Religion & Education最新文献_第9页

IF 0.6

Religion & Education Pub Date : 2021-01-02 DOI: 10.1080/15507394.2021.1877521

B. Grim, P. Lambert

引用次数: 1

A Call for Critical Intersectional Religious Literacies: An Intersectional Examination of Whiteness and Christian Privilege in Teacher Education 对批判性跨部门宗教文学的呼吁：教师教育中白人和基督教特权的跨部门考察

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Religion & Education Pub Date : 2020-12-22 DOI: 10.1080/15507394.2020.1856306

Brittany A. Aronson, Muna Altowajri, Dominique Brown, E. Enright, H. Stohry

引用次数: 3

“Dear World Religions 101 Professor: Some Essentials About Non-Essentializing” “亲爱的世界宗教101教授：关于非本质化的一些要点”

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Religion & Education Pub Date : 2020-12-14 DOI: 10.1080/15507394.2020.1816524

P. Kuhlken

{"title":"“Dear World Religions 101 Professor: Some Essentials About Non-Essentializing”","authors":"P. Kuhlken","doi":"10.1080/15507394.2020.1816524","DOIUrl":"https://doi.org/10.1080/15507394.2020.1816524","url":null,"abstract":"Abstract Thirty professors gathered for a 2017 National Endowment in the Humanities summer institute, “The Challenges of Teaching World Religions,” to confront complexities and nuances, hegemonies and political intrigue, hypocrisies and paradoxes–as these and other challenges play out in the present state of Religious Studies. This is the story of one participant’s attempt to practically apply often abstract or esoteric expertise in the 101 classroom. Modern comparative religious study is modeled on biology, which presumes an unchanging essence. However, World Religions professors must accept that religions change and vary, so beyond the inception of founding texts and principles, in an existential sense, there is no stable essence in lived traditions. Therefore “religion” can never be essentialized into an undisputed whole, so “religions” should best be kept as a plural. As an example for World Religions pedagogy, NEH participants scrutinized blindspots that became visible with greater exposure to the diversity (political, historical, experiential, ritualistic, creedal) within each religious tradition, especially as they are actually practiced by various adherents, so hearing from a range of guest speakers, visiting sites, and using a range of World Religions textbooks modeled a twenty-first century pedagogy for teaching World Religions without the monocular “having the right answer” syndrome. Seeing religion not only as a path of wisdom, but also as an exercise of power, seminar participants examined the invisible assumptions of hegemonies, and made imaginative leaps to the experiential reality of selected world religions–all the while, having epistemological humility.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"216 - 262"},"PeriodicalIF":0.6,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2020.1816524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49312208","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: 2

Investigating Political Tolerance at Conservative Protestant Colleges and Universities 保守派新教学院和大学的政治宽容调查

IF 0.6

Religion & Education Pub Date : 2020-12-04 DOI: 10.1080/15507394.2020.1856307

J. Schmalzbauer

引用次数: 0

Transformative Learning 变革性的学习

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Religion & Education Pub Date : 2020-11-24 DOI: 10.1093/obo/9780199756810-0263

Chad Hoggan

{"title":"Transformative Learning","authors":"Chad Hoggan","doi":"10.1093/obo/9780199756810-0263","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0263","url":null,"abstract":"Originating and most often used in the discipline of adult education, the term transformative learning “refers to processes that result in significant and irreversible changes in the way a person experiences, conceptualizes, and interacts with the world” (“Transformative Learning as a Metatheory: Definition, Criteria, and Typology.” Adult Education Quarterly 66.1 [2016]: p. 71, cited under Origins and Overviews). Its origins are in a white paper published in 1978, wherein Jack Mezirow of Teachers College, Columbia University, reported the results of a study of women’s re-entry work programs in community colleges across the United States (Education for Perspective Transformation. Women’s Re-Entry Programs in Community Colleges [1978], cited under Origins and Overviews). In this report, he coined the term perspective transformation to describe the profound changes experienced by some of the women in their study. Over the next several decades, Mezirow developed and continually refined this concept into a comprehensive theory of adult learning, always maintaining a focus on the transformative potential of learning, i.e., its ability to help learners change in fundamental ways rather than merely adding knowledge or skills. During this theory development, his use of terms extended beyond perspective transformation, as he referred to his work as transformation theory and then transformative (or transformational) learning theory. From these beginnings, a large base of literature emerged addressing the profound changes that are possible from learning in adulthood. Of the various names used over time by Mezirow and others, transformative learning is the most ubiquitous term in this scholarship. It is used to refer to Mezirow’s evolving theory of adult learning, but it is also used to refer to any of a number of theories that focus on significant changes that learning can have on people, especially those changes that are not adequately encompassed by the usual descriptors: knowledge, skills, and attitudes. Many of these theories were developed independent of Mezirow’s work, sometimes even prior to it. It is probably most accurate to say that transformative learning is not a single theory, but rather a collection of theories around a similar phenomenon. This collection of theories (and more commonly called “approaches” to transformative learning) derived from numerous, disparate disciplinary perspectives that often had little theoretical connection with each other. Therefore, when scholars write about transformative learning, they may be referring to Jack Mezirow’s theory, another theory in the adult education literature that addresses transformation, or the range of theories (or approaches) as a whole. Nevertheless, beginning with Mezirow there has arisen a literature around the phenomenon of the transformative potential of adult learning. Although historically this literature has been mostly by North American scholars, it is increasingly being used by scho","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"119 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76710322","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

Inclusion in Early Childhood: Difference, Disability, and Social Justice 幼儿包容:差异、残疾和社会正义

IF 0.6

Religion & Education Pub Date : 2020-11-24 DOI: 10.1093/obo/9780199756810-0265

K. Underwood, Gillian Parekh

{"title":"Inclusion in Early Childhood: Difference, Disability, and Social Justice","authors":"K. Underwood, Gillian Parekh","doi":"10.1093/obo/9780199756810-0265","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0265","url":null,"abstract":"Inclusive education as a model of service delivery arose out of disability activism and critiques of special education. To understand inclusive education in early childhood, however, one must also engage with broader questions of difference, diversity, and social justice as they intersect with childhood studies. To that end, this article contains references that include other critical discourses on childhood and inclusivity as well as critiques of inclusive education. Inclusive education has a much deeper body of research in formal school settings than in the early years. School-based research, however, often examines social relationships and academic achievement as outcome measures. This research has established that education situated in a child’s community and home school is generally more effective than special education settings, particularly when classroom educators have access to appropriate training, resources, policies, and leadership. Schools, of course, are part of the education landscape of the early years, but they are not inclusive of the full spectrum or early years settings. The early years literature on inclusion is different in focusing more attention on development, family, and community (as described in the General Overview of Early Childhood Inclusion). A critique of early childhood education research has focused on school readiness and rehabilitation and the efficacy of early identification and early intervention. This research is largely informed by Western medical research, but this approach has led global institutions to set out priorities for early intervention without recognizing how our worldview shapes our understanding of childhood and difference. The dominant research domain, however, has also identified that family and community contexts are important. This recognition creates a fundamental difference between inclusion research in school settings and such research in early childhood education and care. Early childhood education and care has always focused on the child and their family as the recipients of services, while educational interest in the family has been viewed as a setting in which the conditions for learning are established. Support for families is at the center of early childhood inclusive practice, both because families are largely responsible for seeking out early childhood disability services and because families are critical in children’s identity. Inclusion in schools and early childhood education and care can both be understood through theories of disability, ability, and capability. In both settings, education and care have social justice aims linked not only to developmental and academic outcomes for individual children, but also to the ways that these programs reproduce inequality. Disability as a social phenomenon has its historical roots in racist and colonial practices, understood through critical race theory, that are evident today in both early childhood and school settings. Understanding","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"55 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83895179","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

Digital Citizenship 数字公民

IF 0.6

Religion & Education Pub Date : 2020-11-24 DOI: 10.1093/obo/9780199756810-0264

Marie K. Heath

引用次数: 0

Who is Learning about Religion? Factors that Predict First-Year Student’s Curricular Decisions 谁在学习宗教？预测一年级学生课程决策的因素

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Religion & Education Pub Date : 2020-11-02 DOI: 10.1080/15507394.2020.1832948

Joshua Patterson, R. Foster

引用次数: 0

Coherent Instructional Systems at the School and School System Levels in the United States 美国学校和学校系统层面的连贯教学系统

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Religion & Education Pub Date : 2020-10-28 DOI: 10.1093/obo/9780199756810-0262

Charlotte J. Sharpe, P. Cobb

{"title":"Coherent Instructional Systems at the School and School System Levels in the United States","authors":"Charlotte J. Sharpe, P. Cobb","doi":"10.1093/obo/9780199756810-0262","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0262","url":null,"abstract":"The notion of a coherent instructional system builds on the Newmann, Smith, Allensworth, and Bryk’s concept of instructional program coherence, which the authors define as “a set of interrelated programs for students and staff that are guided by a common framework for curriculum, instruction, assessment, and learning climate” (Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis 23.4: 257, cited under Foundational Works). A coherent instructional system includes an aligned set of policy instruments as proposed by Newmann and colleagues. However, it also encompasses a set of supports for teachers to improve their instructional practices. The motivation for this elaboration stems from the implementation of more rigorous college and career readiness standards (CCRS) in all US states. Research on teaching indicates both that most US teachers will need to develop new forms of instructional practice if their students are to attain these more rigorous learning goals and that the development of these instructional practices requires sustained support. Thus, the core elements of a coherent instructional system include instructional materials that aim at rigorous student learning goals, student assessments that are aligned with the instructional materials, and supports for teachers’ learning, the most common of which are school or district professional development, teacher collaborative meetings (sometimes called professional learning community meetings), and content-focused coaching. Some accounts of coherent instructional systems include additional elements, such as added supports for currently struggling students, routines for hiring teachers, and so forth. Looking beyond the specific elements, the key characteristic of a coherent instructional system is that the elements are tightly aligned and mutually reinforce each other. In this regard, it is important to distinguish the notion of a coherent instructional system from the closely related concept of curriculum coherence. Schmidt, Wang, and McNight clarifies that the content that teachers are expected to teach in a particular subject matter area is coherent if that content is organized as “a sequence of topics and performances consistent with the logical and, if appropriate, hierarchical nature of the disciplinary content from which the subject-matter derives” (Curriculum coherence: an examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies 37:528, cited under Foundational Works). Thus, curriculum coherence is a highly desirable characteristic of one of the core elements of a coherent instructional system, the instructional materials that teachers use as the basis for their instruction. The notion of a coherent instructional system foregrounds the relations between these materials and other influential aspects of the immediate school and district con","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83538099","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

Young Children's Working Theories 幼儿工作理论

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Religion & Education Pub Date : 2020-10-28 DOI: 10.1093/obo/9780199756810-0259

Helen Hedges

{"title":"Young Children's Working Theories","authors":"Helen Hedges","doi":"10.1093/obo/9780199756810-0259","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0259","url":null,"abstract":"Ways children make sense of their lives in their families, communities, and cultures are of immense interest to parents, teachers, and researchers internationally. “Working theories” originated as an holistic outcome of Te Whāriki, the Aotearoa New Zealand (NZ) early childhood curriculum (Ministry of Education 1996, Ministry of Education 2017). The term describes the provisional and exploratory ideas and understandings children—and adults—develop as they participate in learning. Working theories help children and adults with meaning making, explanation, prediction, and problem solving. The term therefore has wide educational relevance beyond NZ. Working theories have connections with, but are not the same as, knowledge development or a focus on learning academic concepts. Developing accurate knowledge is not necessarily a goal for young children. In contrast, theories frequently persist in the face of contrary evidence and involve both progression and retrogression in understandings as children attempt to meld new ideas and experiences with their prior, albeit limited, knowledge and experience—rather curiosity and inquiry into personally interesting and meaningful understandings motivates children. More than a focus on cognitive and knowledge development, working theories include all of children’s embodied, linguistic, communicative, and social efforts to learn. The goal of such efforts is to participate and contribute more effectively and competently in their families, communities, and cultures. Consequently, there is an expectation that adults will engage with and support children’s working theory development in respectful, reciprocal, and responsive interactions. Most related literature is at present from NZ; international interest is more recent and growing. Scope for future research includes specific topics of children’s theorizing, especially topics adults might struggle to understand or respond to; ways to document working theories and working theory development over time; exploration and application of Māori concepts and examples given the bicultural aim of Te Whāriki; and ways curriculum might be designed around working theories. The following bibliography has four sections. The first section is literature that has worked on Understanding the Concept of Working Theories. The second section offers examples of working theories from research undertaken with children, adults in teaching roles, and families. The third section describes teacher understandings of the concept of working theories and ways these might drive curriculum, and the fourth section has examples of pedagogical strategies and responses. Naturally there are overlaps between sections 2 through 4 and section assignment does not mean the selected literature does not address material in other sections.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83792544","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: 1