of Islam’s first community, have become lost in the dominance of contemporary androcentric-patriarchal interpretations. The argument advanced by this paper is that Muslim educational institutions have a responsibility in (re)-scripting gender justice as an imperative of the scripture; and in establishing resonance between identities of faith and citizenship. I commence by looking at the disjuncture between what Islam says about gender equality, and how it unfolds under the predominant auspices of a patriarchal gaze. As an example of this disconnection, I focus on the trajectory of the ‘women in mosques’ campaigns in South Africa, spanning from an apartheid to a democratic context – noting that despite, or perhaps, because of far-reaching political change, the resistance encountered by Muslim women has remained the same. Thereafter, I turn my attention to an intertwining consideration: the responsibility of Muslim education in (re)-scripting gender justice as an imperative of the scripture; and the obligation of Muslim education in establishing resonance between identities of faith and citizenship.
{"title":"An educational opportunity for (re)-scripting gender justice as an imperative of faith and citizenship: a South African case","authors":"N. Davids","doi":"10.1080/01416200.2022.2123305","DOIUrl":"https://doi.org/10.1080/01416200.2022.2123305","url":null,"abstract":"ABSTRACT The centring of Muslim women in Islam resides in an intertwining historico-politico -theological narrative of gender reform, first promulgated in a seventh century revelation of the Qur’an. Significantly, the gains derived by the women of Islam’s first community, have become lost in the dominance of contemporary androcentric-patriarchal interpretations. The argument advanced by this paper is that Muslim educational institutions have a responsibility in (re)-scripting gender justice as an imperative of the scripture; and in establishing resonance between identities of faith and citizenship. I commence by looking at the disjuncture between what Islam says about gender equality, and how it unfolds under the predominant auspices of a patriarchal gaze. As an example of this disconnection, I focus on the trajectory of the ‘women in mosques’ campaigns in South Africa, spanning from an apartheid to a democratic context – noting that despite, or perhaps, because of far-reaching political change, the resistance encountered by Muslim women has remained the same. Thereafter, I turn my attention to an intertwining consideration: the responsibility of Muslim education in (re)-scripting gender justice as an imperative of the scripture; and the obligation of Muslim education in establishing resonance between identities of faith and citizenship.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"162 - 171"},"PeriodicalIF":0.8,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/01416200.2022.2108001
Sharon Law-Davis, J. Topliss
ABSTRACT This research reports an exploratory study of 22 pre-service teachers involved in the Religious Education courses offered by The University of Notre Dame Australia, as part of the university’s accreditation to teach religious education. The study examined the influence of key factors on how confident these pre-service teachers perceived themselves to be to engage with the necessary knowledge to effectively teach religious education in a Catholic school. The pre-service teachers were surveyed pre and post their final-year internship, and subsequently, six of these were interviewed at the end of their first term of employment. Results indicated that out of the five compulsory courses, the two teaching method courses were found to be most influential in developing confidence to teach. Family, religious background, schooling, and mentoring were found to be influential in confidence development. In addition, confidence improved across the timeframe.
{"title":"Perceptions of pre-service and graduate early childhood and primary teachers regarding their confidence in teaching Religious Education in Catholic primary schools","authors":"Sharon Law-Davis, J. Topliss","doi":"10.1080/01416200.2022.2108001","DOIUrl":"https://doi.org/10.1080/01416200.2022.2108001","url":null,"abstract":"ABSTRACT This research reports an exploratory study of 22 pre-service teachers involved in the Religious Education courses offered by The University of Notre Dame Australia, as part of the university’s accreditation to teach religious education. The study examined the influence of key factors on how confident these pre-service teachers perceived themselves to be to engage with the necessary knowledge to effectively teach religious education in a Catholic school. The pre-service teachers were surveyed pre and post their final-year internship, and subsequently, six of these were interviewed at the end of their first term of employment. Results indicated that out of the five compulsory courses, the two teaching method courses were found to be most influential in developing confidence to teach. Family, religious background, schooling, and mentoring were found to be influential in confidence development. In addition, confidence improved across the timeframe.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"57 - 68"},"PeriodicalIF":0.8,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：