Negotiating faith on the Coventry Road: British-Muslim youth identities in the ‘third space’

This article, which arises from three years of ethnographic fieldwork, explores the negotiation of faith, place and social identity amongst British-Muslim youth in one inner-city community in Birmingham, UK. Narratives drawn from fieldwork are brought into a critical dialogue with theoretical discourse about the nature of culture, the built urban environment, youth identities and contextualised religious discourse within the British-Muslim community. The article suggests that a dynamic definition of culture as an open and ongoing process of meaning-making and the utilisation of ‘third space’ thinking are needed to adequately explore the multifaceted contextual religious discourse of British-Muslim youth. The article seeks to answer a key question: how do urban British-Muslim youth negotiate faith and meaning in a society that increasingly questions their presence and what might their experience have to teach wider society about the impact that contemporary urbanism has on the articulation of personal, political and religious identity?     

基于语境的预期推理构建的实验研究

两个实验用移动视窗技术,用目标句阅读时间和命名探测词两种指标来考察当文本中有两个情境模型时,读者是否会即时进行预期推理。结果表明,如果在支持性语境与引发推理的信息之间插入一个与支持性语境所描述的情境模型不同的,且与主人公目标有关的因果链上的情境模型的信息,则不管这个插入的情境模型在文本中的位置如何,也不管干扰信息的干扰水平高低,都会降低因果性预期推理在阅读中产生的可能性。     

Limits of morality: A sociological approach to higher moral stages

Grounded in the wider framework of Kohlberg's (1984) stage theory of moral development and Habermas' (1981; Habermas &; Luhmann, 1971) theory of discourse, this article addresses the question: Is a moral stage 6 society possible? Toward answering this question, a sociological approach to moral stage 6 is employed that complements the usual psychological approach to moral development. The article posits that a moral stage 6 society is impossible. Therefore, lower-stage institutions cannot be abolished; they have to be controlled and supervised. This calls for a new and structurally different type of discourse, the metadiscourse. The article postulates that such metadiscourse has the property of moral stage 7 according to the general stage model (Commons &; Richards, 1984a, 1984b). Finally, several strategies for controlling lower-stage institutions are considered, with bureaucracy serving as example of a lower-stage institution.     

Education for the Heart and Mind: Feminist Pedagogy and the Religion and Science Curriculum

Feminist educators and theorists are stretching the boundaries of what it means to do religion and science. They are also expanding the theoretical and practical frameworks through which we might present curricula in thosefields. In this paper, I reflect on the implications of feminist pedagogies for the interdisciplinary field of religion and science. I begin with a brief discussion of feminist approaches to education and the nature of the feminist classroom as a setting for action. Next, I present some theoretical and practical issues to consider when developing a feminist praxis and an antisexist curriculum. This leads into a discussion of the role of language and critical reflection in the religion and science classroom, the risks associated with reflective discourse, and considerations in the use of 'feminist' teaching tools such as small group work, journals, and portfolio assessment. Iconclude with a reflection on how feminist pedagogy promotes an epistemology that speaks to the hearts and minds of participants in the dialogue of religion and science.     

The Integration of Modern Sciences into the American Secondary School, 1890--1990s

Studies in Philosophy and Education - School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account für the permanent lodging...