Three approaches to religious education at Key Stages one and two in Wales: how different are church schools?

Survey data provided by 361 headteachers regarding religious education provision at Key Stages one and two within schools in Wales are modelled to distinguish between three main approaches to religious education, characterised as concerned with spiritual development, world religions, and Christian nurture. No differences in emphasis on these three approaches are found between non‐denominational schools and Church in Wales voluntary controlled schools. In Church in Wales voluntary aided schools greater emphasis is placed on the spiritual development dimension and on the Christian nurture dimension. In Roman Catholic voluntary‐aided schools greater emphasis is placed on the spiritual development dimension, greater emphasis is placed on the Christian nurture dimension, and less emphasis is placed on the world religions dimension.     

Mahatma Gandhi and Character Education in Non‐Violence: Its Relevance in Religious Studies Today

This essay presents educational principles of Mahatma Gandhi, specifically principles of character education, as a model for strengthening non‐violence in students. Its major concern is to show that Gandhi's ideal of non‐violent character education is important for university teaching in disciplines including religious studies, and that Gandhi offers methods for fostering non‐violent character, namely the teaching of world religions, service learning, and setting an example. The effectiveness of Gandhi's views, moreover, finds some support in contemporary teaching practices, including my own experiences in the classroom.     

The Baltimore Mural Project: An approach to threshold concepts in religious studies

The Baltimore Mural Project (BMP) seeks to connect religious studies education to the growing literature on threshold concepts in order to address bottleneck areas in student learning. The project is designed for undergraduate service courses comprised of mostly non‐majors: for example, world religions. Students in these courses often struggle to understand and apply the discipline's unique approaches to the study of religion (i.e. its threshold concepts). Rather than merely memorize certain facts about a religious tradition's myths [or world forming stories], rituals [or embodied disclosures], materials, and so on... students are asked to apply threshold concepts related to religion, art, and the social good to the study of murals in Baltimore. Through a series of project elements (including: field work, photography, digital geomapping, and quantitative, qualitative, and archival research) the BMP helps students who struggle with threshold concepts in religious studies by creatively connecting the more conventional aspects of world religions courses to social justice issues related to mural art in Baltimore. By experientially helping students to make these connections, they are able to find creative routes through otherwise hindering barriers to their learning in religious studies.     

In the Name of the Father, the Son and the Holy Spirit: A Critical Reflection on the Trinitarian Theologies of Religion of S. Mark Heim and Gavin D'Costa

Abstract:  S. Mark Heim and Gavin D'Costa are two significant contemporary authors grounding a theology of religions in the doctrine of the Trinity. This article critically examines their respective interpretations of the doctrine of the Trinity, and their deployment of this doctrine in appreciation of religious difference. Heim, in his attempt to provide a theological validation for the world religions, departs from more traditional formulations of the Trinity. Ironically, this departure means that he fails to describe the world religions in their own particularity, that is, as they would describe themselves. D'Costa, by contrast, maintains a sound trinitarian position, and raises the question of Christian responsibility toward the world religions from precisely this theological grounding. He does not conceptualize the religions within a theological framework, but does demonstrate that engagement with the religions constitutes an obedient ecclesial response to the Trinity.     

Home is My Area Code: Thinking About,Teaching, and Learning Globalization in Introductory World Religions Classes

There has been significant and growing interest in teaching religious studies, and specifically world religions, in a “global” context. Bringing globalization into the classroom as a specific theoretical and pedagogical tool, however, requires not just an awareness that religions exist in an ever‐globalizing environment, but a willingness to engage with globalization as a cultural, spatial, and theoretical arena within which religions interact. This article is concerned with the ways that those of us interested in religion employ globalization in the classroom conceptually and pedagogically, and argues that “lived religion” provides a useful model for incorporating globalization into religious studies settings.     

Ecumenism between the world religions

Conclusion We seem then to be left with the fourth position outlined above as the best solution we have to the problem of religious diversity. No doubt this will be far too radical for some religious believers in that, while it allows a believer to hold that his or her religion has some kind of paradigmatic status it also admits that genuine religious developments may take place in other religions. On the other hand it will not be radical enough for other people who will see it as denying the integrity and autonomy of other religious ways and sanctioning some degree of religious exclusivity and intolerance in that, by seeing Christianity as having some essential core of truth that Buddhism lacks, I am claiming superiority for Christianity. And vice versa, if I claim that Buddhism is the privileged way of enlightenment, I am claiming superiority for Buddhismvisà-vis Christianity. Nevertheless, even if this position does notsolve the problem of religious diversity it does at least show which of the alternative solutions are finally untenable, both on religious and philosophical grounds. And it does provide a basis for genuine ecumenical dialogue between the world religions. Indeed, by recognising that a religious believer can hold that genuine developments of religious values may take place in other religions, it makes such dialogue absolutely necessary in much the same way as the Christian Churches have been led to see ecumenical dialogue as not merely an option but a necessity.     

Catholic Theological Education in a Religiously Pluralistic Age

Abstract. This article describes the transformation of Catholic theological education over the last fifty years from a highly defensive posture vis‐à‐vis other religions toward dialogical engagement with members of other religions and all persons of good will. Until Vatican II, most Catholic theologians and officials distrusted exploration of other religions as leading to a dilution of Catholic identity. Vatican II condemned anti‐Semitism and called for dialogue among religions in pursuit of common values. Since the Council, there have been developments in interfaith education on three levels: religious studies, comparative theology, and inter‐religious practice.     

Drawing a line between the religious and the secular: the cases of religious education in Sweden and India

Abstract

Religion as a school subject – Religious Education (RE) – is handled differently in various national contexts. This article discusses two different systems of managing (or avoiding) RE: those used in non-denominational Swedish and Indian schools. The article focuses particularly on what is allowed in the classroom with regards to religion. Both countries are secular, but where is the line drawn between the secular and the religious? Allowing the two contexts to meet reveals the particularities of each. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE: religion is to be defined through beliefs and words, and religious actions should be excluded from classrooms. The Swedish context highlights ‘knowledge of’ religions, but avoids religious action. In India, there is no explicit RE, but Indian education does include learning from religion as well as ‘doing religion.’ The Indian approach is very inclusive, to the point of emphasising, as teachers put it, a common core of all religions. Both systems of RE offer particular opportunities and face certain difficulties in dealing with the contemporary globalised world.     

Religion,education and conflict in Northern Ireland

The aim of this article is to re‐evaluate and reaffirm the contribution of the churches and of Christianity to the realization in Northern Ireland schools of legitimate and progressive educational values such as the cultivation of tolerance, moral integrity and civic virtue. Implicit in this is a critique of educational initiatives that seek to undermine the influence of Christianity in schools. There is also discussion of the reasons why the increasing secularization of education in Northern Ireland should be resisted. The paper begins with a brief historical overview of the ongoing tension between religious and secular influences in education and notes the ways in which developments in education have tended to marginalize religion and to denude public education of Christian religious content and influence. Critical attention is then given to the role of religion in the Northern Ireland conflict, for it is the conviction that the conflict is religious that provides much of the stimulus for efforts to secularize education and schools. This is followed by some brief comments on the positive role that religion can play in religious education and in schools. The article concludes with a brief review of the reasons why a proper balance between secular and religious influences in schools in Northern Ireland should be maintained.     

The Agency Paradigm: A Pedagogical Tool to Facilitate Nuanced Thinking on Sensitive Issues

Sensitive issues, rife in religious studies and in theology, present a pedagogical challenge when teaching students to nuance their thinking around positions that are often sharply defined and elicit strong feelings. I developed a learning tool that I call the “Agency Paradigm.” The purpose of this tool is to help students comprehend diversity within religious traditions, particularly regarding the agencies of women who are committed to them. Drawing on the open and critical dialogue of emancipatory pedagogy, the Agency Paradigm encourages students to explore a range of ways women in world religions choose to act in varying contexts. This approach to teaching world religions increases students’ cognitive knowledge base and expands their understanding of each of the religions studied in the course, as examined through the perspective of differing women; it also assists them in developing their own agency through thoughtful reflection.     

World Religions Paradigm,legal system and education. The case of the Czech Republic

The article deals with the concept of religion in the laws which regulate access of religious organisations to public education in the Czech Republic. The analysis of the laws reveals that the World Religions Paradigm (WRP) is applied here. Religious organisations representing ‘important world religions’ have a privileged position in accessing public education. Mostly Christianity-based churches have access to public education through the legal notion of ‘special rights’ granted by the state. The article provides a concise review of the key points of criticism of the WRP. The paradigm is criticised as ethnocentric, inherently theological, developed with colonialism, undefinable in practice, highly abstract, essentialist and ahistorical. Its historical development is related to the process of reification as defined by W.C. Smith. The concluding part relates the criticism of the WRP to the concept of religion in the laws regulating the access of religious organisations to public education in the Czech Republic. The application of the WRP leads to restrictions of religious pluralism.     

当代国际传教运动研究的“四个跨越”

20世纪60年代尤其是冷战结束以来,宗教在全世界范围迅速增长,各种跨国宗教运动和现象风起云涌,其中国际传教运动的突飞猛进尤为引人注目,这不仅在很大程度上改变了世界宗教布局,而且对人们关于传教运动的传统看法和理论范式形成了具有颠覆性的挑战。本文主要针对当前国际传教运动的发展趋势和国内学界对传教运动尤其是基督教传教运动研究的现状,提出"国际视野、当代关怀"以及实现"四个跨越"的研究设想,以对全球宗教复兴作更加全面的学术回应。     

(Inadvertently) Instructing Missionaries in (Public University) World Religions Courses: Examining a Pedagogical Dilemma,its Dimensions,and a Course Section Solution

In this article, I explore an ethical and pedagogical dilemma that I encounter each semester in my world religions courses: namely, that a great number of students enroll in the courses as part of their missionary training programs, and come to class understanding successful learning to mean gathering enough information about the world's religious “traditions” so as to effectively seduce people out of them. How should we teach world religions – in public university religious studies courses – with this student constituency? What are/ought to be our student learning goals? What can and should we expect to accomplish? How can we maximize student learning, while also maintaining our disciplinary integrity? In response to these questions, I propose a world religions course module, the goal of which is for students to examine – as objects of inquiry – the lenses through which they understand religion(s). With a recognition of their own lenses, I argue, missionary students become more aware of the biases and presumptions about others that they bring to the table, and they learn to see the ways in which these presumptions inform what they see and know about others, and also what they do not so easily see.     

The Dialogue between Science and Religion and the Dialogue between People of Different Faiths: Areopagus Revisited

Christianity finds itself in a new situation, one that resembles its first-century experience in that it will be shaped by a new dominant world culture. This culture is marked by three factors-the economy, the multireligious situation, and science. The author's discussion deals with the issues that arise in this engagement with culture under three rubrics: dialogue between science and religion, globalization of the religious encounter, and interreligious dialogue in a globalized world. The major assertions are: (1) Science and religions must avoid restrictive and expansionist relationships and work for reciprocal interaction. (2) Globalization is an unavoidable, but ambiguous, historical development; religions should reject responses of "ethnification" and "primitivism" and rather engage in strategies that encourage both productive encounter and critical distance. (3) Interreligious dialogue includes dialogues of life, of intellectual exchange, of religious experience, of common action, and of confrontation; this dialogue will seek to embrace truth (which involves science) and wisdom (which includes the various religious traditions) in the reciprocal interaction that is marked by love.     

Missional Discipleship

Most communities of the world, and particularly in the continent of Africa, are multi‐faith and multicultural. Christianity is a major religion in the continent that has succeeded in persuading adherents of African traditional religions to switch off from their indigenous belief and switch on to Christian belief. 1 Christianity is not the only religious faith in Africa. It has other sibling monotheistic religions and other religious expressions. Christianity, being a mission‐oriented religious faith, has a mandate to bring about transformation as reflected in its sacred text, the Bible. This article will explore how the transformation is stimulated and sustained. Meanwhile, it is necessary to state that African people were religious people even before the advent of Christianity and Islam. As a result, religion plays a critical role in their public engagements. Nevertheless, what may be investigated further would be whether religion, and Christian faith in particular, influences the people to be good citizens/disciples as they engage in the socio‐political and economic life of the society. The article seeks to use the notion of missional discipleship as a compelling stimulus for inclusive transformation in African societies.     

"Demographic Futures for Christianity and the World Religions"

Abstract :  Since before 1970 Christian researchers have been tracking the massive demographic shift of Christianity to the Southern Hemisphere and noting the increasingly religious nature of populations around the world. At the same time, writers on the future of religion have been drawn to extreme portrayals of decline or revival of religion. However, the world's religious situation is replete with detailed information, drawn from enormous data collections on religious affiliation and questions about religion in government censuses. Quantitative tools, utilizing this information in the context of demography provide a more nuanced view of humankind's religious future. Demographic trends coupled with conservative estimates of conversions and defections envision over 80% of the world's population will continue to be affiliated with religions 200 years into the future. This religious future will have a profound influence on Christian theology, relations between religions, and the interaction between religion and politics.     

Introducing the Astley–Francis Theology of Religions Index: construct validity among 13- to 15-year-old students

The ‘theology of religions’ is concerned with the interpretation and evaluation of the divergent truth-claims and views of salvation that are asserted or implied by different religious traditions. This study proposes a new multi-choice index that distinguishes between six current positions within the theology of religions, characterised as Atheism, Agnosticism, Exclusionism, Inclusivism, Pluralism, and Interreligious perspective, with a further subdivision between two expressions of the pluralism perspective. The construct validity of this new measure is supported by the performance of the instrument in respect of a network of theories (regarding how these different positions may relate to the factors of sex, age, personal religiosity and attitude toward religious diversity) among a sample of 10,754 13- to 15-year-old students from England, Northern Ireland, Scotland and Wales.     

Should World Religions be Taught to Primary School Children in Predominantly White,Traditionally Christian Areas? A survey of headteacher attitudes in West Wales

The 1988 Education Reform Act stipulated that the character of RE should ‘reflect the fact that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of other principal religions represented in Great Britain’. The Act did not, however, ask whether multifaith RE was relevant to primary school children in predominantly white, traditionally Christian areas. This article explores headteachers’ perceptions of the relevance of multifaith RE. Attention is given to the views of headteachers in South West Wales about possible reasons for and against teaching world religions. It also looks at their views about which religions are most relevant to the primary curriculum and about the balance of time which they believe should be allocated between Christianity and the other world religions. The article concludes that, although some headteachers in predominantly white areas are aware of difficulties inherent in this multifaith RE, it is seen by the majority as being both educational and relevant to the needs of primary school children in a modem western society, whatever cultural mix or lack of it exists in the school.