Valk / Bertram-Troost / Friederici Teenagers’ Perspectives on the Role of Religion in their Lives, Schools and Societies. A European Quantitative Study

1. Auflage 2009
ISBN: 978-3-8309-7118-4
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 449 Seiten

Religion is on the European agenda again. The secularisation paradigm has lost its explanatory power and the newly coined term ‘post-secularism’ is used to describe the realisation that in the current social transformation, religion cannot be ignored any longer.

The quantitative study presented in this book is part of the research effort by the REDCo project. REDCo is the abbreviation for “Religion in Education. A contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries”. The project brought together nine research teams from eight European countries: England, Estonia, France, Germany, The Netherlands, Norway, Russia and Spain. The research involved interdisciplinary cooperation between specialists in the different academic fields of education, religious education, sociology, political science, anthropology, psychology, theology and religious studies.

The book offers valuable interpretations and inspirations on the question how the students in the 14 – 16 year age group in Europe see the (ir)relevance of religions for dialogue and conflict in their daily lives, in the school environment, and in society as a whole.

The young respondents of the quantitative study are clearly aware that the diversity of religious and non-religious worldviews is the reality of the European contexts they have to manage within. Most of them are convinced that religion must be addressed in schools, as it is too important as factor in social life, and for the coexistence of people from different cultural and religious backgrounds throughout Europe, to be ignored.

Autoren/Hrsg.

Valk, Pille

Bertram-Troost, Gerdien

Friederici, Markus

Inhaltsverzeichnis

1;Contents;6
2;Quantitative Study in the Context of the REDCo Project – a Foreword;10
2.1;Introduction;10
2.2;The origin of this book: the REDCo project;11
2.3;The impact of the quantitative study for REDCo;12
2.4;References;13
3;From the Research Question to the Sampling;14
3.1;1. Theoretical and methodological background;14
3.2;2. The research design – from the problem to the sampling;17
3.3;3. Conclusions;21
3.4;References;23
4;Who to Survey? Considerations on Sampling;24
4.1;1. From general principles to specific choices made in the REDCo project;24
4.2;2. Comments on the samples obtained by the various teams;26
4.3;3. Methodological consequences;27
4.4;References;28
5;Semantic Differences in European Research Cooperation from a Methodological and Theoretical Perspective – Translation and Terminology;30
5.1;Introduction;30
5.2;Translation;30
5.3;Terminology: ‘religion’ as an important exemplar;32
5.4;Tentative conclusions;39
5.5;References;40
6;The Process of the Quantitative Study;42
6.1;1. Nine months of preparation;42
6.2;2. Conducting the main data collection;44
6.3;3. Data processing and analysis;46
6.4;Conclusion;48
6.5;References;48
7;Personal Worldviews, Dialogue and Tolerance – Students’ Views on Religious Education in England;50
7.1;1. Introduction;50
7.2;2. Presentation of results;54
7.3;3. Comparison with the results of the qualitative survey;66
7.4;4. Conclusions;68
7.5;References;70
8;English Religious Education through Estonian Eyes;72
8.1;Some striking findings;72
8.2;Something to think about and over;73
8.3;Last but not least;74
9;Response to the English National Report;75
9.1;Context;75
9.2;Content of RE;76
9.3;Religious/non-religious groups emerge from the questionnaire;77
9.4;Gender and religion;78
9.5;References;79
10;Options beside ‘and no Religion too’ – Perspectives of Estonian Youth;80
10.1;1. Introduction;80
10.2;2. General presentation of the results;85
10.3;3. Comparison with the results of the qualitative survey;113
10.4;4. Conclusions;115
10.5;References;120
11;How Different after the Shared Past? Russian and Estonian Youth Views about Religion;122
11.1;Highlighting the Estonian results: differences between two national samples;122
11.2;Similarities between the two samples;123
11.3;Results of qualitative and quantitative surveys in bi-national perspective;124
11.4;Russians in Estonia and Russians in Russia;125
11.5;Differences found: what next?;126
12;Commentary on ‘Options beside and ‘no Religion too’ – Perspectives of Estonian Youth’;128
12.1;Most striking points;128
12.2;New and different ideas and interpretations;128
12.3;Similarities and differences between England and Estonia;129
13;The School – an Appropriate Institution in France for Acquiring Knowledge on Religious Diversity and Experiencing it Firsthand?;132
13.1;1. Introduction;132
13.2;2. Presentation of the results;138
13.3;3. Comparison with the results of the qualitative survey;159
13.4;4. Conclusion;161
13.5;References;163
14;Two Sides of the Coin – French and Spanish Approaches to Religion in the School;165
14.1;Public / private debate: old and new phantasm in the religion field;165
14.2;Students’ views: some differences and commonalities between neighbours’ countries;166
15;The French Situation from a Norwegian Point of View;168
15.1;A comparative perspective;168
15.2;Possible alternative perspectives;170
15.3;Reflections about France and Norway;171
16;Religion in School – a Comparative Study of Hamburg and North Rhine- Westphalia;174
16.1;1. Introduction;174
16.2;2. General presentation of the results;177
16.3;3. Comparison with the results of the qualitative study;203
16.4;4. Conclusions;205
16.5;References;210
17;Religion in School – a Comparative Study of Hamburg and North Rhine- Westphalia. Commenting Chapter from a Norwegian Perspective;213
17.1;Introduction;213
17.2;Some striking observations;213
17.3;Possible alternative perspectives;214
17.4;Reflections about Germany and Norway;215
18;Response to the German National Report on the REDCo Questionnaire;217
18.1;Importance of religion;217
18.2;Migration;218
18.3;Gender;219
18.4;References;220
19;Dutch Pupils’ Views on Religion in School and Society – Report on a Quantitative Research;222
19.1;1. Introduction;222
19.2;2. Presentation of the results;228
19.3;3. Comparison with the results of the qualitative survey;254
19.4;4. Conclusions;256
20;Commentary on ‘Dutch Pupils’ Views on Religion in School and Society – Report on a Quantitative Research’;262
21;Views of Students on Religion in Education in the Netherlands – Perspectives from Hamburg and North Rhine- Westphalia;265
21.1;Remarkable findings;265
21.2;Alternative interpretations;266
21.3;Main commonalities and differences between the findings in the Dutch and the German context;267
22;Does Religion Matter to Young People in Norwegian Schools?;270
22.1;1. Introduction;270
22.2;2 General presentation of results;276
22.3;3. Comparison with the qualitative survey;297
22.4;4. Conclusions;298
22.5;References;301
23;French Views on the Results of the Norwegian Survey;303
23.1;Norway and France: two different social contexts where the situation regarding religion in schools has recently changed;303
23.2;In Norway as in France, students are divided on how much importance to give to religion;304
23.3;Norwegian and French students support instruction about religion;304
23.4;Students are open-minded and are willing to give space to religion in school, but they respect the non- religious nature of school;305
23.5;Conclusion;305
23.6;References;306
24;Teenagers, Religions and Schools in Norway – Comments from a German Perspective;307
24.1;Main differences and commonalities between the two contexts;307
24.2;Striking, interesting and unexpected points from a German perspective;308
24.3;Different ideas and interpretations;309
24.4;References;309
25;Saint-Petersburg Students’ Views about Religion in Education – Results of the Quantitative Survey;312
25.1;1. Introduction;312
25.2;2. General presentation of the results;318
25.3;3. Comparison with the results of the qualitative survey;343
25.4;4. Conclusions;347
25.5;References;350
26;Comments on Russia from an Estonian Perspective;351
26.1;Introduction;351
26.2;The role of religion in pupils’ life and relationships;351
26.3;Religion at school;353
27;Schooling and Religion – some References to the Russian and Spanish Contexts;355
28;Spanish Youth Facing Religious Diversity at School – Findings from a Quantitative Study;358
28.1;1. Introduction;358
28.2;2. Presentation of the results;363
28.3;3 Comparison with the results of the qualitative survey;381
28.4;4. Conclusions;384
28.5;References;389
29;The French Viewpoint on the Spanish Report;390
30;The Findings of the REDCo Project in Spain as Read by a Russian Researcher;393
30.1;References;396
31;The Role of Religion in Students’ Lives and their Surroundings;398
31.1;References;409
32;How do European Pupils See Religion in School?;410
32.1;1. Introduction;410
32.2;2. Thoughts about and experiences with religious education of European youth;410
32.3;3. European tendencies with regard to effects of religious diversity in education;417
32.4;4. Conclusions: main tendencies;420
33;How do European Students See the Impact of Religionin Society?;424
33.1;1. Introduction;424
33.2;2. Evaluation of the role of religion in society by the European teenagers;424
33.3;3. Religion as a contribution for dialogue;429
33.4;4. Ways to peaceful coexistence;431
33.5;5. Reflection on the hypotheses on the impact of personal encounters with religious diversity;432
33.6;Conclusion;435
34;List of authors;448