Religious Studies as an Attribute of Professional Competence of a Modern Teacher

статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.

Religious Values and Young People: Analysis of the Perception of Students from Secular and Religious Schools (Salesian Pedagogical Model)

In a secularised and postmodernist social context, young people are increasingly distanced from religious beliefs. Nevertheless, in schools with a religious character, the main contents of the faith continue to be transmitted through the ideology and the pedagogical model. The objective of this study is to analyse the influence of the type of school on the perception of religious values. The “Adaptive Values Test” instrument was used on a sample of 456 students from secular and religious schools (Salesian) in the province of Seville during the 2018–2019 academic year. The consideration of religious values in Salesian students is also specifically analysed. The results obtained show that young people studying in schools with religious pedagogical models have a more positive view of faith than the students from secular schools. However, the rejection of the ecclesial institution occurs in students from secular schools and, to a lesser extent, in students from religious schools, becoming a common factor of distancing from religion. Young people studying in religious Salesian schools reflect significant gender differences in the perception of religious values. In these students, the exploratory factor analysis reflects three main factors, the key aspects of faith being valued more than the ecclesiastical hierarchy.

A Test of the Effect of Denominational Schools in Romania

Studies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.

عقوبة التعدي على الأنفس وأثرهافي استتباب الأمن

This research work depicts the importance of implementing those punishment Islam prescribed against physical injury. Those punishments which involve physical injuries are mainly focused. After establishing the validity of Islamic punishments, the writer has elaborated the punishment of those who kill or cause injuries to others unintentionally. Considering the sensitivity of legal retribution Muslim jurists have set forth certain conditions which must be met before decreeing any capital punishment. According the writer Islamic punishments hold the features of all contemporary theories namely; deterrent, preventive, retributive or reformative etc. This work has addressed the following questions: How much importance does Islam give to peace and order? How for Islamic penalties play a role in keeping peace in a society? How Islam has a different perspective as compared to secular schools of punishments? What conditions Islam prescribes for implementation of any punishment? How Islam distinguishes between a deliberate killing and killing by mistake? What are the conditions of implementing legal retribution? What is the overall impact of an Islamic punishment? Relying upon quantitative method the writer attempts to elucidate on those propositions which were not clear otherwise. He relied upon those texts only which were authentic and unambiguous. Each topic is discussed in the light of different Islamic schools of thought. The researcher has added his own opinion as well where it is necessary to illuminate the subject.

Controlled schools in Northern Ireland – de facto Protestant or de facto secular?

The Controlled Schools’ sector in Northern Ireland is usually described as de facto Protestant. By examining its history and current context, this article considers the veracity of that statement. In many schools RE is often ‘squeezed out’ of an already overcrowded timetable. This results in the quantity and quality of RE teaching varying widely, unlike other areas of the curriculum. The article explores whether the sector's ethos is Protestant, secular, Christian or multi-faith. It concludes that, although perhaps unclear about their Protestant identity and uncomfortable about being deemed secular, schools are clear about their de facto Christian status.

Between and betwixt: Catholic teachers in English secular schools

This article gives voice to Catholic teachers working in secular English schools. Their experience is an under-researched area and, despite a wealth of teaching on the vocation of the teacher, the specific vocation of the Catholic teacher in a secular school receives scant attention from the Catholic Church and researchers. Through in-depth interviews, participants articulated their idiographic experiences of inhabiting a liminal space. The main themes arising from the data were a strong sense of vocation, the absence of a metanarrative in the schools and the teachers’ strong awareness of their Catholic identity. The findings challenge school leaders, the Catholic Church and the government to recognise the presence and experience of Catholic teachers in secular schools and to be attentive to their experiences and needs. The teachers themselves are challenged to acknowledge and value their own worldview and develop their understanding of the relationship between their religious commitment and their practice.

Expansión escolar privada e industrialización en España (1955-75). El caso de Miranda de Ebro

En el presente artículo se relaciona el crecimiento industrial desarrollado en España a partir de la llegada de los gobiernos tecnocráticos, en los últimos tres lustros del franquismo, con la explosión escolar, que se acusó de una manera especial en aquellas ciudades convertidas en polos industriales, el consiguiente déficit de puestos escolares en esta época y la respuesta privada a esta situación. Como paradigma, se estudia el incesante incremento de la demanda de estos puestos en una ciudad en expansión industrial, Miranda de Ebro (Burgos), y cómo esta demanda fue aprovechada por la iniciativa privada para plantear su oferta particular, en forma de grandes colegios de entidades religiosas ode pequeñas escuelas regentadas por particulares. This article connects the industrial development in Spain since the coming of the technocratic governments, during the last fifteen years of the Franco regime, with the boom of schooling, especially remarkable in new industrial towns, the consequent shortage of school vacancies during that time and the answer of the private school sector to the new situation. As a paradigm, this article studies the incessant increase of the demand of these vacancies in an industrial town, Miranda de Ebro (Burgos), and how this demand led private schools to start big religious schools or small secular schools.

Religion Unleashed

Building on the previous chapter, this chapter argues that religious innovation among student activists has also been enabled by the fall of Suharto’s New Order regime in 1998. Unlike life during authoritarianism, democracy meant that religious identity is no longer subject to the same degree of microscopic governmental surveillance. People are able to try on different religious identities as they join various ideological groups at once, or move between them, and pursue different strategies to deal with the enlargement of secular liberal ideals in this context. The flurry of religious improvisation produces the counter-intuitive patterns of Islamists emerging from secular schools and liberal Muslims from madrasas.

Societal Values in Jewish State Religious and State Secular Schools in Israel

The Israeli Jewish educational system offers mandatory religious and heritage education specially tailored to the specific needs of the state religious and state secular sectors of the Israeli population. In both state religious and state secular schools, study about Jewish religion, Jewish tradition, Jewish history, and Jewish culture falls under the category of religious and heritage education and, as such, addresses the normative societal values common to both sectors in Israeli Jewish society. In state religious schools religious and heritage education is both faith and knowledge based and is characterized by an emphasis on religious themes underlying societal values, whereas in state secular schools religious and heritage education is entirely knowledge based with emphasis on the secular character of societal values. In the present study a questionnaire designed to examine the values of Jewish identity, Jewish tradition, Jewish peoplehood, humanism and universalism was administered to 84 eleventh grade students in Israeli state religious and state secular high schools. Results of the study indicate that while students in the state religious high school hold significantly more intense attitudes toward Jewish identity, Jewish peoplehood and Jewish tradition, students in the state secular high school exhibited significantly more intense attitudes toward humanism and universalism. The results of the study were explained in light of the different emphases characterizing religious and heritage education studied in state religious and state secular high schools and the resulting differences in the intensity of the influence of religiosity or secularity on the formation of societal values of students in the two educational sectors.