Educational: Religious studies

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisThis first issue of the Brill Research Perspectives in Religion and Education makes the case for ‘religion and education’ as a distinct but cross-disciplinary field of inquiry. Authors argue for and outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to particular methodologies involved in its study, namely the historical, philosophical, sociological and psychological.Table of ContentsReligion and Education: Framing and Mapping a Field  Stephen G. Parker, Jenny Berglund, David Lewin and Deirdre Raftery Abstract Keywords Introduction: Religion and Education: an Overview  Stephen G. Parker  1 Religion and Education: Beyond Curricula and Schooling, Multi-contextual, International and Interdisciplinary Perspectives Religion and Education: Framing and Mapping the Field  Stephen G. Parker  1 Religion and Education in the Public Sphere  2 The History of Religion and Education as a Field of Inquiry  3 Types of Religious Education  4 Religious Education as Nurture into the Religious Way of Life  5 Religious Education as Practical Theology  6 Religious Education as Nation Building  7 Religious Education as Religious Literacy  8 Religious Education as Intercultural/Interreligious Education  9 Religious Education as Preparation for the Academic Study of Religion  10 Religious Education as an Idea Themes and Approaches in Research on Religion in the History of Education: Missionaries, Monasteries, Methodologies  Deirdre Raftery  1 Introduction  2 God’s Empire: the Mission Imperative in the History of Education  3 Monastic and Conventual Education: New Approaches in Historical Scholarship  4 Conclusion Religion and Education: Mapping the Field (a Philosophical Approach)  David Lewin  1 Introduction  2 What Does It Mean to Ask about the Relations of Religion and Education in a Philosophical Way?  3 General Conceptual Issues  4 What Is Religion?  5 What Is Education?  6 Religion and Education: the Question of Autonomy  7 Conclusion Sociological Perspectives on Religion and Education  Jenny Berglund  1 Historical and Definitional Overview: Sociology Defined  2 What Does It Mean to Adopt a Sociological Perspective?  3 Sociology of Religion  4 Sociology of Education  5 The Study of Religious Education, Religious Diversity, and Teacher Education  6 Quantitative vs Qualitative Research Methods  7 The Quantitative Approach  8 The Qualitative Approach  9 Quantitative Studies  10 Qualitative Studies  11 National Comparisons and International Knowledge Transmission  12 Conclusion Conclusion: the Potential of Further Research in Religion and Education  Stephen G. Parker  1 Historicizing, Contextualising and Conceptualising Religion and Education and Religious Education  2 The Sensory, Spatial and Material Aspects of Religion and Education  3 Mission and Empire  4 Children’s Rights and Agency in Religion and Education  5 Religious Education and Developments in Theology and Religious Studies  6 Conclusion: Achieving Cross/Inter-disciplinary Perspectives  Bibliography  List of English Language Journals in R & E and Their Websites

Read more less

Book SynopsisWhile the fierce debate over religion in public schools receives ample media attention, we rarely consider the implications of religious schools on moral education and liberal democracy. In this groundbreaking work, Walter Feinberg opens up a critical new dialogue to offer a complete discussion of the important role religious schools play in the formation of a democratic citizenry. Feinberg, a leading philosopher of education, approaches the subject of religious education with a rare evenhandedness, drawing on examples from Christian, Jewish, and Muslim schools and exploring topics as disparate as sex education and creationism. For Goodness Sake provides a much-needed take on a controversial topic, demonstrating that the relationship between religion and schooling is not simply the exclusive concern of members of a given religious community, but a relevant and vital issue for everyone who cares about education. Table of Contents1. Religious Instruction and Moral Education Part One: Back to School 2. The Construction of Religious Communities 3. Criticism and Commitment 4. Faith and the Pedagogical Limits of Critical Inquiry Part Two: The Nature of the Public Interest in Religious Education 5. Safety and the Question of Educational Negligence 6. Intellectual Growth, Autonomy and Religious Education 7. Religious Chauvinism and the Democratic Citizen Part Three: The Reconstruction of Religious Education 8. The Challenge of Religious Education for Pluralism 9. The Challenge of Religious Education for Liberalism

Read more less

Book SynopsisA

Read more less

Book SynopsisJo Fraser-Pearce is Associate Professor (Teaching) at IOE, UCL's Faculty of Education and Society, University College London, UK.James W. Fraser is Professor of History and Education at New York University, USA.Trade ReviewAn amazing, deep and convincing [critical] analysis of an interplay between religion and state in a single book. In sum, this is a must read for instructors, students and all those who have the interest to know more about the relation between state and religion from the global perspective. * Samuel Awuah-Nyamekye, Professor of Religion and Environment, University of Cape Coast, Ghana *Education about religion (religious studies) and for religion (faith formation) is practiced around the globe though implementation can differ markedly depending upon cultural context. This volume pulls together cross-national case studies to illuminate these differences, as well as commonalities, all in the service of improved practice through enriched understanding. * Michael D. Waggoner, Professor of Education, University of Northern Iowa, USA *Table of Contents1. Introduction: Why Look at Schools and Religion? Why do it Globally?, James Fraser (New York University, USA) and Jo Fraser-Pearce (University College London, UK) Part I: Schools, Religion and the State 2. School and Religion as a Mirror of State and Religion? – Bangladesh, England, Israel and Vietnam, Jo Fraser-Pearce (University College London, UK) 3. Schools and Religions: the Law and the Courts – Costa Rica, England, France, Italy, Senegal, South Africa, Switzerland and Turkey, Nigel Fancourt (University of Oxford, UK) 4. Government Funding for Religious Schools – Netherlands, Australia, Israel, Singapore, and Indonesia, Ashley Berner (Johns Hopkins University, USA) Part II: The Place of Religion in School Classrooms 5. Mindfulness in Schools – The United States, England, Singapore, and Vietnam, Bill Meyer (New York University, USA) 6. Religion, Language and National Identity Construction in School Textbooks in South Asia – India, Pakistan, and Bangladesh, Laraib Niaz (University of Cambridge, UK), Kusha Anand (University College London, UK), Farid Panjwani (The Aga Khan University, Pakistan) and Marie Lall (University College London, UK) 7. Religion, Heritage and the Teaching of Black History – Brazil, the United States, South Africa, Ghana and Benin, Amilcar A. Pereira (Federal University of Rio Janeiro, Brazil) and Jessika Rezende Souza da Silva (Federal University of Rio Janeiro, Brazil) 8. Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India, Alexis Stones (University College London, UK), Kristian Niemi (Karlstad University, Sweden) and Kerstin von Brömssen (University West, Sweden) 9. Debating Evolution in Context—Religion in the Biology Classroom – Brazil, England, Pakistan and the United States, Michael J. Reiss (University College London, UK) 10. When Discussion of Religion is Not Encouraged: Don’t Ask, Don’t Tell – Malawi, Sri Lanka, Ontario, Quebec, and California, Amarnath Amarasingam, (Queen’s University, Canada), Harsha Dulari Wijesekera (Open University of Sri Lanka, Sri Lanka), Yonah Hisbon Matemba (University of the West of Scotland, UK), W. Y. Alice Chan (Centre for Civic Religious Literacy, Canada), Ashley Couture (Canada) and Hicham Tiflati (John Abbot College, Canada) 11. Preparing Teachers to Develop the Religious Literacy of Learners - Colombia, Greece, Malawi, Norway and Turkey, Marios Koukounaras Liagkis, (National and Kapodistrian University of Athens, Greece) 12. Colonial Histories and their Impacts on Religious Education - Germany, Namibia, and Nigeria, Annett Graefe-Geusch (German Center for Integration and Migration Research, Germany) Part III: Religious Students — Questions of Rights and Identity 13. The Permissible and Contested Boundaries of Religious Dress Worn in Schools: Contemporary Examples of Religious Restriction - Canada, France, Kenya, and Turkey, Dianne Gereluk (Werklund School of Education, University of Calgary, Canada) and Brenna Haggarty (University of Calgary, Canada) 14. Sex(uality) and Religion in Schools - China, England and the United States, Michael J. Reiss (University College London, UK) 15. School Meals in Multicultural/Multireligious Contexts - France, Denmark, Dubai (part of the United Arab Emirates) and the United States, Amy Bentley (New York University, USA), Samantha Ruth Brown (University of Oregon, USA), Shayne Leslie Figueroa (Independent scholar, USA), Salma Serry (Boston University, USA) and Claudia Saffar (Independent scholar, USA) 16. Religious Bias in the School Systems of Multireligious and Multiethnic States - Ethiopia, Russia, and the United States, Regina B. Wenger (Baylor University, Texas, USA) 17. Religious Minorities at School South of the Sahara - Malawi, Ghana, Zimbabwe, South Africa and Lesotho, Yonah Matemba (University of the West of Scotland, UK), Richardson Addai-Mununkum (University of Education, Ghana), Maitumeleng Nthontho (University of Pretoria, South Africa) and Godfrey Museka (University of Zimbabwe, Zimbabwe) Part IV: Schools and Religion in the Contemporary World 18. Schools, Religion and Postcolonial Perspectives - England, Hong Kong and South Africa, Nuraan Davids (Stellenbosch University, South Africa), Janet Orchard (University of Bristol, England) and Liz Jackson (The Education University of Hong Kong, Hong Kong) 19. Schools, Religion and Teaching about Climate Change and Sustainable Development - Indonesia and Nigeria, Emma Salter (University of Huddersfield, UK) 20. Schools, Religion and Extremism - Australia, Zimbabwe, the UK and Canada, David Lundie (University of Glasgow, UK) 21. How History Informs the Conversation about Religion in State Schools - Costa Rica, Afghanistan and the United States, James Fraser (New York University, USA) 22. Conclusion: Why Schools and Religion Matter, Jo Fraser-Pearce (University College London, UK) and James Fraser (New York University, USA) Index

Read more less

Book SynopsisThis innovative course gives you the flexibility to deliver Key Stage 3 Religious Education however you want - both thematically and/or by religion.InspiRE comprises two parallel sets of books: Themes to InspiRE, three books (one for each year of Key Stage 3) that cover the non-statutory Programme of Study for Religious Education through an exploration of thematic issues and concepts. Religions to InspiRE, seven ''by religion'' books that exemplify the themes and expand them from the points of view of the major religions of the UK. Each book is supported by an accompanying Teacher''s Resource Book.Each title:- Contains a series of lessons in three major themes - each with a ''big assignment'' at the end which allows you to asses pupil''s progress against the eight level scale- Engages all your pupils in their learning and enable them to progress with differentiated pupil centered activities and variety of stimulus material for each lessonTable of Contents : Section 1 Expressions of faith : 1.1 Why are some places special for religious people? : 1.2 Why is Israel/Palestine so important? : 1.3 What holy places are there in India? : 1.4 What makes a good leader? : 1.5 Who are religious leaders? : 1.6 Can women be religious leaders? : 1.7 How have religious people influenced the world? : 1.8 Why do some people live in religious communities? : The big assignment : Section 2 Beliefs and teachings about meaning and purpose : 2.1 Where does our knowledge come from? : 2.2 Does God exist? : 2.3 Where do our ideas come from? : 2.4 Why do people say God exists? : 2.5 Why are people religious? : 2.6 Are we free to choose? : 2.7 Why do people suffer? : 2.8 When are the beginning and end of life? : The big assignment : Section 3 Ethics and values : 3.1 Whose life is it? : 3.2 Can war ever be justified? : 3.3 What is pacifism? : 3.4 Is it ever right to kill? : 3.5 Why is there conflict in Israel/Palestine? : 3.6 Can terrorists be religious? : 3.7 How is religion portrayed in the media? : 3.8 What do the religions have in common? : The big assignment : Glossary : Index

Read more less

Book SynopsisExam Board: EdexcelLevel: GCSESubject: Religious StudiesFirst Teaching: September 2016First Exam: June 2018Endorsed for Edexcel Trust Victor Watton to maximise every student''s potential with his trademark mix of well-paced, focused content coverage and confidence-boosting exam support tailored to the 2016 Edexcel requirements.- Progressively builds students'' subject knowledge through accessible explanations of religious and thematic concepts, topics and terms- Helps students learn, retain and revise the key content by following a clear and consistent structure that maps every topic against the specification- Offers a complete solution to assessment preparation with practice questions and expert guidance on how students can improve their responses- Enhances students'' interest and understanding using a variety of engaging visual sources, textual extracts and activities to illustrate differe

Read more less

Book Synopsis

Read more less

Book SynopsisExam Board: EdexcelLevel: GCSESubject: Religious StudiesFirst Teaching: September 2016First Exam: Summer 2018Target success in Edexcel GCSE B Religious Studies with this proven formula for effective, structured revision; key content coverage is combined with exam-style tasks and practical support to create a revision guide you can rely on to review, strengthen and test their knowledge.With My Revision Notes you can:- Plan and manage a successful revision programme using the topic-by-topic planner- Consolidate subject knowledge by working through clear and focused content coverage- Test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers- Improve exam technique through example questions and expert supportCovering:Area 1 Religion and Ethics through ChristianityArea 2 Religion, Peace and Conflict through Islam

Read more less

Book SynopsisExam Board: WJEC Level: GCSE Subject: Religious Studies First Teaching: September 2016 First Exam: Summer 2018For the new Welsh specification for first teaching 2017Stretch and challenge your students to achieve their full potential with learning materials that guide them through the new Unit 1 content and assessment requirements; developed by subject experts with examining experience and the leading Religious Studies publisher- Enables you to teach philosophical themes confidently with clear explanations of Christian, Muslim, Jewish and Buddhist beliefs and practices.- Motivates students to build and cement their knowledge and skills using a range of imaginative, innovative activities that support learning and revision.- Prepares students for examination with exam focus sections at the end of each unit that provide guidance on how to tackle questions.- Helps students of all abilities fulfil their potential and increase their understanding through clear, detailed explanations of the key content and concepts.WJEC GCSE Religious StudiesUnit 1 Religious Responses to Philosophical ThemesCovering:- Christianity- Islam- Judaism- Buddhism- Life and Death- Good and Evil

Read more less

Book SynopsisFor the new Welsh specification for first teaching 2017.Trust the experts; let the market-leading publisher and subject specialists with examining experience provide accessible content that draws out the key ethical theories, helping to ensure your students have a thorough understanding- Teach the Unit 2 content confidently with comprehensive coverage of Christian, Muslim, Jewish and Buddhist beliefs and practices.- Enable students to build a strong core of knowledge with engaging activities throughout the textbook.- Boost students' confidence approaching assessment with guidance on tackling different question types.- Equip students' with the detailed knowledge they need to succeed with clear, lively explanations that make key concepts accessible to all ability levels.Covers:- Christianity: Beliefs and teachings- Islam: Beliefs and teachings- Judaism: Beliefs and teachings- Buddhism: Beliefs and teachings- Relationships- Human Rights

Read more less

Book SynopsisWelsh language edition. For the new Welsh specification for first teaching 2017Trust the experts; let the market-leading publisher and subject specialists with examiningexperience provide accessible content that draws out the key ethical theories, helping to ensureyour students have a thorough understanding.- Teach the Unit 2 content confidently with comprehensive coverage of Christian, Muslim, Jewish and Buddhist beliefs and practices.- Enable students to build a strong core of knowledge with engaging activities throughout the textbook.- Boost students' confidence approaching assessment with guidance on tackling different question types.- Equip students' with the detailed knowledge they need to succeed with clear, lively explanations that make key concepts accessible to all ability levels.Covers:- Christianity: Beliefs and teachings- Islam: Beliefs and teachings- Judaism: Beliefs and teachings- Buddhism: Beliefs and teachings- Relationships- Human Rights

Read more less