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2.
Manfred L. Pirner 《British Journal of Religious Education》2013,35(1):72-86
The article reports about an empirical study among the educational staff of one of Germany’s biggest Christian educational institutions, the ‘Christliche Jugenddorfwerk Deutschlands e.V.’ (Christian Youth Work of Germany, CJD). It tried to find out what ideas and attitudes the respondents had concerning the Christian profile of the institution and their own educational work. To this end, a questionnaire with mainly closed-ended and some open-ended questions was administered to the 6000 educational staff. The 934 responses are not representative but still give illuminating insights into the chances and problems of a ‘Christian pedagogy’ as proclaimed by the CJD. They show that a Christian profile of education is approved of by most of the CJD staff, even by many of those who do not believe in God. The results are interpreted and discussed in the context of current developments in Germany’s denominational private school sector, but imply perspectives for an international context as well. 相似文献
3.
Doret J. de Ruyter 《Interchange》1999,30(2):213-233
The central question of this article is whether separate Christian schools are defensible in a pluralistic liberal democracy. This question is answered from the perspective of Christian parents and based on the premise that these parents want to send their children to separate Christian schools. We argue that Christian education and separate Christian schools can be compatible with civic education of children towards a liberal democratic citizen, but that for some Christian communities this will not be easily achieved. 相似文献
4.
Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence. 相似文献
5.
《信阳师范学院学报(哲学社会科学版)》1990,(3)
Ⅰ) Introduction——more than just a 'Fairy tale' Besides being prominent in the academic world for his critical and other scholarly works, C, S. Lewis (1805—1965),British writer and professor of medieval and Renaissance Literature at Cambridge University, is widely accesible to the public through his novels and numerous writings on the place of Christianity in the modern world. Among the best known of his creative works are the seven 'Chronicles of Narnia'. 相似文献
6.
《安庆师范学院学报(社会科学版)》2012,31(2)
东吴系女作家程育真是一名皈依基督的理想主义者,她一直试图在文本中建立一个充满平等博爱的＂理想国＂,然而其温婉的风格一涉及现实的洪流便转为一种理想失落的感伤。整体上看,程育真的创作具有基督教的神性色彩。 相似文献
7.
This case study research project examined efforts at three member institutions of the Council for Christian Colleges & Universities (CCCU), all located in the southern United States, to increase faculty diversity. The study also explored how these efforts related to institutional mission and what aspects within the history of evangelicalism were perceived to promote or hinder the hiring of diverse faculty at these institutions. The study participants consisted of eleven faculty members, seven administrators, and two students from the three case study universities, and one administrator from the main office of the CCCU. Data were analyzed from a combination of personal interviews, observations, field notes, documents, and textual analysis, resulting in the identification of themes related to faculty diversity. Although these institutions had made great strides in diversity efforts, the study findings revealed that more intentional and systematic processes need to be established in order to increase faculty diversity. Given that faculty diversity efforts can be enhanced by implementing better recruitment and retention strategies, the discussion section highlights initiatives that have been effective at these universities, including the active pursuit of faculty of color and the purposeful management of mentorship programs. 相似文献
8.
David M. Csinos 《Religious education (Chicago, Ill.)》2013,108(2):217-220
This study examined the considerations involved when parents of sixth‐ and eighth‐graders in Israeli religious state elementary schools choose a religious secondary school for their children. While academic achievement was an important factor in parental choice, as religious Jews the parents were also greatly concerned with die secondary school's religious level. By means of discriminantal analysis, our study attempted to distinguish between two groups of parents: those who stressed the institution's religious level as opposed to those who stressed its academic level. We found that more religious parents, parents who had studied in boarding schools, and parents of Western origin belonged to the first category. Parents of younger children, less religious parents, and some parents of Oriental origin belonged to the latter group. The article also treats variations in parental attitudes according to parental gender, religious and communal identification, and child's grade and gender. 相似文献
9.
Schools are not “innocent” sites of cultural transmission. They play an active and significant role in transmitting values
and inculcating culture. Schools also serve as a site for the maintenance of boundaries and for the construction of identities.
Previous studies have recognized the relationship between education and identity. Building on existing literature, this study
examines the ways in which Christian schools can be a site for the construction and maintenance of religious, ethnic and class
identities of the ethnic Chinese in Indonesia. The study surveys four prestigious “Chinese” Christian schools in Jakarta.
Through a brief but thorough profiling of the schools, the study explores the complexity of and identifies issues associated
to religion, ethnicity and class, in relations to Chinese-Indonesians and the Indonesian society at large. 相似文献
10.
Gerald J. Pillay 《Christian Higher Education》2015,14(1-2):4-16
The relation between Christian education and the secularized public square, based on how state and church relations are typically portrayed, has been described chiefly in terms of conflict. However, in the case of church-founded schools and universities in Britain, the relationship, in practice, is more ambiguous than polarized. Arguably, there is growing antipathy to direct institutional identity with faith or religion; at the same time, however, there is growing confidence among others that institutions informed by faith bring something indispensable to education. This essay investigates this issue via the existential experience of Liverpool Hope University, the only ecumenical university in Europe. Although Liverpool Hope University is an ecumenical institution, it is also a part of the British State university system. The argument is made that the “way of ambiguity” is not unlike the “way of Incarnation,” which steers between the certainty of public recognition that has often led to forms of triumphalism and the dwindling public confidence that leads inadvertently to the dumbing down of Christian identity in public service. The church's long service to education is essential to its contribution to the common good and is indispensable for the sustainability of humane societies. 相似文献
11.
Narrating Lives,Narrating Faith: “Organic Hybridity” for Contemporary Christian Religious Education 总被引：1，自引：1，他引：0
Mai-Anh Le Tran 《Religious education (Chicago, Ill.)》2013,108(2):188-203
This article proposes that Christian Religious Education (CRE) today requires the practice of “organic hybridity” in fluid and shifting “diasporic spaces,” the prerequisite for which is the recognition that “hybrid subjectivities” is characteristic of our current postmodern, postcolonial, transnational, globalized world. Toward this aim, CRE must strive to understand how contemporary hybrid subjects negotiate identities and faith in the way they narrate situationally, improvisationally, and organically about the inter-activity between human and Divine for everyday living. 相似文献
12.
Relationships and sex education (RSE), as set out in the recent Bill making RSE compulsory for all English schools, should be appropriate to the religious background of pupils. This paper suggests that this appropriateness is best found by gaining the best understanding about religious young people’s lived experiences of relationships and sexuality. Our in-depth qualitative research with three Christian young men aged 17–18 from a large charismatic evangelical church in the Midlands region of England investigated experiences of romantic relationships, focusing on the ‘ethical moments’ in which Christian ethical principles of sexual abstinence are negotiated. By attending closely to both the theological and the non-religious discursive resources that these negotiations draw upon, we demonstrate the different ways in which abstinence becomes meaningful in study participants' lifeworlds. We conclude that a sex education based on ethics in practice might engage best with religious young people. 相似文献
13.
Thomas M. Edwards Aliona Jovanovski 《International journal for the advancement of counseling》2016,38(2):77-88
This paper reviews the contemporary literature as it pertains to the importance of hope as a therapeutic target; how it is variously conceptualized and how it may be effectively built in therapy. Implications for clinical practice include: (1) specific hope interventions amongst a broader treatment plan; (2) therapists’ awareness of their own level of hopefulness; (3) focusing on attachments, goals and making meaning from suffering. Each of these aspects is discussed for clients in general, and for Christian clients, with whom hope typically has a distinct theological narrative. 相似文献
14.
Michael L. Butterworth 《Quarterly Journal of Speech》2013,99(3):309-333
Baseball has enjoyed its status as the “national pastime” in part because it has been associated with democracy. To the extent that baseball, as an institution of civil religion, fosters pluralism and inclusion, it can indeed be viewed in democratic terms. In recent years, the advent of conservative Christian events called “Faith Nights” threatens the democratic health of the “church of baseball.” In particular, Faith Nights depend on a logic of branding that masks the political commitments that support the events. Thus, although many baseball fans and followers may not be aware of all aspects of Faith Nights, they are constituted in a hegemonic relationship with Christianity in ways that demand critical attention. 相似文献
15.
Regine Froese 《British Journal of Religious Education》2008,30(1):37-47
This article deals with the results and further consequences of my empirical investigation of Christian–Muslim families and their children in Germany. It gives an insight into the religious world of 4‐ to 12‐year‐old children in Christian–Muslim families through the analysis of evaluated interviews and drawings concerning religious practice and the image of God. Through the presentation of different aspects such as prayer, the image of God, gender issues, religious practice and affinity, the question of children’s own needs is discussed. 相似文献
16.
The perceived conflict between science and Christianity continues to be a strong and prevalent narrative, both inside and outside the church. As three long-time science professors in Christian higher education, we have seen firsthand how this conflict orientation threatens both Christian faith and science education. National surveys confirm that many millennial Christians feel a tension between their faith and the discoveries of science, and some leave Christianity over science or the church’s response to it. This article presents an overview of approaches and resources for bringing healthy conversations to campus, including theological principles to frame the discussion, ways to keep the conversation civil and constructive, models for the curriculum and co-curriculum, and roles for administrators. In the midst of controversial issues, educators who work within the context of Christian colleges and universities can disciple students to deeper faith in a science-dominated culture. 相似文献
17.
《Journal of moral education》2012,41(4):533-551
A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. The Guidelines explicitly asserted moral education as one function of schooling, whilst also formally recognizing the home and the community as two main influences. This paper narrates how three moral sources of influence – namely Confucian‐parental, Christian‐religious and liberal‐civic – have shaped the development of moral education in Hong Kong from 1973 to 2003. It then examines in more detail: parental influence at home – the Confucian moral source in Chinese family; schooling influenced by religious sources – taking Christian schools as an example; and the Independent Commission Against Corruption as an official agency for moral education – a liberal source calling for civic morality. In conclusion, the post‐colonial emergence of nationalistic influence in the recently constituted Chinese Special Administrative Region, advocating national identity as the new core value, is traced and the implications for future moral education in Hong Kong are considered. 相似文献
18.
“A Question Everybody Danced Around”: Gay Men Making Sense of Their Identities in Christian Colleges
Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):483-504
Despite broader social changes in attitudes and policies regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, the space available for gay students to develop and express their identities in Christian colleges provides only limited and fleeting relief because of the culture of heteronormativity central to their history and identity. Yet, in an era of enrollment competition in higher education, Christian colleges must navigate their traditional mission to preserve and advance the faith, changing cultural attitudes regarding LBGTQ people, and the financial realities facing contemporary institutions. This article draws from interviews with men who attended Christian colleges. First, we present their narratives to render the presence of LGBTQ people visible in these sites. Second, we seek to understand how these men made sense of their sexualities within educational cultures saturated with retention imperatives, institutional surveillance, and denominational ambivalence or hostility about LGBTQ persons. The men's narratives highlight the challenges they faced as “unfit subjects” (Pillow, 2004), their absorption of normative constructions of gender and sexuality governing their educational context, and the need for Christian colleges to better serve their gay students of faith. 相似文献
19.
Prepared for the 250th anniversary of the birth of Christian Salzmann, the founder of the Schnepfenthal Philanthropinum, the paper ‐‐ in addition to providing an appreciation of this educationalist's personality ‐‐ focuses particularly on his ability to always wisely choose capable collaborators, whose input contributed to the institution's renown. Of the many distinguished philanthropic educationalists, some of whom worked in Schnepfenthal for decades, the contributions of GutsMuths, Blasche and André are particularly emphasized. This part of the portrayal concludes with statements by Diesterweg demonstrating his high esteem for philanthropy and its exponents (mainly from Schnepfenthal) as a reflection of forward‐looking pedagogical views. That the influence of Salzmann's personality and his institution reached beyond national boundaries is shown by the large number and wide diversity of visitors to Schnepfenthal as well as by the pedagogical literature published from there. The paper concludes with a regional consideration of the continuation of research on Schnepfenthal after World War II as well as an assessment of the way in which Salzmann's ideas were adopted in the former GDR (East Germany). 相似文献
20.
John Bunyan’s The Pilgrim’s Progress has been written to preach the glad tidings of salvation.Therefore its allegorical protagonists have gradually gone through many tests and trials on the path to salvation.This paper is focused on the doctrinal instruction of the later two episodes,Doubting Castle and Enchanted Ground. 相似文献