Religion In Schools Research Articles

Teaching Catholic Religion in Croatian Public Schools: Legal Frame and Challenges

This paper explores the Croatian framework of collaboration between the state and the Catholic Church in the educational field, specifically the teaching of Catholic religion in public schools. First, the statute of the subject of religion was analyzed, following what is established in the Agreement with the Holy See and its Development Agreement with the Croatian Conference of Bishops. Some challenges to this peculiar model of cooperation were revised, mainly the ones regarding the enrollment and the co-responsibility of both ecclesiastical and state authorities in the approval and control of programs and contents. Second, the status of religion teachers was also evaluated. The same ecclesiastical and state authorities also have competence over the teaching staff, from their training to the control of their work, and must confront inconvenient situations related to the suitability of these professionals. In the study of each section and its corresponding rules and practices, it was possible to outline singular aspects, in some cases recognized—or rejected—judicially as discriminatory. This approximation to the right to religious education intends to examine the practice observed by the respective authorities in applying such provisions. The obtained findings and proposals about the singular Croatian model provide a useful contribution for comparative purposes.

Studying Religion Critically in Universities and Schools

In this article, Wanda Alberts tries to identify the place of the critical Study of Religion in universities and schools, comparing examples for different recent developments in Germany and Britain. One decisive issue in this respect is the question if the critical Study of Religion as a discipline or as (critical) education about Religion is visible at all and if the differences to other, often much better known (often religious) approaches are acknowledged or played down. The discussed examples (a judgement of the German Federal Constitutional Court on the religious limitation of the academic freedom of professors of theology, the BA report on Theology and Religious Studies Provision in UK Higher Education and the report of the Commission on Religious Education) high light some subtleties of a complex field where important facts and distinctions remain concealed to non-specialists. With respect to RE, the article argues that these dynamics fit the concept of “smalli-indoctrination”. Referring to Katharina Frank’s empirical research on the communication of knowledge about religion (Religionskunde) it spells out the important distinctions that need to be made explicit in order to make the characteristics of a critical (secular) approach better known. “If you don’t know the difference between theology and religious studies, then you are a theologian.” (Brian Bocking)

Hampton University launches School of Religion

Hampton University, a renowned historically Black university in Virginia, recently announced the establishment of a School of Religion. The university has hosted the Hampton University Ministers’ Conference (HUMC, a professional development conference) for more than a century and took this year's conference as the time to announce the new school.

The Challenge of Integrating Science and Religion in Indonesia and Malaysia

This article discusses the implementation and problems of integration of science and religion in Madurese Islamic boarding schools and Islamic education institutions in Selangor, Malaysia. The development of a modern Muslim society requires Islamic education institutions to reform and actualize their syllabus. Using a phenomenological approach, the study data were collected through interviews, observations, and online materials. The main research samples are IISM School Gombak, Al Hamra Integrated School, Akademi Tahfiz Al-Hidayah in Kuala Lumpur, Malaysia and Pondok Pesantren Al Amien Prenduan in Sumenep, Pondok Pesantren Annuqayah Sumenep, and Pondok Pesantren Darul Ulum Banyuanyar Pamekasan in Madura, Indonesia. It was found that the Islamic boarding schools in Madura implement adoptive-adaptive formal integration where some parts of the education subsystem are carried out separately, while the Islamic schools in Selangor follow a holistic approach. Both systems attempt to offer an inclusive syllabus; however, the integration of science in Madurese pesantren leans more towards constructive integration with concurrent traditionalist elements, while Islamic schools in Selangor have adopted a more modern and progressive syllabus.

Hampton University launches School of Religion

Hampton University, a renowned historically Black university in Virginia, recently announced the establishment of a School of Religion. The university has hosted the Hampton University Ministers’ Conference (HUMC, a professional development conference) for more than a century, and took this year's conference as the time to announce the new school.

Hampton University launches School of Religion

Hampton University, a renowned historically Black university in Virginia, recently announced the establishment of a School of Religion. The university has hosted the Hampton University Ministers’ Conference (HUMC, a professional development conference) for more than a century and took this year's conference as the time to announce the new school.

Comparative Study Of Reasons For Divorce Based On National Marriage Laws In Indonesia And Turkiye

Marriage aims to build a happy and eternal family, but realizing this is challenging because many factors trigger a conflict that leads to divorce. Research focuses on reasons for divorce based on marriage law. To sharpen reasoning in studying the laws of other countries, the research was carried out using comparison. The country chosen to compare with Indonesia is Turkey because Turkey has reformed family law in the form of a law, apart from that because Indonesia and Turkey have a majority Muslim population with a majority of the Shafi'i school of thought in Indonesia and Hanafi in Turkey. The research method uses a statutory and comparative approach with secondary data, namely Law Number 1 of 1974 concerning Marriage, the Compilation of Islamic Law (KHI), and the Turkish Civil Code 1926. The analysis uses three paths with conclusions based on vertical comparisons: Indonesia and the Islamic School of Religion. Shafi’i and Turkey, with the Hanafi School, both adopted some of the provisions of the school to become part of the regulations. Horizontally, the reasons for divorce in the Marriage Law in Indonesia and The Turkish Civil Code 1926 in Turkey are largely similar, and diagonally with a comparison of the history of marriage legislation, namely that every aspect of marriage law regulations is more or less influenced by the school of thought followed by that country.

Рух за українізацію автокефальної «Православної церкви в Польщі» на Волині у 20-30-х рр. XХ ст.

The purpose of the article: to analyze the movement for the Ukrainianization of the autocephalous «Orthodox Church in Poland» in Volyn. The research methodology is grounded on the principles developed by the “Annals” school, in particular, objectivity in judgments about the past, the desire to understand the mentality of social groups of that time, first of all the clergy, the specifics of their relationships. In the process of research, the methods of analysis and synthesis, as well as chronological, comparative and descriptive methods were applied.The scientific novelty of the obtained results consist in the deepening of the understanding of the national identification of the clergy and believers in Volyn, the evolution of the Ukrainian church movement in Poland in the 20’s and 30’s of the 20th century in Volyn, based on the archival and published sources. Conclusions. In the conditions of Polish statehood, the clergy of the Orthodox Volyn Diocese developed in the direction of national self-identification. During this period, the intellectual level of the priests grew, as did their desire for the Ukrainization of their own church. In Volyn, the idea of Ukrainization of the Orthodox Church had support among believers, the public, and most importantly, the clergy and hierarchy, who actively implemented it. Therefore, Volyn appears as a center where the Ukrainian church movement is born and begins to strengthen. It was distinguished by the growth of national consciousness of Ukrainians and significant achievements in the Ukrainianization of the Orthodox Church in Volyn, which was part of the Orthodox Church in Poland. The movement for Ukrainization was aimed at conducting liturgies and church administration in the Ukrainian language, teaching religion in schools in the Ukrainian language, translating liturgical literature into the Ukrainian language, consecrating Ukrainian bishops, separating all Ukrainian parishes into a separate diocese headed by a Ukrainian bishop, etc. The Ukrainian church movement in Volyn helped preserve the identity of the Ukrainian people in the conditions of Polish statehood.

Ethics Education in the Context of an Interreligious Encounter Day (IED): Empirical Research Results from Austria

This article adds an empirical contribution to international discussions on interreligious education, taking the point of view of the academic study of religion. It presents results from a Viennese research project that used a participant observation design to analyze one of the more recent pedagogical formats to deal with religious plurality at school—the so-called Interreligious Encounter Day (IED). More precisely this article focuses on the role of Ethics Education (EE) within the context of a specific IED that was organized in 2019. Along those lines, it highlights the ambiguity of IED practices at a school by presenting a threefold argument: first, the article makes the point that the IED opened up a space to explicitly make religion a subject of discussion at school. Second, it argues that—within the context of the IED—religion is constructed in a specific way that can be described as ‘school religion’. Third, it proposes that the observed IED format has the tendency to prioritize specific individual constructions of religion—especially those prompted by theology.

Included, but how? A critical investigation into elementary social studies standards about religion

ABSTRACT Teaching about religion in public schools is a complicated and nuanced topic. Though religious illiteracy has been named as a widespread concern throughout the United States, little research has been conducted that critically analyzes what teachers are asked to cover. Preservice teachers often confess they do not understand what they are and are not allowed to say about religion, and many teachers choose to ignore teaching about religion at all. In this study, I conducted a critical content analysis of elementary standards about religion included in the state social studies standards documents for all 50 states and the District of Columbia. Then, using critical religious pluralism theory, I investigated the standards based on the inclusion of religious groups in curriculum content, as well as the extent to which this inclusion demonstrates challenges related to inclusion in curricula. Finally, I critically interrogated the ideology of the standards and made suggestions for how teachers and teacher educators can advocate for the inclusion of religion in elementary social studies.

Nondual States Are Not a Thing: This Inspiring New Age Spiritual Idea is Neither Advaita Vedanta Nor Psychology

The term “nondual states” has gained some currency as applied to states of mind in which the sense of self is softened, expanded, or shifted from conventional experience. Nonduality is a metaphysical concept about the nature of reality, commonly associated with the Advaita Vedanta school of Indian religion. New Age religious thought has applied the term “nondual” to states of consciousness that are believed to contact or apprehend this speculated metaphysical ideal. However, this use is incompatible with lineage-based teachings of Advaita Vedanta, inadequately precise to serve as a psychological construct, and improper as an insertion of New Age metaphysical notions into a psychological context. The paper draws on the author’s personal engagement with doctrines of Advaita Vedanta received from a scholar and lineage-holding teacher, Carol Whitfield.

Taken, blessed, broken, and shared: lived experiences of parish catechists teaching religion in public schools

Catechists play a significant role in the church’s evangelization. Despite the numerous problems they experienced, they remained faithful to their vocation. Thus, this phenomenological study intends to explore the lived experiences of the parish catechists teaching religion in public schools. Using a purposive sampling method, the data were gathered from six conversation partners coming from the north, south, and central of the diocese through an unstructured in-depth interview. There was only one overarching question and probing questions were asked to cull out significant information. The data were analyzed using recursive textual analysis adopting the framework of Lichtman's 3C's. The findings of the study reveal that in teaching religion in public schools, catechists found meaning in their vocation, encountered numerous challenges in their teaching ministry, utilized different strategies in overcoming the challenges, and experienced joy in teaching religion. Generally, they are happy and committed in their teaching ministry despite the challenges they encountered. With these results, full support is necessary to address their needs and to ensure the quality of their teaching performance.

Knowledge in a religion and worldviews approach in English schools

ABSTRACT The Final Report of the Commission on Religious Education (CoRE) in England published in 2018 advocated what it called a religion and worldviews approach. One of the significant questions it provoked was the approach to knowledge that it took. This article explores this question. It first explains the background to the Commission Report and then the subsequent interpretative work undertaken by the Religious Education Council of England and Wales to develop its recommendations. It then focuses on the vision lying behind the religion and worldviews approach that draws on CoRE’s claim that ‘everyone has a worldview’, and reviews the debate that resulted around that claim. A detailed consideration of the approach to worldview taken in the subsequent REC work and its exemplification in a revised Statement of Entitlement follows. Finally, it is argued that the understanding of knowledge taken in this literature resonates with that of Michael Polanyi in his development of the idea of personal knowledge and that of Andrew and Elina Wright’s exposition of critical realism. The article advocates that this results in an approach to RE that puts learning to make scholarly and reflexive judgements at the heart of knowledge-rich RE.

ЗВУКОВАЯ КУКЛА: КАНТ, ЕВРЕИНОВ И ХЛЕБНИКОВ

Nikolai Evreinov’s report “The theatricalization of life. Ex cathedra” (1911) and Velimir Khlebnikov’s manifesto “Our Basis” (1919) demonstrate a similar idea of the beginning of human civilization. Both authors insist that the performative function of language preceded the communicative function, that performativity was the ground for complete understanding, and that present-day process control requires the attainment of a special speed of oral speech, through which the alienation of the primordial state is constructed. The symbol of performativity for both becomes a scrap of cloth that transforms the one gifted with it into a sound puppet, so that language is interpreted along the lines of the puppet game. The origins of such commonality are found in Kant’s treatise “The Conjecturable Вeginning of Human History” (1876). The assimilation of Kant’s ideas is assumed, not directly, but through the interpretation of the Fall in the fundamental theology and middle school religion lessons. The anthropological interests of Evreinov and Khlebnikov proved productive in challenging the dream of synthetic total art.

Teaching Theology

The article defends teaching theology and religion in schools and colleges. Theology need not and I argue should not, be seen as a confessional defence of one religious system. It should be seen as a global and historical study of ideas of an ultimate spiritual reality. There are many ways of doing this. It is necessary to concentrate on two or three traditions, though a general overview, admittedly more superficial, can still be helpful. The goal is to extend just appreciation, critical thinking, and informed understanding of human spiritual thought and practice in both its negative and positive aspects.

The Impact of Philosophy on Religious Education for High School Students

This article is a result of a research conducted to examine the interrelation between religion and philosophy and to measure how such interaction is embodied in religious subjects taught in middle-high schools in Indonesia. This is considered important because in Indonesian national education, the religious dimension is regarded fundamental and therefore must be emphasised. The classes are divided based on the students’ religion. In order to prevent such division becomes religious segregation that could lead to practices of intolerance, philosophy is proposed as a rational solution to bridge the discrepancy. This is considered imperative so that in school religion is not understood as an exclusive set of doctrines, but as a subject in education process that brings inclusive and pluralistic attitudes. Three basic and important characteristics are analysed in this article, that is, the breadth of perspective about God, the openness towards other religions, and the willingness to embrace science in general.

Religion in Schools: Learning Lessons from Wales. By Russell Sandberg

Religion in Schools: Learning Lessons from Wales. <i>By Russell Sandberg</i>

Studi Kepustakaan Tersistem Desain Ruang Gender pada Masjid Berdasarkan Mazhab Utama dalam Islam

&lt;em&gt;This research analyzes and explores theories from various references regarding the design of gender spaces in mosques based on Islam's primary schools of thought. The literature review method in this research uses the Publish or Perish and Google Scholar with the keyword "gender in mosque". From the results of reference screening, 16 journals were found with topic classification based on timeline, school of thought and architectural objects. The results based on the timeline have stable graphs each year, while the religious stream and architectural objects are less stable because of their unavailability. Based on gender space architectural objects was found in 6 papers and only in the Syafi'i and Hanafi schools.&lt;/em&gt; &lt;em&gt;Meanwhile, no references were found in the Maliki and Hambali schools. The Syafi'i School of Religion pays more attention to women in worship matters. However, not all apply the same principles because local community customs and customs hamper their application. Meanwhile, in the Hanafi School, gender space arrangements are more varied due to the influence of local culture, politics, and religious modernism.&lt;/em&gt;

Menanamkan Nilai-Nilai Agama Islam Di Sekolah Dasar : Studi Kasus Tentang Metode Pengajaran Efektif

Education is something that aims to explore a person's potential and skills in society. Instilling Islamic values since entering elementary school, children are still experiencing social, emotional and behavioral development to face future forgetting. Children at elementary school age still lack understanding and development of students' personalities. The aim of the research is to determine Islamic religious values in elementary schools in a case study of effective teaching methods. Analysis of the data used. Descriptive qualitative, using interview, observation and documentation methods. It finds out the validity of the data using source triangulation. To find out how students can understand and explore the potential of religion in elementary school, teachers carry out learning habits about the Islamic religion, memorizing short verses, reading the Qur'an and practicing prayer and telling stories of the prophet. So that students will easily accept the teaching pattern and habituate it to students which will have a positive impact on attitudes and behavior.

Reflecting on research impact: diversity of religion and belief in primary schools in England and Wales

ABSTRACT The relationship between research, policy and practice in the field of education has long been the focus of much discussion and debate. In the UK context, the growing weight attributed to research impact in the Research Excellence Framework has further intensified interest in how academics can promote the application of their research in non-academic contexts. There are relatively few existing publications that document research impact activities relating to religion and education, highlighting the potential to further explore processes of engagement, knowledge-exchange and research application within this subfield. This article provides a reflective account of a knowledge-exchange and impact project on diversity of religion and belief in primary schools in England and Wales, along with findings from an online survey that aimed to evaluate its impact. The data presented provides evidence for moderate success in meeting the project’s goals, alongside signposts for other researchers wishing to engage in impact activities on comparable topics and in similar educational contexts.