A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

Religious Education in the Public Schools

1998 ◽  
pp. 17-22 ◽  
Author(s):  
Julia J. Bartkowiak
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
United States Of America ◽  
Religious Beliefs ◽  
Religious Diversity ◽  
The United States ◽  
Parental Rights ◽  
Liberal State ◽  
The Public

Recently, several authors have cited traditional liberal principles to argue that religious education must be offered in public schools in the United States of America. These authors claim that exposure to a variety of religious beliefs and traditions is a necessary means to attaining the two goals of providing children with "open futures" and encouraging tolerance of religious diversity. This paper contends that these arguments are seriously flawed, and provides reasons which demonstrate that, in practice, these two goals cannot be accomplished by religion courses in the public schools. Additionally, mandatory religion courses in the public schools appear to be unconstitutional and infringe on parental rights and freedom of religion. Consequently, the goals of a liberal state are best achieved by not offering religious education in the public schools.

scholarly journals The New Politics of Religious Education in the United States and Germany

2019 ◽  
Vol 20 (7) ◽  
pp. 1035-1046
Author(s):  
Amandine Barb
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
The United States ◽  
Public Governance ◽  
The Public ◽  
New Politics ◽  
Federal Constitution ◽  
Teaching Religion ◽  
Political Landscapes

AbstractThis Article explores the contemporary governance of religious diversity in the United States and Germany through the case study of religious education in public schools. The United States and Germany have two very different approaches to teaching religion: The subject does not exist at all in American public schools, while in Germany, confessional religious education is explicitly mandated by the Federal Constitution and is still an integral part of the curriculum in the vast majority of Länder. Yet, both countries have recently been confronted with similar challenges—a growing diversification and politicization of religious identities—which have forced them to rethink the place and role traditionally given to faith in the sphere of public education. The Article thus examines how, and to what extent, the American and German historical models of religious education—and thereby, more broadly, the public governance of religion in both countries—have been transformed by the changes in their religio-political landscapes.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Sign in / Sign up

Export Citation Format

Share Document