Journal of Religious Education最新文献

Christian school leaders’ perspectives on identifying and hiring high-quality teachers 基督教学校领导对发现和聘用高素质教师的看法

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Journal of Religious Education Pub Date : 2024-08-25 DOI: 10.1007/s40839-024-00233-4

Alison Johnson, Rian R. Djita, Lynn E. Swaner

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Vacare: from Lectio Divina to Contemplative Reading. Making space for the personal formation of secondary school students Vacare：从 "Lectio Divina "到 "Contemplative Reading"。为中学生的个人成长创造空间

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Journal of Religious Education Pub Date : 2024-07-05 DOI: 10.1007/s40839-024-00232-5

Juliëtte van Deursen-Vreeburg

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From curiosity to wonder in religious education 宗教教育从好奇到惊奇

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Journal of Religious Education Pub Date : 2024-07-02 DOI: 10.1007/s40839-024-00234-3

Paul Corcoran

{"title":"From curiosity to wonder in religious education","authors":"Paul Corcoran","doi":"10.1007/s40839-024-00234-3","DOIUrl":"https://doi.org/10.1007/s40839-024-00234-3","url":null,"abstract":"This study argues that religious education is uniquely positioned to resist and transcend contemporary dialectics of wonder that serve to diminish, commodify, or instrumentalize the place of wonder in society today. Wonder is traditionally characterized by a sense of importance that accompanies our encounters with mystery. In a world less comfortable with interiority and less willing to accept the sense of ignorance true wonder presupposes, the contemplative element of wonder has largely evaporated, to be replaced by a more fleeting (Schinkel in Stud Philos Educ 39(5):479–492, 2019, 481) and less challenging ‘curiosity’. Curiosity favours mastery over mystery; it elides the puzzlement or contemplation inherent in traditional understandings of wonder. In pedagogical settings, curiosity is increasingly advanced at a catalyst that motivates and directs the inquiry of the learner. However, educational literature continues to note a worrying absence of any kind of wonder in classrooms today (Jirout et al. in Front Psychol 13:875161, 2022. https://doi.org/10.3389/fpsyg.2022.875161). This study will suggest that the advancement of wonder as curiosity in education only reinforces the very sense of apathy it is designed to counteract in its students. If wonder is recast as curiosity—a ‘skill’ that leads reliably to the ‘right answer’—students will inevitably find quicker, more efficient means to arrive at the required information. Religious education is uniquely equipped to supplement inquisitive curiosity with a more contemplative wonder that eschews easy answers. In doing so, it would equip students to grapple with what modern society has become so adept at evading: the “stubborn there-ness” (Arendt in Medina J, Wood D (eds) Truth: engagements across philosophical traditions. Blackwell Publishing, London, 2005, p. 310) of mystery that characterizes the most meaningful questions of our existence.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"46 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Child rights provisions among Yekolo Temari: examining the lived experiences of children in classical schools of the Ethiopian Orthodox Church Yekolo Temari 中的儿童权利规定：研究埃塞俄比亚东正教经典学校中儿童的生活经历

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Journal of Religious Education Pub Date : 2024-06-28 DOI: 10.1007/s40839-024-00231-6

Taglo Kassa

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Joseph of Nazareth: discovering resources for Catholic education 拿撒勒人约瑟：发掘天主教教育资源

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Journal of Religious Education Pub Date : 2024-06-25 DOI: 10.1007/s40839-024-00229-0

Maurice Ryan

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Discourses on religion in research that focuses on students’ perspectives 以学生视角为重点的研究中的宗教论述

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Journal of Religious Education Pub Date : 2024-06-21 DOI: 10.1007/s40839-024-00230-7

Anna Franzén Johnson, Annika Lilja, Christina Osbeck

{"title":"Discourses on religion in research that focuses on students’ perspectives","authors":"Anna Franzén Johnson, Annika Lilja, Christina Osbeck","doi":"10.1007/s40839-024-00230-7","DOIUrl":"https://doi.org/10.1007/s40839-024-00230-7","url":null,"abstract":"In this article, the aim is twofold: firstly, to explore, through a systematic literature review, what discourses on religion may be identified in previous research that focuses on students’ perspectives, and secondly, to discuss this in relation to research concerning challenges and opportunities in Scandinavian religious education (RE) and classroom negotiations, which is presented as a background to and scientific landscape for the study. Seven discourses relating to students’ understanding of religion have been identified in the text sample from the systematic review, religion as: threatening, a relic, needing to be tolerated, truth claims, plastic, a source of existential curiosity, and security and comfort. The findings show how these discourses together constitute a broader repertoire of discourses on religion than can be found in the Scandinavian RE classroom research presented as a frame for the study, especially when taking into account current orders of discourse and dominance structures. As stressed by discourse theory and sociocultural perspectives on learning, having access to broad repertoires of discourses on religion provides a basis for more nuanced ways of thinking about religion. It is vital that teachers are aware of this and can challenge dominant discourses and broaden existing repertoires. An important step in such a direction is an awareness of discourses on religion, such as the seven presented here, which may potentially be present in the classroom, even in practices other than the ones these discourses emanated from.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"43 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Children’s existential questions and worldviews: possible RE responses to performance anxiety and an increasing risk of exclusion 儿童的存在问题和世界观：RE 对成绩焦虑和日益增加的排斥风险可能做出的反应

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Journal of Religious Education Pub Date : 2024-04-06 DOI: 10.1007/s40839-023-00219-8

Christina Osbeck, Katarina Kärnebro, Annika Lilja, Karin Sporre

{"title":"Children’s existential questions and worldviews: possible RE responses to performance anxiety and an increasing risk of exclusion","authors":"Christina Osbeck, Katarina Kärnebro, Annika Lilja, Karin Sporre","doi":"10.1007/s40839-023-00219-8","DOIUrl":"https://doi.org/10.1007/s40839-023-00219-8","url":null,"abstract":"The aim of this article is to examine patterns in Swedish children’s existential questions and worldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards a further discussion of importance, about possible RE responses to these findings. The material, children’s texts, comes both from studies conducted by Sven Hartman and colleagues in the 1970s and 1980s, and from new empirical studies. The children’s responses are collected according to the same method, sentence completion tasks, in both cases. Theoretically, the article is anchored in both the tradition of Swedish worldview studies and the new international interest in these perspectives for religious education. Existential questions and worldviews are seen as interdependent in human beings’ life interpretations, which are continuously developing and are both sociocultural and existential in nature. The empirical findings show a strong and increasing focus on relationships, but also a recurrent focus on achievements, which relates to school as context and community. In relation to these findings, the article stresses the importance of RE responses, and discusses concretely what such responses might advantageously include. Among other things, the importance is stressed of an RE that offers the student greater awareness of her life interpretations, and encourages her to develop broader repertoires of frameworks, through which the student might have a better chance to be the author of her own life, which is inevitably a collectively shared life.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"60 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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How do experts read the Bible? Descriptions of literary and historical approaches to biblical interpretation using thinking-aloud protocols 专家如何解读圣经？使用 "大声思考 "协议描述文学和历史的圣经解释方法

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Journal of Religious Education Pub Date : 2024-03-16 DOI: 10.1007/s40839-024-00222-7

Ehud Tsemach

{"title":"How do experts read the Bible? Descriptions of literary and historical approaches to biblical interpretation using thinking-aloud protocols","authors":"Ehud Tsemach","doi":"10.1007/s40839-024-00222-7","DOIUrl":"https://doi.org/10.1007/s40839-024-00222-7","url":null,"abstract":"This study describes the thinking strategies and epistemological stances of two Bible experts, who applied a literary and historical interpretive approach, respectively. A thinking-aloud protocols methodology was used as the two scholars read the same biblical story and verbalized their thoughts. The findings reveal intricate relationships between thinking strategies and interpretive approaches. The two scholars use similar thinking strategies, yet apply them within distinct epistemological stances and reading objectives. Both apply close reading; recall commentaries; syntactic and grammatical analysis. Both connect the story with other biblical texts. However, their reading goals differ. One applies strategies that deconstruct the biblical story to different sources and restore the Urtext. The other applies a reading approach that conceives the text as a unified literary work. He constructs possible meanings and messages from the story using literary criticism tools, relating to literary genres, and actualizing the ancient text. I discuss how these findings contribute to the literature about Bible scholarship and religious education and its pedagogical implications.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"20 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Which characteristics do religious school administrators value in teachers? Experimental evidence from the global Christian school sector 宗教学校管理者看重教师的哪些特征？来自全球基督教学校的实验证据

IF 0.6

Journal of Religious Education Pub Date : 2024-03-02 DOI: 10.1007/s40839-024-00221-8

Alison Johnson, Matthew H. Lee, Albert Cheng

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‘We don’t have blasphemy laws in England.’ What does this mean for RE? 我们英国没有亵渎法。这对 RE 意味着什么？

IF 0.6

Journal of Religious Education Pub Date : 2024-03-02 DOI: 10.1007/s40839-024-00224-5

引用次数: 0