Journal of Religious Education最新文献_第2页

“Covid made me think about…” What really matters in RE: a European research project "Covid 让我思考......"RE 中真正重要的是：欧洲研究项目

IF 0.6

Journal of Religious Education Pub Date : 2024-02-28 DOI: 10.1007/s40839-024-00225-4

Tania ap Siôn, Sandra Cullen, Sonja Danner, Bianca Kappelhoff, Eszter Kodácsy-Simon

{"title":"“Covid made me think about…” What really matters in RE: a European research project","authors":"Tania ap Siôn, Sandra Cullen, Sonja Danner, Bianca Kappelhoff, Eszter Kodácsy-Simon","doi":"10.1007/s40839-024-00225-4","DOIUrl":"https://doi.org/10.1007/s40839-024-00225-4","url":null,"abstract":"Living and working through the challenges of a pandemic offered a unique research opportunity to engage with some core questions about what really matters in Religious Education (RE) in countries across Europe. The What Covid Reveals to Religious Education Specialists research project sought to provide a reflective space for RE specialists, drawn from the board members of the European Forum for Teachers of Religious Education (EFTRE), to consider their experiences of RE during the Covid-19 pandemic and to begin to articulate what they might want in the future for RE in light of their experiences. Areas explored in the online qualitative survey included: challenging questions and issues, social unrest, student–teacher relationships, learning scenarios, valued dimensions in RE, opportunities for the future, and ‘ideal’ RE. Respondents were from sixteen of the twenty-two countries present on the EFTRE Board, offering their individual perspectives from Western, Northern, Central and Southern Europe. Using the tool ATLAS.ti, an inductive analytical approach was employed; a number of key group ‘themes’ emerged from the responses, which provided a basis for further analysis. This paper will present some of the main findings in dialogue with the focusing research stimulus question: What does Covid-19 reveal to RE specialists about their subject? The project is a European collaboration involving researchers from Austria, Germany, Hungary, Ireland and Wales.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140008977","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}

引用次数: 0

The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education 维果斯基的 "福音"？对宗教教育中符号中介作用的思考

IF 0.6

Journal of Religious Education Pub Date : 2024-02-05 DOI: 10.1007/s40839-023-00220-1

引用次数: 0

Death knell or revival? Navigating religious education in the age of the non-religious 丧钟还是复兴?非宗教时代的宗教教育导航

IF 0.6

Journal of Religious Education Pub Date : 2023-11-19 DOI: 10.1007/s40839-023-00215-y

Ruth J. Wareham

{"title":"Death knell or revival? Navigating religious education in the age of the non-religious","authors":"Ruth J. Wareham","doi":"10.1007/s40839-023-00215-y","DOIUrl":"https://doi.org/10.1007/s40839-023-00215-y","url":null,"abstract":"England and Wales are now amongst the least religious countries in the world. According to Census data between 2011 and 2021, the number of people identifying as having ‘No Religion’ jumped by over 8 million, from 25% to 37%. Further, although there was a small upward shift in those identifying with minority religions, during the same period, the number of people identifying as Christian dropped by 5.5 million to 46.2% of the population. Wales is particularly irreligious. Here, 47% ticked ‘No Religion’ compared to 44% ‘Christian’. But even in Northern Ireland, where the majority still identify with a Christian denomination, the non-religious population has nearly doubled (from 10 to 17%) in the last decade. This surge in the non-religious will (and ought to) affect policy in a wide range of areas, but it is likely to be most profoundly felt in education; be that via reforms designed to better accommodate non-religious learners or attempts to reverse what is seen as a threatening trend by some religious groups and organisations. In this paper I explore the implications of this rapid demographic shift on religious education (RE). I argue that, while some may view the growth of the non-religious as a ‘death knell’ signalling the subject’s impending demise, it actually presents an unparalleled opportunity for revitalisation.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"15 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534711","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}

引用次数: 0

Implementing Personal Construct Theory to explore divergent approaches to substantive knowledge in RE 运用个人构念理论探索RE中实体知识的不同途径

Journal of Religious Education Pub Date : 2023-11-14 DOI: 10.1007/s40839-023-00206-z

Ruth Flanagan

{"title":"Implementing Personal Construct Theory to explore divergent approaches to substantive knowledge in RE","authors":"Ruth Flanagan","doi":"10.1007/s40839-023-00206-z","DOIUrl":"https://doi.org/10.1007/s40839-023-00206-z","url":null,"abstract":"Abstract Divergence is not a new phenomenon in RE in England and Wales. A diverse range of aims and approaches have been promoted since RE provision became compulsory in 1944. Approaches include the phenomenological, interpretative, and dialogic with current debates centring around the benefits and challenges of a ‘worldviews approach’. There have been a range of responses to this approach, and implementation has been diverse. It may appear that at the heart of this divergence is confusion over the definition of the term 'worldview' and what this entails for teachers: adding content knowledge and diverse sources. However, this paper argues that the divergence is much more significantly rooted in the nature of ‘substantive knowledge’ and the power dynamics associated with who defines, selects and assesses the validity of substantive knowledge. In current research, I am testing the hypothesis that teachers’ personal worldviews influence their choice of substantive knowledge in RE. Through 142 questionnaires and 21 interviews, this power dynamic is being investigated. Employing Kelly’s (Kelly, Personal construct psychology, Norton, 1955) Personal Construct Theory illuminated teachers’ personal worldviews relating to substantive knowledge in RE. Through the completion and analysis of RepGrids, the teachers revealed they taught the ‘good’ aspects of religions and ignored the ‘bad’. They prized knowledge from lived experience above knowledge provided by religious institutions and some deemed online sources more useful than those from religious institutions. The power to define ‘substantive’ knowledge, once primarily in the hands of religious institutions, has dissipated to embrace definitions from teachers’ personal worldviews. Whilst enabling a diversity of beliefs to be covered, without examination, hegemonic power may risk the validity of the subject. What is needed, in the midst of this divergence, is not a battle for supremacy, and a rejection of one voice over the other, but an acknowledgement of the power dynamics in defining substantive knowledge in RE.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"74 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901432","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}

引用次数: 0

The future shape of RE in England’s Catholic schools: an initial appraisal of the Religious Education Directory for England and Wales (2023) 英格兰天主教学校RE的未来形态:对英格兰和威尔士宗教教育目录的初步评估(2023)

Journal of Religious Education Pub Date : 2023-11-14 DOI: 10.1007/s40839-023-00216-x

Sean Whittle

引用次数: 0

Who studies religion? Towards a better conversation between Theology, Religious Studies, and Religious Education 谁研究宗教?迈向神学、宗教研究和宗教教育之间更好的对话

Journal of Religious Education Pub Date : 2023-11-10 DOI: 10.1007/s40839-023-00213-0

Céline Benoit, Tim Hutchings

{"title":"Who studies religion? Towards a better conversation between Theology, Religious Studies, and Religious Education","authors":"Céline Benoit, Tim Hutchings","doi":"10.1007/s40839-023-00213-0","DOIUrl":"https://doi.org/10.1007/s40839-023-00213-0","url":null,"abstract":"Abstract This paper calls for better integration between the fields of Theology and Religious Studies (TRS) and Religious Education (RE). Positive reform in RE requires integration between educational theory, policy, and practice, but we argue that the academic study of theology and religion is too often an overlooked partner in these conversations. The separation of TRS from RE is damaging at all levels of the curriculum, undermining the rigour and critical depth of school syllabi, cutting TRS and RE specialists off from valuable intellectual discussion, and leaving university departments unprepared to properly support student progression. This destructive divergence has long been observed (e.g. Cush in Br J Relig Educ 21:137–146, 1999), but this paper proposes that the emerging paradigm of Religion and Worldviews Education (RWE) has encouraged important progress. The advent of RWE has generated new interest among RE specialists in the theory and practice of multidisciplinary TRS. It has also created space for TRS academics from many fields to engage with teachers and policymakers in productive conversations. To illustrate this argument, we highlight some examples of good practice and suggest future work through which links might be strengthened.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"118 30","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136860","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}

引用次数: 0

Muslim converts as a heuristic device for postsecular thinking: agonism as an alternative approach 穆斯林皈依者是后世俗思维的启发式工具:斗争论是另一种方法

Journal of Religious Education Pub Date : 2023-11-08 DOI: 10.1007/s40839-023-00214-z

Jeremiah O. A. Olusola

{"title":"Muslim converts as a heuristic device for postsecular thinking: agonism as an alternative approach","authors":"Jeremiah O. A. Olusola","doi":"10.1007/s40839-023-00214-z","DOIUrl":"https://doi.org/10.1007/s40839-023-00214-z","url":null,"abstract":"Abstract The public resurgence of religious adherence in the West remains one of the defining qualities of this century. If secularisation theory can be understood to articulate the inevitable secularisation of post-enlightenment European societies, religious converts may be understood to epitomise some of the theory’s failings. Through a narrative-ethnographic investigation into the identity configurations and educational experiences of fifteen millennial (born between 1981 and 1996) Muslim converts, my doctoral research indicates that these converts tend to construct deeply religious identities, characterised by scriptural literalism. Set within the backdrop of an educational context that some perceive as increasingly censorious, these convert Muslims provide a heuristic device with which to examine the contested public spaces in which religious subjectivity can be expressed. This paper will bring literature challenging the securitisation agenda in education, into conversation with theories resistant to the impulse to seek consensus in social and educational debate. Advocating for more agonistic approaches to education, I will present examples from my data that warn of the ways in which ‘hardened’ secular and liberal biases may contribute towards an unmooring of the pluralistic endeavour. Located within contemporary debates about the importance of religion as a discursive aspect of modernity, the chilling of free speech and the place of transgressive thought, the paper encourages an expansion of opportunities to disagree.","PeriodicalId":30871,"journal":{"name":"Journal of Religious Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341638","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}

引用次数: 0

Religion and worldviews education and the paradox of inclusivity 宗教和世界观，教育和包容性的悖论

Journal of Religious Education Pub Date : 2023-11-02 DOI: 10.1007/s40839-023-00212-1

Daniel Moulin

引用次数: 0

AULRE 2023: Theory, policy and practice in RE—is this a time of divergence? 《华尔街日报》2023:re的理论、政策和实践:这是一个分歧的时代吗?

Journal of Religious Education Pub Date : 2023-11-02 DOI: 10.1007/s40839-023-00217-w

Stephen J. McKinney, Sean Whittle

引用次数: 0

Correction to: The experiences of non-religious children in religious education 更正:非宗教儿童在宗教教育中的经历

Journal of Religious Education Pub Date : 2023-10-31 DOI: 10.1007/s40839-023-00208-x

Anna Strhan, Rachael Shillitoe

引用次数: 0