Religious Education In Public Schools Research Articles

Religion as Urban Culture

Drawing on evidence from late-nineteenth-century Strasbourg, the article argues that urban culture in imperial Germany had an important religious component, even at the high point of nineteenth-century urbanization. Churches, parishes, and religious groups were active participants in many types of urban cultural life. They helped broaden and diversify the city’s municipal life; they contributed actively to shaping urban associational and press culture. Moreover, religious symbols were still being produced and propagated in powerful ways in the great city. This occurrednot only throughthe construction of church buildings and bell towers but also through obligatory religious education in public schools.

Whose America?: culture wars in the public schools

Introduction: Beyond Dayton and Chicago I. History Wars 1. Ethnicity and the History Wars 2. Struggles over Race and Sectionalism 3. Social Studies Wars in New Deal America 4. The Cold War Assault on Textbooks 5. Black Activism, White Resistance, and Multiculturalism II. God in the Schools 6. Religious Education in Public Schools 7. School Prayer and the Conservative Revolution 8. The Battle for Sex Education Epilogue: Searching for Common Ground Abbreviations Notes Acknowledgments Index

Civic Education and Liberal Legitimacy

Soulevant le paradoxe de l'obligation de l'education civique des enfants et de l'apprentissage des valeurs fondamentales du liberalisme telle que l'autonomie de l'individu, l'A. montre que la permissibilite de l'education civique pose probleme, tant du point de vue de l'autorite de l'ecole en matiere d'enseignement et de l'autorite des parents en matiere d'education, que du point de vue de la legitimite de l'etat liberal au regard du consentement hypothetique des citoyens. Examinant les arguments en faveur de l'education civique developpes par W. Galston et A. Gutmann, ainsi que l'argument instrumental en faveur de l'education falicitant l'autonomie, l'A. montre que le debat souleve la question de la place de la famille religieuse de l'enfant et la question des programmes scolaires dans le cadre limite de la doctrine liberale

One Voice Among Many: The Supreme Court's Influence on Attentiveness to Issues in the United States, 1947-92

Theory: As with other United States political institutions, the Supreme Court confers and withdraws benefits, both material and symbolic, and can under some circumstances rearrange the ecology of political influence. When these effects occur in the extreme, the result can be an expansion of conflict and a shift in system-wide attention to the underlying issues. Hypothesis: Politically significant Supreme Court decisions produce large and enduring shifts in system-wide attention to the underlying issues. Methods: We evaluate the effects of all politically significant decisions, gauged by the CQ Guide to the US Supreme Court, on systemic attention to the underlying issues. We measure systemic attention using monthly indicators of media coverage of school desegregation, freedom of speech/censorship, and church/state issues. Box-Tiao (1975) methods are used to evaluate the impact of these decisions on systemic attention. Results: We find long-term shifts in issue attention associated with four decisions, dealing respectively with school desegregation, flag-burning, religious instruction in public schools, and public school prayer. Each decision conferred and withdrew benefits, rearranged the distribution of political influence, and significantly expanded the scope of conflict for the underlying issues.

The establishment and development of religious instruction in public schools in the Philippines

The establishment and development of religious instruction in public schools in the Philippines

Conservative Government and Support for the Religious Institution: Religious Education in English Schools

Conservative Government and Support for the Religious Institution: Religious Education in English Schools

Why Religion Should Be an Integral Part of Public School Education

Studies of classroom climates completed in the 1980s concluded that religion, even broadly defined, is seldom discussed in public schools. This situation is inconsistent with important precedents of our society, and therefore, public schools ought rightly to provide opportunities for students to discuss religion, broadly defined, in a scholarly fashion throughout their normal school routine. This article delineates 10 logical and cultural underpinnings for religious instruction in public schools.

Gratitude

Gratitude

Al-Madāris al-Islāmiyyah al-Tābi‘ah li Wazārah al-Shu’ūn al-Dīniyyah ka Madāris Namūzajiyyah 1946-1987

When the Dutch colonial period, religious education are taken care of by the two departments, namely the Department van Onderwijst en Eeredinst to religious instruction in public schools and the Department Binnenlandsche Zaken van for teaching religion in Islamic institutions, then the Indonesian independence, the two are taken care of the Department of Islamic teaching religion. The governing must have different properties. Understanding the maintenance of the colonial period was more focused on observing, supervising, and maintaining religious education so as not to harm the interests of the colonial government. Being during the Indonesian independence, the maintenance is manifested in the form of foster, assist, and promote (organization) religious education.DOI: 10.15408/sdi.v4i2.783

Edukacja religijna w Anglii – budowanie spójności społecznej i obywatelskiej w warunkach pluralizmu kulturowego

Faith institutions play a vital role in shaping social structure, social capital and social cohesion. Both religious and citizenship education can contribute to making good citizens. The latter is more political oriented, while the former is focused on faith, spirituality and morality. The English model of religious education is oriented towards a multi-faith dialogue, without the aspects of worship and confession. The phenomenological approach assures that every child, regardless of their religious background, is obligated to attend religious education. Today, the UK is facing many challenges, including secularization and cultural differentiation of the society. Thus, the educational institutions revise curricula and aims of learning. The aim of the paper is to present and analyze the main premises of educational policy in the context of religious education in public schools in England. I will also attempt to reconstruct the social and political ongoing debate on the aims of RE.

Religious education in public schools

Religious education in public schools

RELIGIOUS EDUCATION IN PUBLIC SCHOOLS

RELIGIOUS EDUCATION IN PUBLIC SCHOOLS

Religious Instruction in Public Schools of India

Religious Instruction in Public Schools of India