The potential impact of the neurosciences on religious and spiritual education: ramifying from the impact on values education

This article will argue that neuroscientific insights can inform religious and spiritual education’s capacity for strengthening student understanding, promoting transformation and ultimately wisdom. Among other findings, it will show that current neuroscientific research supports a holistic approach to pedagogy which emphasises the cognitive, affective, moral and other dimensions of student learning and the corresponding need to facilitate development in all of these dimensions in order for authentic learning to take place. As such, the article adopts a cross-disciplinary reference point, referring to research that has demonstrated the usefulness of neuroscientific findings in application to education through a specific focus on values education. Values education is held up as a discipline with complementary interests to a holistic religious and spiritual education, these interests being in its capacity to inculcate in students the character dispositions which orientate them towards moral excellence, so allowing them to navigate complex ethical terrain, contribute constructively to society, and ultimately achieve human flourishing (Porter 2001 Porter, J. 2001. “Virtue Ethics.” In The Cambridge Companion to Christian Ethics, edited by R. Gill. Cambridge: Cambridge University Press. [Google Scholar]; Becker 2004 Becker, M. 2004. “Virtue Ethics, Applied Ethics and Rationality Twenty-three Years after ‘After Virtue’.” South African Journal of Philosophy 23 (3): 267–281.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Narvaez 2007; Rachels 2007). Drawing on what has been demonstrated above, we will argue that neuroscientific insights can help in understanding and facilitating religious and spiritual education as holistic and able to respond to contemporary issues of personal identity and social friction and, furthermore, as uniquely poised to contribute to contemporary educational research, including around the intersections between neuroscience and education.     

Human rights without human supremacism*

Early defenders of the Universal Declaration of Human Rights invoked species hierarchy: human beings are owed rights because of our discontinuity with and superiority to animals. Subsequent defenders avoided species supremacism, appealing instead to conditions of embodied subjectivity and corporeal vulnerability we share with animals. In the past decade, however, supremacism has returned in work of the new ‘dignitarians’ who argue that human rights are grounded in dignity, and that human dignity requires according humans a higher status than animals. Against the dignitarians, I argue that defending human rights on the backs of animals is philosophically suspect and politically self-defeating.     

Considering religious education in context: politics,reform and debates among Turkish Cypriots

This article exemplifies the politicisation of religious education that has polarised the Turkish Cypriot community and explores a possible approach to religious education for primary schools in north Cyprus. In the light of the long-standing debate, this study has a particular focus on the mandatory religious instruction in public primary schools and evaluates the textbooks and teachers' perceptions. Unlike lower and upper secondary schools, divinity classes have constantly been offered to primary school pupils since the 1960s. Religious education at the primary school level is a contentious issue on which the educational experts have been unable to reach a consensus, and continue to discuss on different perspectives. To this end, a comprehensive review of the content analysis of the primary school religious education textbooks and semistructured interviews with teachers and education specialists has been undertaken. Although this study is set in the north Cyprus context, it is also relevant for other conflict-affected societies as it describes the challenges of religious education, secularism and pluralism.     

Human rights and the rights of states: a relational account

What is the relationship between human rights and the rights of states? Roughly, while cosmopolitans insist that international morality must regard as basic the interests of individuals, statists maintain that the state is of fundamental moral significance. This article defends a relational version of statism. Human rights are ultimately grounded in a relational norm of reciprocal independence and set limits to the exercise of public authority, but, contra the cosmopolitan, the state is of fundamental moral significance. A relational account promises to justify a limited conception of state sovereignty while avoiding the familiar cosmopolitan criticisms of statist accounts.     

Religion and the Human Rights Idea

Three recent books focus, in different ways, on the idea of human rights and its relation to religion and religious ethics. All three books discussed here address criticisms of the human rights idea and seek to establish the relationship of religion and human rights with regard to the field of policy. The present discussion begins with an overview that places these three books in the larger context of the development of the human rights idea and its historical relationship with religion. It then turns to Little's book, next to the collection of essays edited by Twiss, Simion, and Petersen, which is described internally as a Festschrift for Little, and then to Hogan's book, and in the final section it explores comparisons among the books.     

Changes in religious attitudes and behaviors of Euro-Turk students with theology education

This paper studied a new dimension of international students, who are citizens of another country but came back to Turkey for religious education where their parents or grandparents are citizens. Did a five-year religious education process based on the main sources of Islam lead to a change in these students' religious attitudes and behaviors, and if yes to what extent did these changes occur? A panel survey is conducted on these students in pre-education and post-education periods to answer this question. Without ignoring the effect of the social environment outside of education on religious attitudes, we found that students exhibit a more tolerant, nonstrict attitude toward both their coreligionists and those who have negative attitudes toward their religion. Additionally, in parallel with the deepening of religious knowledge, a questioning and critical perspective was formed with a decrease in superstitions. We found that the attitude change in female students was generally higher than that of male students.     

A diasporic Christian theology: towards an eschatological understanding of theological education in post-communist societies

Christian theology amidst post-communist societies finds itself in a precarious situation as it seeks to emerge from the competing social imaginaries of its totalitarian Soviet past and the democratic capitalism of its future. To do so, eschatological hope will need to spring eternal as it seeks understanding by faith in love of the triune God and its diverse neighbours while reckoning with its diasporic status. As such, this programmatic article succinctly circumscribes the meaning (hope), message (faith), and mission (love) of a diasporic Christian theology with an ecumenical vision predominately for university theological education under post-communist conditions. It seeks to give reason for the eschatological hope within (meaning) that is fixated on the resurrected Christ in the Spirit (message) for the wisdom and flourishing of humanity (mission).     

Measuring religious affiliation in Great Britain: the 2011 census in historical and methodological context

Abstract

The British religious census of 2011 is located in its broader historical and methodological context. The principal developments in the measurement of religious affiliation (proxy-assigned or self-assigned) in Britain are traced from the Reformation to the present day, charting the relative contribution of the Churches, the State and empirical social science. The key statistics which have emerged from their respective efforts are summarised, with nominal religious affiliation universal until the time of the French Revolution and preponderant until as late as the 1980s. For recent decades, when the profession of faith has been rejected by large numbers of Britons, particular attention is paid to the variant results from different question-wording. Depending upon what is asked, the proportion of the population currently making sense of their lives without asserting a confessional religious identity ranges from one-quarter to one-half. The difficulties of trying to construct a religious barometer through a single, unitary indicator are thus illuminated.     

Human Rights and Religion: A Sociological Perspective

This essay aims to review mainstream literature and research perspectives on the sociology of human rights with the further focus on relationship between human rights and religion. We consider the challenges of late engagement of sociology with human rights and current narratives of the relationship of human rights and religion that encompass normativity as the central category of historically oriented sociology. We discuss the contribution of two empirical research mainstreams on human rights and religion and focus on a new field of study—sociology of religious freedom. A detailed new agenda for sociological research on human rights and religion is explored in the final part of our assessment.     

Teaching worldviews through creative drama for religious education in Turkey

Abstract

Over the last two decades, Worldview Approach has been mentioned in the field of religious education and spirituality. This article aims to determine the effects of creative drama on teaching worldviews and religions. The main purpose of Worldview Education is to assist individuals to have a broader and deeper understanding on self-identity, worldviews of others, and on the meaning and purpose of life. It also helps individuals to think on ontological, epistemological and ultimate questions about life, values and beliefs. The spiritual development of individuals has a need for several guidelines from the fields of philosophy, theology, and education. As an educational tool, creative drama increases imagination, creativity, problem-solving and critical thinking skills and assists students’ personal and emotional development. Combining Worldview Education with creative drama creates a multidimensional educational environment for a meaningful learning on religions, worldviews, and spirituality.     

A sufficiently political orthodox conception of human rights

The traditional conception of human rights, or the orthodox conception (OC), has, over the last few years, been vigorously challenged by the political conception (PC) of human rights. I have two main aims in this paper: the first is to articulate and evaluate the main points of disagreement between the OC and the PC in order to provide a clearer picture of what is at stake in the debate. The second is to argue that the OC has the resources to respond to the PC's most challenging criticism; namely that it is not sufficiently political.     

Perceptions of the organizational context and psychological contract breach: Assessing competing perspectives

This study examines how employees’ perceptions of specific features of the organizational context—organizational politics and procedural justice—are related to their evaluations of psychological contract breach and subsequent attitudes and behaviors. Across three studies, we examined the appropriateness of four models for describing relationships among the focal constructs. Results of these studies support (a) an environmental responsiveness model in which psychological contract breach mediates the effects of politics and justice on employee outcomes, and (b) a general fairness evaluation model where politics, justice, and psychological contract breach serve as indicators of a higher order factor that predicts employee attitudes and behavior. Implications and directions for future research are presented.     

Spiritual sensitivity in the classroom: a teaching experiment in Finnish upper secondary religious education

The interest to research spirituality in the classroom has been constant over the last decade. However, empirical research into classroom pedagogy and the lived experience of religious education has been scarce. This study describes a small-scale intervention that aimed to promote students’ spiritual reflection in Finnish upper secondary school RE classes by using stimulating tasks. One class (N?=?23) of upper secondary school students (16–18?years of age) participated in the study. Analysis of students’ responses after the silent reflection moments suggested that the tasks were successful in eliciting some level of spiritual reflection for most of the students. In this article, we describe the experiment and the content and nature of this reflection, as well as discuss the advantages and challenges of spiritually sensitive teaching methods in a classroom of heterogeneous worldviews.     

Women's human rights violations: Cameroonian students' perceptions

Cameroonian university students (N = 666) assessed whether certain different societal positions that the law grants to women and men (the husband chooses the marital home, the husband wields parental power, a married woman cannot freely engage in trade, the husband administers his wife's personal property) and certain cultural practices (female genital mutilation, parents arranging their children's marriage) were seen as violations of women's human rights. Justifications for the choices were also analysed. Female genital mutilation was most often seen as a violation of women's human rights, and the husband selecting the marital home was least often seen as a violation. These differences were explained by cultural specificities. Women more often than men saw the cases as violations of rights. Respondents coming from the North saw the cases less often as violations of rights than respondents from other geocultural areas, which was in accordance with their previously observed higher collectivism. Copyright © 2009 John Wiley & Sons, Ltd.     

Human and peoples' rights: social representations among Cameroonian students

Social representations of human and peoples' rights were studied among Cameroonian university students (N = 666) with a questionnaire based on the UN Declaration of Human Rights and the African Charter on Human and Peoples' Rights and Duties. The respondents were asked how important and how well realized they regarded the 39 human and peoples' rights to be. A 13-factor model provided the best fit with Cameroonian students' perceptions of human and peoples' rights. Taken as a whole, our results are in line with previous quantitative studies on human rights, confirming structural similarity but also country-specific variation in the aggregation of specific rights. Moreover, our data showed that Cameroonian students value human and peoples' rights highly (M = 6.18), whereas their fulfillment is not regarded as highly (M = 5.09). Same law for all, equality and freedom, and right to work and living were highly appreciated but lowly realized rights. Higher than average in importance and realization were right to education and self-fulfillment, right to marriage and property, peoples' social and political basic rights and right to life and safety. Low in importance and realization were peoples' right to their country's natural resources and independence, right to meetings, and right to express opinion. Women appreciated the rights more than men and thought of their rights as better realized compared to men. We suggest that when women say that their rights are better fulfilled than men do, it is in comparison with the older generation, who are still very dependent on men. Nowadays, thanks to education and urbanization, young women have wider choices or opportunities for marriage and jobs. Men may feel frustrated in the context of political liberalization because the freedoms are more theoretical than fulfilled; the economic crises and cultural changes have hindered their economic domination and their prerogatives.     

Governing religious diversity in cities: critical perspectives

ABSTRACT

This collection addresses the question of how cities govern and regulate religious diversity. Its main goals are: 1) to take stock of current research regarding the municipal governance of religious diversity; 2) to put forward new concepts and empirical analyses to enhance this field of study; and 3) to identify potential lines for future enquiry that help move the field forward. The contributions cover a wide variety of topics, such as the roles of laws, state contracts, and urbanism in governing religious diversity, comparisons of diverging governance trajectories in various cities within one country, and the controversies surrounding the celebration of religious events in urban spaces. The contributions also identify factors that influence governance processes at the urban level and their consequences for the practice of religion. The collection covers studies of cities in various European countries as well as in Canada.     

Negotiating the spaces: exploring issues of human rights in an Indian text

This article is an attempt to negotiate the spaces between a number of problematic positions concerning Hinduism and human rights through the close study of one particular text, the Rājadharmaparvan of the Mahābhārata. By examining safeguards and provisions for subjects articulated in the text’s discourse of kingly duty, it engages with some of the arguments forwarded in the theoretical literature on human rights. Here it interrogates, in particular, the idea that Hinduism is distinctively incompatible with these norms in a way other historical or cultural traditions are not. The article concludes by asking whether it is possible to counter Eurocentric tendencies in global debates without furthering illiberal agendas within local ones. Discussing the appropriation of ‘Raj dharma,’ and the texts that deal with it, by the Hindu Right, it briefly outlines some recent moves in human rights theory that help facilitate the reclamation of a rich and plural textual heritage.     

‘A touchy subject’: teaching and learning about difference in the religious education classroom

ABSTRACT

The present article reports research conducted during 2018 in a secondary school in South Yorkshire, England with a class of 11–12-year-old boys and girls and the class teacher of religious education (RE), in consultation with the head and deputy head of the RE faculty. The focus of the project was on the extent to which existing research findings can assist teachers to deal with issues of religious diversity, including how the classroom can be a ‘safe space’ for dialogue and discussion and how media influences can be managed. It was one of a number of projects conducted by members of the Signposts International Research Network, who have undertaken independent studies in the UK, Norway and Sweden, which address issues identified in the Council of Europe publication Signposts. The findings reported in the present article highlight: the need for teachers to be given support in learning skills for managing classroom dialogue; the interest of young people in exploring difference; and the benefits of participation in classroom-based collaborative research.     

Generational forgiveness and historical injustices: perspectives of descendants of victims of Apartheid-era gross human rights violations in South Africa

This study explored the issue of generational forgiveness in the political sphere in contemporary South Africa. It is based on qualitative interviews conducted with 20 children and grandchildren (females?=?10, males?=?10) of victims of Apartheidera gross human rights violations. The interview data were interpretively analysed to uncover underlying meaning. The results yielded three main themes namely: the myth of forgiveness in politics; political forgiveness as an inherently difficult human enterprise; and the intrinsic value of political forgiveness. Findings suggest that political forgiveness is likely if solutions are found to persistent poverty and inequality, which are structural legacies of the past.     

Bridging separate communities: the aspirations and experiences of minority ethnic religious education teachers in England

This article takes as its starting point concerns about community separation that arose in 2001, following outbreaks of violence in English urban centres, and again in 2014, following the so-called ‘Trojan Horse’ case. Despite a series of reports which have highlighted the need to address ‘separation’, promote ‘meaningful contact’ between those who differ in terms of ethnicity and worldview and identify teachers of religious education (RE) as key players, researchers have paid no attention to teachers of RE from minority ethnic and religious backgrounds. The article draws on a qualitative study of teachers from Hindu, Muslim and Sikh backgrounds to explore their concerns about pupils’ perceptions of separation and the ways in which they attempted to address these in white majority and Muslim majority schools. Communication research and studies based on social capital theory are used to suggest that the teachers used ‘bonding’ and ‘bridging’ strategies as means of encouraging pupils to explore their perceptions of separation, engage in a mediated form of meaningful contact with ‘the Other’ and expand their thinking. The conclusion calls for further research in to the strategies reported and for policy makers to support the recruitment, training and career development of minority ethnic teachers of RE.