{"title":"The future of religion and belief literacy:","authors":"","doi":"10.2307/j.ctv16t670v.14","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.14","url":null,"abstract":"","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125243427","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}
{"title":"The broken chain of learning:","authors":"","doi":"10.2307/j.ctv16t670v.6","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.6","url":null,"abstract":"","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132701777","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}
{"title":"List of figures and tables","authors":"","doi":"10.2307/j.ctv16t670v.3","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.3","url":null,"abstract":"","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116973599","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}
{"title":"Policy framings of religion and belief:","authors":"","doi":"10.2307/j.ctv16t670v.7","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.7","url":null,"abstract":"","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124968638","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}
{"title":"The Broken Chain of Learning: the Crisis of Religion and Belief Literacy and its Origins","authors":"A. Dinham, Alp Arat, Martha Shaw","doi":"10.1332/POLICYPRESS/9781447344636.003.0002","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447344636.003.0002","url":null,"abstract":"This chapter discusses the loss of religion and belief literacy, which it locates in two public spheres: welfare and education. The period before the loss of religion and belief literacy in Britain and the West was, by its very nature, almost entirely Christian. Although there was a degree of plurality, and an awareness of some other religions, these were largely treated as essentially exotic. Yet, at the very moment that people stopped paying (much) attention to religion and belief, they entered a period of dramatic change. This has meant massive declines in Christianity, increases in other world religions, a huge growth in atheism and non-religion, and a shift towards informal and revival forms of religion and belief, especially associated with varying ideas of spirituality. The resulting challenges of religion and belief literacy are rooted here in the post-war period, in which the deliberate dilution of religious socialisation post-1945 has been followed by the accidental invisibility of religious social action and its disconcerting re-emergence after 1980, and then a striking renewal of religion and belief as a public sphere issue around the turn of the century, and especially after 9/11. What emerges is a tension between a loss of public religion and belief and its subsequent re-emergence after a prolonged period in which it was not really talked about.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"37 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114031942","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}
{"title":"Policy Framings of Religion and Belief: Consolidating the Muddle","authors":"A. Dinham, Alp Arat, Martha Shaw","doi":"10.1332/POLICYPRESS/9781447344636.003.0003","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447344636.003.0003","url":null,"abstract":"This chapter examines the overarching themes framing religion and belief in 21st-century public policy. This reveals a long gap from around 1945 to about 2000 when religion and belief were barely noticed in the public sphere, underpinned by vaguely secular assumptions. At the same time, the religion and belief landscape was changing dramatically, just as few people were watching. What seemed to subsequently burst back into public prominence was a preoccupation with religion and belief as deeply problematic. This has landed in policy approaches focused predominantly on extremism, cohesion, and equality, each designed to manage the risk. As responses, the dominant policy spaces imply a degree of anxiety about religion and belief as risky and problematic, and in need of a solution. These broad responses to the 'problem' of public religion and belief form an important part of the context for what happens about religion and belief in spaces of learning.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123635021","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}
{"title":"Religion and belief in Religious Education","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.8","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.8","url":null,"abstract":"This chapter evaluates religious education. Under the Education Act 1944, it is a requirement in English law that learning about religion and belief must take place in all state-maintained schools, including those in reception classes and sixth forms. During the period up until 1988, teaching was almost entirely based on a Christian, scriptural approach, though increasingly with consideration of the other 'world religions'. The requirement for religious education of a 'Christian character', the notion of 'six main religions', the continuing mandate for a daily act of collective worship, the right to withdraw, and massive change in the real religion and belief landscape suggest that, in relation to religion and belief, we have a mid-20th-century settlement for an early-21st-century reality. This is likely to both reflect and reproduce a lack of religion and belief literacy among school leavers, who are confused by the religion and belief messages communicated in schools and, by extension, in wider society. Ultimately, based on the research findings, religion and belief learning should be concerned with preparing students for the practical task of engagement with the rich variety of religion and belief encounters in everyday, ordinary life.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126314114","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}
{"title":"Religion and belief in university teaching and learning","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.11","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.11","url":null,"abstract":"This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146311","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}
{"title":"Religion and Belief in Professional Education and Workplaces","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.12","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.12","url":null,"abstract":"This chapter explores religion and belief in professional education and workplaces. These are spaces in which adults learn and relearn religion and belief, often for the first time since school. Here, the messages have their own flavour, once again distinctive from what may have come before. One dominant framing in workplaces is equality and diversity. This constructs religion and belief as potentially discriminatory and discriminated against. In doing so, religion and belief are once again thought of primarily in terms of risk. Another growing preoccupation is with spirituality and well-being in workplaces, often associated with the benefits of bringing the 'whole person' to work and engaging with the full scope of identities among service users. Within this, one suggestion is that survey after management survey affirms that a majority wants to find meaning in their work. This is especially prominent in health and social care, where religion and belief are manifest both in professional trainings and in regulatory standards for the professions. The chapter considers both framings and looks at how they connect and confuse.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117173022","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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