Religious Education Research Articles

Faith and Reason: Reinventing Scholasticism in Postmodern Philippine Catholic Education

This paper aims to present the necessity of a new scholastic movement as an intellectual and religious movement and to reinvent it in the context of 21st Century Philippine Catholic Education. This reinvention of Scholasticism aims to design a curriculum for Senior high school students in order to equip them in understanding and defending the Catholic Faith and Teachings. Since the Catholic Church is facing the problems given by postmodernism and atheism, there is a need for another scholastic movement to counter these problems. This paper uses in-depth and comprehensive analysis of texts related to reinvention of scholastic movement in the 21st Century. The researcher used Purposive Sampling technique to carefully select the articles based on their relevance to the reinvention of scholastic movement. This paper uses updated and relevant research papers for analysis. In addition, to argue that there is a need for a new scholastic movement in Philippine Catholic education, the Hegelian dialectic was used, the idea of history repeating itself became the start point of this paper to argue that this is philosophical sound and valid. This paper examines the necessity of the 21st Century Philippine Catholic Education to the reinvented scholastic movement and it also offers a comprehensive curriculum design to reinvent scholasticism in education. Since, it aims to craft a curriculum which is anchored to apologetics and scholasticism, this proposed curriculum can equip the students to be effective Christians who will defend the church and its teachings. With this, the Religious Education for Grade 11 and Grade 12 will be a strong foundation of Catholic Faith in the 21st Century Philippine Education for Catholic schools.

Research on the Infiltration of Scientific Spirit in High School Biology Teaching Under the Background of Curriculum Ideology and Politics

Curriculum thinking and politics is an exploration of moral education reform and a strategic measure to carry out the fundamental task of cultivating people. High school is a key period for students to form correct values. In addition to ideological and political courses, other courses also need to play the function of educating people, and take courses as the carrier to provide value guidance to students in the process of knowledge imparting and ability training. High school biology is a fundamental course in natural sciences and an important carrier for cultivating students’ scientific literacy. However, through questionnaire surveys and interviews at internship schools, it was found that the infiltration of scientific spirit into high school biology teaching is not ideal. Teachers have insufficient understanding of ideological and political education in the curriculum, and they cannot fully tap into educational materials in textbooks. The methods for infiltrating scientific spirit are relatively single, making it difficult to balance ideological and political infiltration with knowledge teaching. This article selects the scientific spirit as an ideological and political element based on the needs of national development and the characteristics of the discipline, and permeates it into biology teaching. Finally, the teaching effectiveness is evaluated through various methods. The aim is to enrich the theoretical research of thinking and politics in senior biology curriculum, and to provide teaching reference for teachers to cultivate students’ scientific spirit in biology teaching. After conducting questionnaire surveys and interviews with students and teachers, the following conclusions were drawn: firstly, although the teachers and students of the school have a limited understanding of ideological and political education in the curriculum, most of them support the integration of ideological and political education into biology teaching. Secondly, some teachers still place more emphasis on imparting knowledge in their teaching and have not fully utilized the educational value of biology. The implementation of ideological and political education in biology teaching is not ideal. Thirdly, overall, the penetration of scientific spirit in biology teaching is not satisfactory and needs further strengthening. In summary, teachers need to strengthen their exploration of textbooks and deepen their understanding of teaching design in their daily teaching process, in order to continuously improve their ideological and political education for students and fully leverage the educational value of biology. Integrating scientific spirit into biology teaching is not only in line with the ideological and political concepts of the curriculum, but also in line with the core competencies of the discipline, which can better leverage the educational value of biology.

Development of an AI Moral Education Assessment Tool: Identifying and Validating Key Factors through Factor Analysis

This research identified factors contributing to the development of an effective moral education evaluation tool in the context of Artificial Intelligence by using Factor Analysis By exploring these factors , the study seeks to enhance the quality of moral education and provide valuable insights for education administrators.Three hundred respondents who were actively involved in moral education programs at Yichun University in China were selected as participants in this study.Based on the factor analysis, there are five (5) factors that were extracted in the development of moral education and these are: training and support, ethical principles and guidelines, educational innovation, educational technological advancement, and acceptability and adaptability.

Reimagining the accidentally local in English RE

ABSTRACT This paper will critically analyse the assertion that ‘The local argument for the Locally Agreed Syllabus has been lost’ (57). It will begin by briefly sketching the historical background to the unique way that Religious Education is structured in England, with each local area having its own syllabus. It will then outline some of the main points of the local/national debate, which has been an issue for over 50 years. It will then critically analyse what is meant by local, drawing on debates in History education, before turning to consider what content means in Religious Education syllabi, drawing on the work of the Religious Education Council’s Religion and Worldviews Project. It will conclude by suggesting that the initial assertion is accurate and that the concept of local content should be reimagined as a hermeneutic encounter between the pupil and the subject matter, recognising that each encounter will be unique because of the perspectives of the individuals involved in that encounter. Practically, schools should be free to determine their own curricula for RE in line with national benchmarks, as with any other subject.

Maimonidean and Crescian: Spinoza on moral education and human perfection

This article’s question is whether Spinoza understands the highest human perfection – which he equates with both our highest good and the love of God – as a theoretical state, consisting in having knowledge and the perfection of beliefs, or as a practical state, consisting in having virtue and the perfection of action. Consequently, the article is also partly about how Spinoza understands moral education, that is, whether the education necessary for achieving the highest human perfection is fundamentally theoretical or practical in nature. The article answers this question by considering Spinoza’s view of the highest good in the context of Maimonides and Crescas. The article argues that Spinoza adopts elements of both philosopher’s views, including Crescas’s view that the highest good must also be a practical state of virtue, which means that Spinoza must understand moral education as resulting in the perfection of action as well as knowledge.

Where have all the RE teachers gone? Recruitment and retention issues in schools in England

AbstractThis paper, which was originally a keynote address, offers an analysis of the crisis in retention, and recruitment of teachers of Religious Education (RE). A reflexive assessment is offered to the political lament ‘where have all the RE teachers gone?’ The author, drawing on over three decades of experience and involvement with religious education both in school and higher education, ponders on the complexity of responding to the attrition rates where skilled RE teachers leave the profession at a much faster rate than new entrants are trained. It concludes by calling for unity of purpose amongst the wider RE community in England.

Teachers’ use of questions and the science/religion encounter: Basil Bernstein and the impossibility of the unthinkable

AbstractThis article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently under scrutiny and there is an ongoing debate about the negative effects of presenting science and religion as epistemically siloed. This paper presents an analysis of the way two teachers in two primary schools used questions to frame the relationship between science and religion where the aim was to minimise the polarisation of religion and science. Using Bernstein’s idea of the pedagogic device and the related notions of frame, classification and the unthinkable the analysis suggests that teachers employed both visible and invisible pedagogies that limited the diversity of ideas that were considered legitimate in discussions, and which therefore influenced the nature of pupil questions and responses. We suggest that despite attempts by both teachers to diminish the strong boundaries between different types of knowledge their use of questions serves to reinforce them.

Religious education as a place of disruption

Religious education as a place of disruption

Shaping the Quranic Generation from an Early Age (Study of Imtaq Programme Management in PAUD Akbar, Kaur Regency, Bengkulu)

This study discusses the management of the imtaq program at PAUD Akbar. The problems discussed in this study are planning, implementation, and assessment of the imtaq program at PAUD Akbar. This study uses descriptive qualitative research. Data collection techniques include interviews, observation, and documentation studies. Data analysis techniques using data reduction, data presentation, and conclusion drawing. The results of the research are: First, Akbar PAUD has formulated imtaq program planning. The imtaq program is a flagship program because it is in accordance with the need to obtain religious education in line with the vision and mission of PAUD Akbar. Program planning consists of daily, weekly, and annual programs. Secondly, the implementers of the imtaq program include the principal, teachers, parents, and the community who work together in implementing the program. Teachers apply four learning methods, namely, the play method, the storytelling method, the singing method, and the demonstration method. Third, teacher assessment is carried out in the form of assessments on aspects of child development and cognitive, affective, and psychomotor aspects. The assessment is carried out by teachers by conducting observations, children’s self-assessment, and portfolio assessment. The results of the follow-up of the program are still continued, but there are some improvements in improving facilities and infrastructure, teacher competence, and variations in learning models.

Exploring the role of TikTok for intersectionality marginalized groups: the case of Muslim female content creators in Germany

IntroductionSocial media has become a central part of everyday life, providing spaces for communication, self-expression, and social mobilization. TikTok, specifically, has emerged as a prominent platform for marginalized groups, providing opportunities for activism and representation. However, research falls short in examining the specific role of TikTok for Muslim women in Germany who face intersecting forms of marginalization. This shortcoming reflects a broader lack of research on the experiences of marginalized groups within TikTok’s logics and affordances, and what functions the platform fulfills for these communities. Against this backdrop, this study examines TikTok’s role as a platform for Muslim female content creators in Germany and its broader implications for marginalized communities. Our research is guided by the following questions: (a) What are the main themes and topics that are being brought forward by Muslim women content creators on TikTok? (b) What technical affordances do they use to communicate their content? (c) What functions does TikTok fulfill for Muslim women as an intersectionally marginalized group?.MethodsWe analyze 320 videos from 32 public TikTok accounts identified through snowball sampling. Data collection includes automated web scraping, manual transcription, and qualitative coding. This allows us to identify main topics, video formats, and content types to answer our research questions.ResultsOur findings show that Muslim women produce diverse content on TikTok, ranging from beauty and lifestyle to religious education and social justice. They shape the platform’s functionalities through creative use, while TikTok’s algorithm and virality logic drive creators to blend entertainment with personal content. The hijab emerges as a unique issue, framed within both political and fashion discourses. Overall, TikTok functions as a “third space” where Muslim women challenge mainstream stereotypes and offer alternative interpretations of their identity. While TikTok provides empowerment and visibility, it also exposes Muslim women to hate speech and harassment. The platform provides tools to counter these issues, but the underlying social hierarchies often limit their visibility, making TikTok both a site of empowerment and vulnerability.DiscussionThis study highlights the need for further research into the role of social media for marginalized groups, particularly across platforms, gender, and religion.

Problematika Pembelajaran Fikih Mawaris pada Mahasiswa Berlatar Belakang Pendidikan SMA di Program Studi Pendidikan Agama Islam Universitas Negeri Padang

The problem in learning can obstruct and slow down the learning process, which can become an obstacle to achieving learning objectives. This study aims to identify the problems faced by students with a high school background in the Islamic Religious Education study program in learning Fiqh Mawaris, as well as the efforts made by both students and Islamic Law lecturers to address these issues. The method used is descriptive qualitative with informants including the head of the Islamic Religious Studies Department, two Islamic Law lecturers, and ten students from the Islamic Religious Education program. Data were collected through observation, interviews, and documentation, and then analyzed using data reduction, data presentation, and conclusion drawing techniques. Data validity was tested using source triangulation and technique triangulation. This study found three main problems in the Fiqh Mawaris learning process among students with a high school background: 1) difficulty in understanding the concepts of inheritance classification and distribution, 2) difficulty in analyzing inheritance distribution cases, and 3) challenges faced by students due to their high school educational background. The efforts made by the students to overcome these problems include: 1) writing and memorizing Fiqh Mawaris concepts, 2) seeking additional learning resources, and 3) discussing and studying together. Meanwhile, the lecturers addressed these problems by: 1) delivering material in stages, 2) using discussion and question-and-answer methods, and 3) conducting evaluations and providing feedback to students. The problems in Fiqh Mawaris learning for students with a high school background can be overcome through the active efforts of students seeking additional understanding and through a more structured and interactive teaching approach from the lecturers.

The Issues and Optimization Strategies in the Modernization of Vocational Education in the Era of Chat GPT

The emergence of Chat GPT technology represents a significant breakthrough in natural language processing, revolutionizing human-machine interaction and presenting profound challenges to vocational education modernization in China. In the Chat GPT era, vocational education undergoes transformative changes, including personalized learning reaching new heights, big data-driven intelligent decision-making entering a new phase, and the integration of education resources on unprecedented scales. However, this modernization effort also encounters several critical issues, such as overreliance on technology and the associated risks of unemployment, threats to data privacy and security, erosion of ethical values, and the widening digital divide in education. To ensure the high-quality development of vocational education modernization with the support of artificial intelligence tools like Chat GPT, it is crucial to enhance supervision and regulation of Chat GPT technology applications, promoting its safe and responsible use. Moreover, prioritizing technology ethics and moral education becomes imperative to nurture students’ ethical awareness and moral compass in the utilization and development of technology. Lastly, optimizing the distribution of digital educational resources is essential to promote educational equity and bridge the digital divide among students.

Relevansi Kegiatan Khitobah terhadap Kemampuan Public Speaking Peserta Didik di MAN 2 Karanganyar

One of MAN 2 Karanganyar's efforts in helping students improve students' public speaking skills can be done at school through various forms of activities, one of which is speech or khitobah activities. This paper describes the relevance of khitobah activities to students' public speaking skills at MAN 2 Karanganyar. The purpose of this paper is to describe the khitobah activities at MAN 2 Karanganyar, the obstacles experienced and the supporting factors and their relevance to the public speaking skills of MAN 2 Karanganyar students. The data sources of this research are rohis members, students who have served and supervising teachers. The research methods used in this research are interviews and direct observation. The results of this study indicate that the positive impact felt by students who berkhitobah is their public speaking skills are increasing, namely their religious knowledge is increasing because students also indirectly while learning religion through khitobah dzuhur activities. Learners also learn to understand how the method and how to give a good speech or khitobah.

Integrative Learning Strategies for Enhancing Critical Thinking in Islamic Religious Education

This research employs a qualitative approach to explore integrative learning strategies aimed at enhancing critical thinking skills in Islamic Religious Education at the secondary school level in Padang, Indonesia. The study involved four teachers and 120 students from various classes to provide a comprehensive perspective. Given the increasing importance of critical thinking in education, especially in subjects that shape students' moral and ethical foundations, this research emphasizes the crucial role of developing these skills within Islamic Religious Education. Data were collected through direct classroom observations, in-depth interviews with teachers and students to capture their experiences and insights on the strategies used, and a detailed analysis of relevant teaching materials. The findings reveal that group discussions create a dynamic environment where students can exchange ideas, broaden perspectives, and develop critical arguments. Case study analyses enable students to connect religious concepts to real-life situations, reinforcing the practical significance of religious teachings. Problem-solving activities promote logical, systematic, and reflective thinking skills, especially when addressing complex moral and ethical dilemmas. The study also highlights that these strategies not only enhance students' critical thinking but also increase their active engagement in learning, deepen their understanding of religious teachings, and foster a reflective approach toward moral values. This research offers an in-depth understanding of the effectiveness of integrative learning strategies in Islamic Religious Education and underscores their relevance in preparing students to meet the demands of modern education, which prioritizes critical thinking skills.

How can Research on Teaching and Teaching Religious Education Come Together? Experiences from England

How can Research on Teaching and Teaching Religious Education Come Together? Experiences from England

Aggression in online gaming: the role of online disinhibition, social dominance orientation, moral disengagement and gender traits among Chinese university students

IntroductionAggressive behaviors in the online gaming world are frequent and have far-reaching negative effects.MethodTo explore the factors and mechanisms of aggressive in games, we surveyed 945 university students using a framework of social dominance orientation, online disinhibition, moral disengagement, and aggression in gaming, and examined the moderating role of gender traits.ResultsWe found no direct relationship between online disinhibition and aggression in gaming; however, through the mediating role of moral disengagement, online disinhibition indirectly affected aggression in gaming behavior and enhanced social dominance orientation. Social dominance orientation predicted both moral disengagement and aggression in gaming behaviors, and the mediating effect of moral disengagement was confirmed through the indirect influence of moral disengagement on aggression in gaming behavior. Moreover, the moral disengagement mechanism significantly predicted aggression in gaming behavior. Furthermore, femininity and androgyny moderated both social dominance orientation toward moral disengagement and aggression in gaming, while masculinity and androgyny moderated the path from online disinhibition to social dominance orientation. Regarding the path from moral disengagement to aggression, all gender trait moderations were significant.DiscussionThis study reveals the role of the moral disengagement mechanism in the process of game-related aggression, providing theoretical support for the explanation of aggressive behavior, which applies to players of any gender. Moreover, this study confirms the moderating role of gender. Unlike biological sex, gender traits are malleable; androgynous traits offer greater adaptability in various environments. Thus, prevention and intervention efforts against online aggression should include strengthening moral education and properly guiding and fostering androgynous gender traits.

Exploration of Innovative Path of College Physical Education Teaching Based on Five Education Simultaneously

Five education simultaneously has become an important concept of educational reform in the new era. As an important part of higher education, college physical education plays a unique and important role in training the socialist builders and successors with all-round development of morality, intelligence, physical fitness, the United States and labor. From the perspective of five education simultaneously , this paper explores the innovative development path of college physical education teaching. The first is bacon casting soul, excavating sports moral education resources, cultivating patriotic feelings, enterprising spirit; The second is intelligent drive, promote sports informatization, and create a new ecology of smart teaching; The third is to shape aesthetic education, cultivate sports artistic temperament, and enhance aesthetic accomplishment; Fourth, labor education, sports labor into the whole teaching process, temper the quality of will; The fifth is to promote the integration of five education and achieve cross-penetration and coordination between sports and other disciplines. In the future, college sports should continue to deepen reform and innovation, strengthen the construction of systems, resources, scientific research, teachers and other aspects, and constantly improve the quality of physical education and education level, so as to contribute to accelerating the modernization of education, building a powerful education country, and realizing the great rejuvenation of the Chinese nation

Teachers’ Perspectives on the Effectiveness of Moral Strategies for Character Formation in Public Secondary Schools in Kakamega County, Kenya

Philosophers and educationists contend that education plays a critical role in inculcating learners with moral values for character formation. Moral education for character formation is not an issue of personal choice but fundamental to society in promoting economic growth, prosperity, and order. However, there are a number of problems that hinder the process of reaching the identified ideal of character formation. Some of the challenges are associated curriculum content and the strategies applied by teachers. In school moral education for character formation is promoted through the teaching of subjects such as Christian Religious Education, Hindu Religious Education, or Islamic Religious Education, however they are exam or Cognitive oriented. This is manifested in unacceptable behaviors that are exhibited by students such as school arson, drugs and substance abuse, obscene behavior, and exploitation of school and other public resources. Therefore, this article sought to investigate teachers’ perspectives on the effectiveness of moral strategies for character formation in public secondary schools in Kakamega County, Kenya. Phenomenological theory guided this study. On the other hand, phenomenological hermeneutical method was applied in the study. The study employed a descriptive phenomenological research design to explore teachers' perceptions of moral education strategies for character formation in public secondary schools in Kakamega County, Kenya. This design was chosen because it enables the researcher gain insight into participants' lived experiences of a phenomenon without prejudices and preconceptions. It utilized an interpretive paradigm to understand teachers' perceptions of their social realities, focusing on subjective experiences and perspectives related to moral education. Purposive sampling was used to recruit 15 participants from seven public secondary schools. Unstructured interviews were employed to collect the data. The data collected was analyzed thematically using Braun and Clarke's six steps. The study established that there was mixed reaction on the effectiveness of strategies used in moral education for character formation. The minority of the participants observed that all the strategies were ineffective, while the majority indicated that guidance and counseling although less proactive, is the best strategy for moral education for character formation. The few who mentioned punishment indicated that it was the best method, although illegal and illicit in the current Kenyan schooling context. The study concluded that moral education strategies in public secondary schools in Kakakmega county, Kenya are largely ineffective, with only a few approaches like class meetings, student leadership, and clubs fostering deeper student engagement. Most strategies are implemented reactively and lack consistent emphasis, limiting their impact on character formation. To improve effectiveness, a more proactive approach and better implementation mechanisms are needed. The study recommends that teachers in Kakamega County be trained to use multiple moral strategies that require extensive student participation and include practical and reflective methods to promote character education. Moreover, moral education should be an integrated approach to ensure that students receive ethical education in many areas of learning to strengthen their morality in applying moral education in many facets of their learning.

Exploration of Integrating Ideological and Political Education into the Curriculum of “Road Survey and Design” from the Perspective of Moral and Intellectual Education in the New Era

In the context of the new era and the goal of moral and intellectual education, the design of ideological and political education in curriculum holds significant importance for civil engineering majors. By incorporating ideological and political education into the curriculum, students’ political awareness, comprehensive qualities, innovative spirit, social responsibility, environmental consciousness, attention to social development, and technological innovation can be cultivated. After integrating ideological and political content into the “Road Survey and Design” course, there have been significant improvements in students’ political awareness, comprehensive qualities, innovative spirit, social responsibility, environmental consciousness, career development awareness, and teachers’ instructional capabilities.

Relations Between the Holy See and Lithuania: a 100-Year History

The Article provides the analysis of the relations of the Holy See and the Republic of Lithuania from the beginning of the State’s independence until the current period. At the outset, the authors give an overview of different stages and key legal issues of the development of the said relations. Further, the research deals with typical provisions and specific features of a concordat as an international agreement. The following part of the article is devoted to the analysis of the provisions of current four agreements between the Holy See and Lithuania, adding comparison with the treaties concluded by the Holy See with other two Baltic States, namely Latvia and Estonia. The research focuses on key legal issues of the cooperation between the Holy See and Lithuania with minor aspects of the intersection of the historical, political, international, and religious context. The authors conclude that in the complex international political landscape, the Holy See has remained one of the most credible partners for Lithuania and a moral authority for the nation, dominated by Catholics. The recognition of Lithuania as a State shortly after its Independence Declaration of 1918 as well as non-recognition of its 50-year occupation significantly contributed to the restoration of the State’s independence in 1990. Although the reestablishment of the independent State of Lithuania being based on the continuation of the State’s identity opened door for securing the validity of the Concordat concluded by the Holy See and the Republic of Lithuania in 1927, it was no longer capable of reflecting new realities, and new fundamental changes required the conclusion of new treaties between the parties. In 2000, the Agreement concerning Juridical Aspects of the Relations between the Catholic Church and the State, the Agreement on Cooperation in Education and Culture, and the Agreement concerning the Pastoral Care of Catholics Serving in the Army were concluded between the Holy See and the Republic of Lithuania, while in 2012, the Agreement on the Recognition of Qualifications Concerning Higher Education occurred. These bilateral agreements reflect typical provisions of concordats arising from their unique nature of combining both political (legal) and ecclesiastical matters and securing autonomy of both parties: they regulate the legal status of the Catholic Church and numerous issues, encompassing institutional matters, religious freedom, religious education, family life, cultural heritage, pastoral care, and many others. These provisions are also similar in the agreements concluded by the Holy See and other two Baltic States, all having no state religion. However, the treaties of the Holy See concluded with Lithuania and Latvia have more common and more elaborated provisions than the agreement with Estonia, while some issues are relevant and, therefore, regulated in respect of merely a particular state.