Towards a Narrative Theory of Religious Education: A study of teacher’s aims in Catholic primary schools

2000 ◽  
Vol 1 (1) ◽  
pp. 217-247 ◽  
Author(s):  
Patrick Altena ◽  
Chris A.M. Hermans ◽  
Johannes van der Yen
Keyword(s):  
The Netherlands ◽  
Empirical Study ◽  
Institutional Theory ◽  
Conceptual Framework ◽  
Religious Education ◽  
Primary Schools ◽  
Narrative Theory ◽  
Narrative Identity ◽  
Theory Of Religion ◽  
Religious Narrative

The article examines the aims of education as they relate to the construction of religious-narrative identities of children. The concept of religion is taken from Claire Disbrey’s institutional theory of religion, which is examined in association with Paul Ricoeur’s concept of narrative identity. The construction of the religious-narrative identity is characterized by an interaction between individual and culture. On the basis of this conceptual framework the authors formulate six aims for the construction of religious-narrative identity in children. The teachers reported five of these six aims in an empirical study of teachers in Catholic primary schools in the Netherlands. The article concludes with a reflection on the results of the study.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

Naturalizing Christians: A Response to Joel Marcus, John the Baptist in History and Theology

2021 ◽  
Vol 19 (1) ◽  
pp. 39-46
Author(s):  
Erin Roberts
Keyword(s):  
Conceptual Framework ◽  
John The Baptist ◽  
Theory Of Religion ◽  
Truth Claim ◽  
Explanatory Priority ◽  
Social Type

Abstract This essay examines the conceptual framework that informs Marcus’s distinction between history and theology, and considers what stands to be gained by this manner of classification. The essay observes that Marcus’s classification hinges upon a theory of religion that views gospels as artifacts expressive of sincere belief and, further, suggests this approach serves to mystify the origins of the Christian theological metanarrative by replicating the explanation asserted within the gospels themselves. By reversing the conceptual framework and the explanatory priority, one could deploy a theory of religion that sees gospels as artifacts of persuasion and thereby argue that they aim to naturalize the initially unnatural truth claim that Jesus was the christ by connecting him to a known social type: John. From this approach, it would not be belief in Jesus as the christ that explains the modified constructions of John the Baptist; rather, modifications of John the Baptist would be precisely what construct belief in Jesus as the christ.

The Rebellion of the Daughters

2020 ◽  
Author(s):  
Rachel Manekin
Keyword(s):  
World War I ◽  
Religious Education ◽  
Primary Schools ◽  
University Education ◽  
Orthodox Jewish ◽  
Traditional Schools ◽  
Eastern European ◽  
Jewish Women ◽  
World War ◽  
Educational Innovations

This book investigates the flight of young Jewish women from their Orthodox, mostly Hasidic, homes in Western Galicia (now Poland) in the late nineteenth and early twentieth centuries. In extreme cases, hundreds of these women sought refuge in a Kraków convent, where many converted to Catholicism. Those who stayed home often remained Jewish in name only. The book reconstructs the stories of three Jewish women runaways and reveals their struggles and innermost convictions. Unlike Orthodox Jewish boys, who attended “cheders,” traditional schools where only Jewish subjects were taught, Orthodox Jewish girls were sent to Polish primary schools. When the time came for them to marry, many young women rebelled against the marriages arranged by their parents, with some wishing to pursue secondary and university education. After World War I, the crisis of the rebellious daughters in Kraków spurred the introduction of formal religious education for young Orthodox Jewish women in Poland, which later developed into a worldwide educational movement. The book chronicles the belated Orthodox response and argues that these educational innovations not only kept Orthodox Jewish women within the fold but also foreclosed their opportunities for higher education. Exploring the estrangement of young Jewish women from traditional Judaism in Habsburg Galicia at the turn of the twentieth century, the book brings to light a forgotten yet significant episode in Eastern European history.

scholarly journals Salat Sebagai Basis Pendidikan Agama Islam: Analisis Teori Cliffort Geertz

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ahmad Riyadl Mauludi
Keyword(s):  
Religious Education ◽  
Research Method ◽  
Islamic Education ◽  
Meeting Point ◽  
Cultural Process ◽  
Theory Of Religion ◽  
Cultural Processes

Abstrak: Salat lima waktu merupakan ibadah yang utama dalam Islam. Banyak kemuliaan dan keistimewaan dalam ibadah ini. Perintah wajib dan dilakukan sebanyak lima kali dalam semalam menjadikan salat sebagai ibadah yang sudah melekat di hati umat Islam. Bagi umat Islam yang beriman dan bertakwa, selain dihinggapi perasaan berdosa, meninggalkan salat juga menjadikan pelakunya menjadi tidak tenang. Sehingga dari sini secara tidak langsung salat sudah memberikan manfaat positif bagi siapa yang menjalankannya. Inilah yang dinamakan dengan pendidikan. Cliffort Geertz dengan teorinya Agama sebagai Budaya menempatkan ibadah salat sebagai simbol-simbol sakral yang akan memengaruhi proses sosial atau budaya. Proses sosial atau budaya inilah yang akan menjadi basis pendidikan agama bagi umat Islam dan tentu dengan sebuah pendidikan akan mengubah hasil budi daya seseorang, khususnya seorang muslim bahkan umat Islam. Hal ini menarik bagi peneliti untuk mencari titik temu antara kewajiban ibadah salat tersebut dengan teori yang dipaparkan oleh Geertz. Sehingga hal ini menjadi hal yang perlu untuk dianalisis lebih dalam. Metode penelitian ini menggunakan metode kepustakaan dengan mencari sumber-sumber yang membahas masalah salat dan teori Cliffort Geertz. Abstract : Prayer As a Basis for Islamic Education: an Analysis of The Theory of Cliffort Geertz: The five daily prayers are the main worship in Islam. Lots of glory and privilege in this worship. Mandatory orders and carried out five times a day make prayer as a worship that is inherent in the hearts of Muslims. For the faithful and pious Muslims, besides being infested with feelings of sin, leaving the prayers also makes the perpetrators uneasy. So that indirectly prayer has provided positive benefits for those who carry it out. This is what is called education. Cliffort Geertz with his theory of Religion as Culture places the prayer as sacred symbols that will influence social or cultural processes. This social or cultural process will be the basis of religious education for Muslims and certainly with an education will change the results of one's cultivation, especially a Muslim and even Muslims. This is interesting for researchers to look for a meeting point between the obligations of the prayer with the theory presented by Geertz. So this is something that needs to be analyzed more deeply. This research method uses the literature method by searching for sources that discuss the issue of prayer and Cliffort Geertz's theory. Kata Kunci : Salat, Pendidikan, Cliffort Geertz, Agama, Budaya

scholarly journals Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

2017 ◽  
Vol 25 ◽  
pp. 84
Author(s):  
Lisa Amdur ◽  
Irit Mero-Jaffe
Keyword(s):  
Mixed Methods ◽  
Institutional Theory ◽  
Conceptual Framework ◽  
Case Studies ◽  
School Principals ◽  
Institutional Isomorphism ◽  
New Institutional Theory ◽  
Accountability Policy ◽  
Tightly Coupled

The study examined the interrelations between policymakers’ intentions for test-based accountability policy, and school agents’ perceptions and actions with regard to this policy. Mixed-methods were used and encompassed 24 policymakers, 80 school principals, 168 teachers and case studies of four schools. New institutional theory, including the concept of “environmental shift” (Powell & Di Maggio, 1991) and the metaphor of “coupling” (Weick, 1976), served as the conceptual framework. Findings indicate that the interrelations between intentions, perceptions and actions are mainly tightly coupled. These are discussed by invoking three types of institutional isomorphism (DiMaggio & Powell, 1983): coercive, mimetic and normative. 

scholarly journals The Qualified Islamic Religious Education Teachers as a Foundation in Learning at MI

2020 ◽  
Vol 2 (2) ◽  
pp. 23-36
Author(s):  
Muhammad Nurul Arifin
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Religious Education ◽  
Primary Schools ◽  
Research Method ◽  
Teacher Competence ◽  
Learning Achievement ◽  
Daily Lives ◽  
Analysis Techniques

MI teachers especially those who teach Islamic Religious Education will have to do with the morals of students, where the benchmark of the final results of PAI education is the application of PAI in the daily lives of students, the success or failure of students in PAI learning can be seen from the attitudes of students, research using the research method of literature by using content analysis techniques from the literature. PAI teacher must know the characteristics of MI students, know the change in behavior from learning outcomes, learning achievement, teacher competence, and also must be able to understand and learn about how a good PAI teacher, so that when the PAI teacher already knows and even masters it, the PAI teacher can improve its quality, so that it can be used as a foundation to sustain the change in attitude of students in primary schools especially the scope of Madrasah Ibtidaiyah.

The Moral Dimension

1995 ◽  
Vol 23 (2) ◽  
pp. 324-347 ◽  
Author(s):  
Jeff Sugarman ◽  
Jack Martin
Keyword(s):  
Empirical Study ◽  
Conceptual Framework ◽  
Focus Attention ◽  
Conceptual Frameworks ◽  
Moral Dimension ◽  
Psychotherapeutic Practice ◽  
Moral Dimensions ◽  
Empirical Illustration ◽  
Counseling Psychologists

The authors argue that counseling psychologists will benefit from the development of conceptual frameworks that focus attention and consideration on the moral dimensions of psychotherapeutic practice. The authors present such a conceptualization with respect to actual psychotherapeutic conversations, and they provide an empirical illustration of how this conceptual framework illuminates the moral dimension of such conversations. The authors also briefly explore possibilities for further conceptual and empirical study of moral aspects of counseling and psychotherapy.

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