Ubani New international studies on religions and dialogue in education

1. Auflage 2018
ISBN: 978-3-8309-8846-5
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 238 Seiten

What are the key questions highlighted in religious and spiritual education today? Many global processes such as migration, pluralism and the redefinition of citizenship challenge the traditional notions of borders concerning cultures, states and nationalities, ethnicities and even religions. Consequently, in societies today, the distinction in religions or identities between global and local or inside and outside no longer functions well. As the many borders in our world are becoming again more transparent and cultures blended, there is an increasing and constant need to re-examine the conceptions and theories concerning religion, dialogue and education. This volume brings together 14 new international studies based on selected presentations from the 14th Nordic Conference on Religious Education. The topics of the articles include studies on religion, dialogue and education in different contexts ranging from policy studies and higher education to home education, and research on education about religions to confessional education. The volume serves the interests of researchers, policymakers, practitioners and students of religious and spiritual education.

Autoren/Hrsg.

Ubani, Martin

Inhaltsverzeichnis

1;Book Cover;1
1.1;Impressum;4
1.2;Contents;5
1.3;Editorial;7
2;Raising a Christian or an Orthodox Christian? Parents' experience of their ecumenical reality and minority status in the religious upbringing of Finnish Orthodox children and youth (Pekka Metso);13
2.1;Abstract;13
2.2;The "ecumenical family" as a challenge for religious upbringings;13
2.3;Interplay between the domains in religious socialization;16
2.4;Ideals and the reality of religious socialization in the Finnish context;17
2.5;Analysis;18
2.6;Conclusions;26
2.7;References;28
3;Theoretical and methodological perspectives to studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools (Arniika Kuusisto, Jörgen Straarup, Olga Schihalejev, Arto Kallioniemi & Linda Vikdahl);31
3.1; Abstract;31
3.2; Introduction;31
3.3; Method;36
3.4; Conclusions;41
3.5; References;42
4;Interreligious education in Catholic schools in Hong Kong. Promoting human values in risk of assimilation by sovereign transition (Imelda Pui-hing Lam);47
4.1;Abstract;47
4.2;New era in Hong Kong;47
4.3;Salient features of the new curriculum on religious education;49
4.4;First distinguishing feature: core human values;50
4.5;Second distinguishing feature: Interreligious education regarding Christianity and Confucianism;53
4.6;Third distinguishing feature: Approach of Emmaus Pedagogy;56
4.7;Conclusion;58
4.8;References;59
5;The role of mindful art-making in Jewish dialogical spiritual education (Elyssa Wortzman);61
5.1;Abstract;61
5.2;The role of mindful art-making in Jewish dialogical spiritual education;61
5.3;How do students perceive learning through MABJSD?;67
5.4;Concluding remarks on an art-based spiritual tool-box for dialogic learning;74
5.5;References;76
6;Toward democratic practices in RE? A teaching experiment in Finnish classrooms (Martin Ubani);81
6.1;Abstract;81
6.2;Introduction;81
6.3;RE classroom practices and participation;82
6.4;Research procedures;85
6.5;Results;86
6.6;Concluding Remarks;89
6.7;References;91
6.8;Appendix 1. Statistics on the variables;94
7;Theology students' views about competence on multicultural and multi-faith issues (Mehmet ?anver & Özgür Erakku?);95
7.1;Abstract;95
7.2;Religious education in multicultural and multi-faith environments;95
7.3;Method;101
7.4;Findings;103
7.5;Discussion;108
7.6;References;109
8;Church and state in educational dialogue. A historical study of the presbyterian church of Ghana (Seth Asare-Danso);111
8.1; Abstract;111
8.2; Introduction;111
8.3; Conceptual and theoretical frameworks;112
8.4; Methodology;113
8.5; Research Questions;113
8.6; Data analysis;114
8.7; Concluding remarks;122
8.8; Recommendations;123
8.9; References;124
8.10; Appendix 1;126
9;Early childhood educational thinking in a Christian day-care centre (Hilkka Luttinen & Ulla Härkönen);129
9.1;Abstract;129
9.2;Introduction;129
9.3;Theoretical background;130
9.4;Research question;133
9.5;Methods;134
9.6;Results;134
9.7;Conclusions;136
9.8;References;138
10;Religious minorities as bridge builders in diverse classrooms (Aina Hammer & Nanna Paaske);141
10.1;Abstract;141
10.2;Introduction;141
10.3;Background and theoretical framework;143
10.4;Method;144
10.5;Results;147
10.6;Narratives and counter narratives;149
10.7;Identity and affiliations;151
10.8;Discussion;151
10.9;Conclusion;153
10.10;References;154
11;Islamic education in the non-confessional frame. Challenges of Islamic religious education in the Finnish context (Saila Kujanpää);157
11.1;Abstract;157
11.2;Introduction;157
11.3;Defining the context: the framework of RE in Finland;159
11.4;Development of IRE in the Finnish context;161
11.5;Challenges of IRE in the Finnish context: Who defines Islamic education?;164
11.6;Concluding remarks;166
11.7;References;168
12;What kind of educational reflections do RE student teachers have during their pedagogical studies? A dialogical perspective on a case study (Martin Ubani);173
12.1;Abstract;173
12.2;1. Introduction;173
12.3;Teacher's professional reflection and Finnish RE teacher education;174
12.4;Research procedures;175
12.5;Results;176
12.6;Susan's reflections during the year of her pedagogical studies;178
12.7;Concluding remarks: Meeting the dialogical aspect in teacher's reflection;183
12.8;References;184
13;Religious competence and the new national curriculum of Latvia. Current developments (Laima Geikina);189
13.1;Abstract;189
13.2;Introduction;189
13.3;Theoretical framework of the National Curriculum: constructivist and social constructivist approach;192
13.4;What is the place for RE and Ethics in this challenging NC?;194
13.5;Crossing the subject borders or dialogue between different subject traditions;196
13.6;Discussion;197
13.7;References;198
14;High school students' views on the use of digital learning objects in religious education (Vasiliki Mitropoulou & Smaragda Faridou);201
14.1;Abstract;201
14.2;1. Introduction;201
14.3;2. The digital material: Pedagogical and teaching approach;203
14.4;3. Method;206
14.5;4. Results;207
14.6;5. Discussion on the findings;214
14.7;6. Concluding remarks;216
14.8;References;217
15;A teacher as a user of technological devices and social media applications in religious education (Risto Aikonen);219
15.1;Abstract;219
15.2;Background for the research;219
15.3;What do we mean by devices and applications?;220
15.4;ICT, applications and religious education – still looking for each other?;222
15.5;Research methodology;223
15.6;How frequently do teachers use devices in RE?;224
15.7;How frequently do teachers use social media applications (WEB 2.0) in RE?;227
15.8;Does a teacher's background effect the use of devices in RE?;229
15.9;Does a teacher's background effect the use of applications (WEB 2.0) in RE?;230
15.10;Conclusions;232
15.11;References;235
15.12;Appendix 1. Teachers' familiarity with the WEB 2.0 applications in education;238