Journal of Beliefs & Values-Studies in Religion & Education最新文献

{"title":"The social contribution of an urban cathedral: the vision of Coventry Cathedral in the 1960s","authors":"Fraser Watts","doi":"10.1080/13617672.2023.2269797","DOIUrl":"https://doi.org/10.1080/13617672.2023.2269797","url":null,"abstract":"ABSTRACTCoventry Cathedral was bombed in 1940; the new cathedral, consecrated in 1962, was in many ways an exceptional cathedral, reflecting the outstanding architecture of the building, its gifted leadership, and its commitment to reconciliation. This paper focuses on the analysis of the problems of urban society, and the role of cathedrals in them, developed in Coventry Cathedral in the 1960s. The argument developed by Provost Williams was that urbanisation had changed the nature of parishes. In an agrarian society the village is a natural unit, and those attending the parish church belong to a real community. However, urban parishes are not natural communities in that sense; in urban society people regard themselves as belonging to a city rather than a parish. He argued that a central church was needed, such as a cathedral, that could relate to the city as a whole, engaging with all aspects of urban society. This is what Provost Williams attempted in Coventry, calling it the ‘Coventry experiment’. He hoped to reconnect church life with a natural community, and to bring reconciliation to a fragmented urban society. It was a bold experiment, and one that invigorated the cathedral community, though it probably made less difference to urban society in Coventry than he hoped.KEYWORDS: Coventrycathedralurbansociety Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFraser WattsFraser Watts was formerly Reader in Theology and Science at the University of Cambridge, and is now Visiting Professor of Psychology and Religion at the University of Lincoln, and Executive Secretary of the International Society for Science and Religion.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The inclusivity of Anglican cathedrals and the coronation of King Charles III: embracing explicit religion, civic religion, and implicit religion","authors":"Ursula McKenna, Leslie J. Francis, Francis Stewart","doi":"10.1080/13617672.2023.2263726","DOIUrl":"https://doi.org/10.1080/13617672.2023.2263726","url":null,"abstract":"Judith Muskett’s analysis of metaphors employed to characterise Anglican cathedrals draws attention to the inclusivity of these locations within secular and religiously diverse societies. They are positioned as places where sacred space and common ground collide and coalesce. Drawing on Edward Bailey’s discussion of implicit religion and civic religion, alongside explicit religion, the present study reports on an analysis of the 43 websites of Anglican cathedrals in England and the Isle of Man to map how these cathedrals orchestrated their response to the coronation of King Charles III. The websites provided rich exemplification of engagement with explicit religion (incorporating coronation-related music and prayers within their routine liturgical provision), with civic religion (arranging special services involving civic dignitaries and uniformed groups), and with implicit religion (welcoming within the sacred space a wide range of community-focused events, installations, and activities).","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The social value of music during the COVID-19 pandemic: exploring the benefits of online music participation for social capital, education, belonging and wellbeing","authors":"Simone Krüger Bridge","doi":"10.1080/13617672.2023.2263723","DOIUrl":"https://doi.org/10.1080/13617672.2023.2263723","url":null,"abstract":"This article presents the findings of The Digital Turn research project (2020–2021) that sought to understand, via qualitative research, the social value of online music participation offered by Liverpool Cathedral during the COVID-19 pandemic. The article will establish the context for the study, followed by the research methods for data collection and analysis, and the presentation and discussion of the results, which are grouped along four themes: Social Capital, Education, Belonging and Wellbeing. The results show that online music participation during the COVID-19 pandemic enhanced people’s sense of social connectedness and belonging; provided important opportunities for formal and informal music education and learning and exposure to an eclectic range of musical styles; resonated with and reinforced participants’ sense of shared identity and belonging; and enhanced people’s general health and wellbeing, along with a sense of normality and routine. The article will conclude with the study’s limitations and vision for future research.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135743733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theoretical and methodological foundation of a self-perception scale on personal competencies and the cardinal virtues. An exploratory and pilot study","authors":"Jorge López González, Paula Crespí, Belén Obispo-Díaz, Jesús Rodríguez Barroso","doi":"10.1080/13617672.2023.2254630","DOIUrl":"https://doi.org/10.1080/13617672.2023.2254630","url":null,"abstract":"The cardinal virtues (prudence, justice, fortitude, and temperance) have relevance within the areas of character education and integral or comprehensive formation. In recent years, there has been growing interest and a great deal of literature produced on character education and its measurement. In this paper, we propose a questionnaire (a Likert-type self-report scale of 22 items), the QCV, designed to measure competencies associated with the cardinal virtues. The theoretical foundation of the questionnaire lies in the Aristotelian-Thomistic tradition in dialogue with positive psychology. The paper also offers a review of the literature on the measurement of virtue and the principal instruments currently used to measure the cardinal virtues. The results of a preliminary application of the QCV with a sample of 325 university students indicate that the questionnaire, written in Spanish and conducted in Madrid, has good psychometric properties.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between conversion narratives to the self and to the community: a case study of a born again group in the Philippines","authors":"Jérémy Ianni","doi":"10.1080/13617672.2023.2217017","DOIUrl":"https://doi.org/10.1080/13617672.2023.2217017","url":null,"abstract":"ABSTRACTReligious conversion from Catholicism to a Born Again denomination is an increasingly common phenomenon in the Philippines. Such conversions inspire personal narratives. Using various forms of testimony, new converts use autobiographical methods to narrate both an individual and universal story. The probative and transmissive dimensions of testimony are also affected by power figures, as these narrative forms are produced before the pastors in the new religion. What then of the reflexivity of the author of the testimony? Even if the conversion narrative contributes to the plausibility of the new social structure joined by the conversion, the latter can also be a source of reflexivity since it contains an internal dialogue with oneself.KEYWORDS: Born Againalternationtestimonyreligious feeling Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Website: https://pcec.org.ph.2. This phrase, often used by the pastors, is surely drawn from the gospel of St John.3. Mark, interview, July 2020.4. Excerpt from an interview conducted on 16 February 2021 in Manila, in Tagalog, translated by us.5. Excerpt from an interview conducted on 20 April 2022 February 2021 in Iligan City, via Zoom, in English.6. Excerpt from a preacher given on 12 October 2021 in Quezon City, Philippines, in Tagalog, translated by us.7. Excerpt from a preach given on 7 December 2022, in Quezon City, Philippines, in Tagalog, translated by us.8. Source: https://pcec.org.ph/leadership-development-2/.9. Ibid.Additional informationNotes on contributorsJérémy IanniJérémy Ianni have been a contractual doctoral student since September 2022. He had previously studied online at the University of Paris 8. He worked for six years in a people’s education organization in France and in the Philippines, after which he had obtained a diploma of socio-cultural animator in 2017. He had been member of the editorial board of the journal Pratiques de Formation/Analyses [PFA] and currently co-coordinating a publication on lifelong sentimental education for an upcoming issue. He works on manifestations of evangelical power in the Philippines with a multi-referential approach, giving central importance to empirical experience. He study the transformations of self- including ethical orientation - that arise from conversion to a new Christian conservatism. He is interested in phenomenology, and the investment of the body by power-knowledge relations. He is interested in the theme of cross-cultural translation and so-called Southern epistemologies as he conduct his research in Tagalog, with a background in English and French. His field of scientific activities are ethnography and participant observation, intercultural translation, conversion and self-education, and alienation.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135791919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"American college students’ understandings of the good life: a grounded theory","authors":"Perry L. Glanzer, Theodore F. Cockle, Sarah Schnitker, Jonathan Hill","doi":"10.1080/13617672.2023.2212358","DOIUrl":"https://doi.org/10.1080/13617672.2023.2212358","url":null,"abstract":"ABSTRACT‘What is the good life?’ Few empirical studies explore how American college students answer this important question. In this grounded theory study, we analysed the responses of 276 American college students in two phases. In the first phase, we examined responses from 109 students at 10 different universities. In the second phase, we added interviews with an additional 167 students at one of the universities. Based on our coding, we found students’ visions of the good life were comprised of 24 unique ingredients; the most common being having a stable or passion-inspired career, being married, having children, continuing advanced learning, and being financially stable. We also discovered that eight distinct clusters of ingredients accounted for three-fourths of student responses. The clusters included American dreamers, happy strivers, comfort, and stability seekers, ECL (enjoy work, have comfort, limited family) students, family cultivators, singular career strivers, moral strivers, and God-followers.Plain Language Summary‘What is the good life?’ For thousands of years, authors have told us what the good life should be. Yet, if educators and other practitioners, such as student life personnel and youth workers, are going to help persuade students to develop a particular vision of the good life, respectable pedagogy requires that we first understand what students think the good life is.Unfortunately, few studies explore how American college students answer this important question. In this study, we analysed the responses of 276 American college students in two phases. In the first phase, we examined responses from 109 students at 10 different universities. In the second phase, we added interviews with an additional 167 students at one of the universities.Based on our analysis, we found students’ visions of the good life were comprised of 24 unique good life ‘ingredients’. An ingredient is simply one particular element of the good life that students mentioned. The most common ingredients were having a stable or passion-inspired career, being married, having children, continuing advanced learning, and being financially stable.We also discovered that eight distinct clusters of ingredients accounted for three-fourths of student responses. We named these clusters: American dreamers, happy strivers, comfort, and stability seekers, ECL (enjoy work, have comfort, limited family) students, family cultivators, singular career strivers, moral strivers, and God-followers.KEYWORDS: Good lifehigher educationAmericanqualitativecollege studentswellbeing AcknowledgmentsThis work was supported financially by the John Templeton Foundation under Grant 36656, the Lilly Foundation, Inc., and by Baylor University’s Division of Student Life, Parents Network, and Office of Spiritual Life. We have no financial interest or benefit that arises from the direct applications of this research.Disclosure statementWe have conflicts of interest to declare that are relevant ","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135792725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the motivations of students to engage in their spiritual, religious, or faith lives in college","authors":"Macon Betts, Dustin K. Grabsch, V. Davis, Laura M. Bell, Faith Ann Sheedy","doi":"10.1080/13617672.2022.2147684","DOIUrl":"https://doi.org/10.1080/13617672.2022.2147684","url":null,"abstract":"ABSTRACT College students engage with religion, faith, and spirituality for a variety of reasons; however, current literature exploring these motivations is limited. We utilised a constructivist, qualitative, phenomenological design and surveyed 201 students to understand their motivations for pursuing faith, religion, or spirituality. Of those surveyed, 124 respondents provided 163 thought units to produce 6 emergent themes as motivators of engagement. We provide definitions of each theme and make recommendations for higher-education professionals.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"76 1","pages":"441 - 454"},"PeriodicalIF":1.1,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83851282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Opportunity for RE? A possible vision of the future for Religious Education structures in England, drawing on the implications of Education for All, the UK Government’s 2022 education White Paper","authors":"Paul Smalley","doi":"10.1080/13617672.2022.2147291","DOIUrl":"https://doi.org/10.1080/13617672.2022.2147291","url":null,"abstract":"ABSTRACT This paper critically examines the White Paper, Opportunity for all, published by the UK Government’s Department for Education (DfE) in March 2022. This has a number of recommendations for schools in an attempt to ‘level up’. In particular, there is a promise to deliver ‘a fully trust-led system with a single regulatory approach [and] a clear role for every part of the school system’. Such a system provides a serious challenge to the way that Religious Education (RE) structures in England are currently built: in short, when Local Authorities no longer have schools under their control – what is the point of a SACRE? Arguing that the ‘local settlement’ for RE serves two purposes – a curricular purpose and support and monitoring purpose – this paper will suggest that future RE curricula will be planned at the Trust level, with the monitoring and support functions being moved from the local to the regional.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"35 1","pages":"429 - 440"},"PeriodicalIF":1.1,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82524183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using disciplinary literacy in Biblical, religious, and theological studies","authors":"Floyd Knight","doi":"10.1080/13617672.2022.2136880","DOIUrl":"https://doi.org/10.1080/13617672.2022.2136880","url":null,"abstract":"ABSTRACT Disciplinary Literacy (DL) is a pedagogical- and andragogic-centered academic discipline that has entered its third decade. DL seeks to observe and describe how scholars in a particular field cognitively approach and process what they do while those scholars read primary and secondary literary texts, examine material culture, perform experiments, read and write scholarly articles, and teach and evaluate students. Such observations and descriptions are then used to reverse engineer and backward design the curriculum, assessment tools, and strategies to increase students’ success, retention, and graduation rates. Our article seeks to introduce (1) Biblical, Religious, and Theological Studies (BRATS) faculty to DL and (2) DL, post-secondary General Education, and secondary education faculty to BRATS. We will summarize (a) what DL is as opposed to (b) what the disciplines of general academic, developmental, and critical literacies are, (c) why they differ, and (d) what pedagogical and andragogic benefits DL offers. BRATS and General Education faculty can use DL to provide explicit, scaffolded instructional practices to help general education undergraduates interpret the Bible and other ancient, foreign literature critically, rhetorically, and historically more like BRATS faculty do. DL and BRATS faculty would then use the above to reverse engineer and backward design curriculum and strategies for secondary educators to adopt and implement. Suggestions for future research and for overcoming structural obstacles will be presented.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"53 1","pages":"397 - 428"},"PeriodicalIF":1.1,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82280979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Daoist interpretation of perspective-taking","authors":"Charlene Tan","doi":"10.1080/13617672.2022.2131091","DOIUrl":"https://doi.org/10.1080/13617672.2022.2131091","url":null,"abstract":"ABSTRACT Offering a Daoist interpretation of perspective-taking, this article expounds the philosophical thought of Zhuangzi on this topic. Zhuangzi’s views can be consolidated into two broad areas: the challenge of perspective-taking and recommendations to foster perspective-taking. A primary hindrance, according to Zhuangzi, is limited human perspective that results in narrow-mindedness, dogmatism, self-serving moral standard and disharmony among humans. To advance perspective-taking, Zhuangzi introduces three essential Daoist concepts: ‘having no fixed identity’, ‘following the Heavenly and attaining dao’ and ‘matching of dao (Course or Way)’. Zhuangzi cautions against embracing a rigid perspective by being inflexible, dogmatic and judgemental in one’s thinking, actions and relationships. Humans should instead (re)turn to their natural disposition and harmonise their perspectives with those of others. A key implication of Zhuangzi’s philosophical thought sketched in this essay is a formulation of perspective-taking that emphasises self-transformation and social harmony.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":"9 1","pages":"349 - 362"},"PeriodicalIF":1.1,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78613927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}