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THÔNG TIN TÀI LIỆU
Cấu trúc
Acknowledgments
Contents
Chapter 1: Introduction
1.1 Models of Religious Education
1.2 Religious Education and Social Cohesion
1.3 Differences in Education and Training of Teachers
1.4 In This Book: Authors, Topics and Regions
References
Chapter 2: Religious Education in European Organisations, Professional Associations and Research Groups
2.1 Introduction
2.2 Understanding Religion(s): Intrinsic and Instrumental Aims
2.3 European Organisations: The Council of Europe
2.3.1 Intercultural Education and the Challenge of Religious Diversity and Dialogue in Europe
2.3.2 The Council of Europe on the Place of Religion in Education
2.3.3 Teaching About Non-religious Convictions
2.3.4 Signposts: A Council of Europe Dissemination Document
2.4 European Organisations: The Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe
2.4.1 The Toledo Guiding Principles
2.5 The Professionalisation of Religious Education
2.5.1 The European Forum for Teachers of Religious Education (EFTRE)
2.5.2 The Co-ordinating Group for Religion in Education in Europe (CoGREE)
2.5.3 The European Wergeland Centre (EWC)
2.6 European Research in Religious Education
2.6.1 International Seminar on Religious Education and Values (ISREV)
2.6.2 European Network for Religious Education Through Contextual Approaches (ENRECA)
2.6.3 The European Association for the Study of Religions (EASR)
2.6.4 International Society for the Sociology of Religion (ISSR)
2.6.5 The International Network for Interreligious and Intercultural Education (IRE)
2.6.6 The REDCo Project
2.6.7 Selected Findings from REDCo Qualitative and Quantitative Studies
2.6.8 Teaching Religion in a Multicultural European Society (TRES)
2.6.9 The European Values Study
2.6.10 Doctoral Research
2.6.11 European Book Series
2.7 Conclusion
References
Chapter 3: Comparative Studies in Religious Education: Perspectives Formed Around a Suggested Methodology
3.1 Introduction
3.2 What Are Comparative Studies in RE?
3.3 Core Ideas of the Methodology
3.4 The Dimensions
3.5 The Levels
3.6 Findings in the Original Study
3.7 Comparison Between Nine Western European Countries
3.8 A Map of Different Contexts of Relevance to RE
3.9 Where Some Topics of Relevance to the Field of RE Would Fit into the Model
3.10 Seeing the Field of RE Research as a Supranational Field
3.11 Summary and Conclusion
References
Chapter 4: What Have We Learned from Four Decades of Non-confessional Multi-faith Religious Education in England? Policy, Curriculum and Practice in English Religious Education 1969–2013
4.1 Introduction
4.2 Factors Behind the Introduction of Non-confessional, Multi-faith Religious Education at the End of the 1960s
4.3 Changes in the Last Four Decades
4.4 Changes Within Religious Studies and Religious Education
4.5 1994, 2004 and 2014 (Late 2013)
4.6 Strengths of English Religious Education
4.7 Weaknesses of English Religious Education
4.8 What Can We Learn from Four Decades of Trying to Teach Non-confessional, Multi-faith Religious Education?
4.9 Note on February 2014–February 2016
References
Chapter 5: Negotiating Religious Literacy Between National Policy and Catholic School Ethos in Cape Town, South Africa
5.1 Introduction
5.2 Background
5.3 On Religious Literacy
5.4 National Policy
5.5 St. Mary’s Primary School
5.6 Religious Literacy and Educators
5.7 Religious Literacy of Learners
5.8 Conclusion
References
Chapter 6: Arab Money in Malian Islamic Schools: Co-optation of Networks, Domestication of Educational Sectors, and Standardization of Knowledge
6.1 Introduction
6.2 Instituts Islamiques Naharu Djoliba and Yattabaré: Introducing the Main Actors of the Islamic Schooling Field in Bamako
6.3 Arab Aid in Bamako’s Médersas: Hopes and Failure
6.4 Arab Aid in Monetary Form
6.5 Non-Governmental Networks
6.6 The Overstated Effect of Aid and the Failure to Change Local Perspectives
6.7 The Unintended Impacts of Arab Funding in Mali Médersas: Domestication of Médersas and Standardization of Islamic Knowledge
6.8 Domesticating Islamic Education
6.9 Standardized Knowledge in Bamako’s Médersas
6.10 Conclusion
References
Chapter 7: Islamic Religious Education in Muslim Schools: A Translation of Islam to the Swedish School System
7.1 Alternative Schools as a Prerequisite for Development
7.2 What Can Be Learned from Muslim Schools?
7.3 Background to IRE Within the Framework of the Swedish School System
7.4 Transmitting Islam to the Younger Generation?
7.5 Problems with Transmission
7.6 To Teach Is to Translate
7.7 The Importance of Educational Awareness
References
Interviews
Chapter 8: Religion, Education and Religious Education in Irish Schools
8.1 Introduction
8.2 Background
8.3 The Irish Education System
8.4 Religious Education in Irish Primary Schools
8.5 Religious Education in Irish Second-Level Schools
8.6 Teacher Education
8.7 Undergraduate Education Towards RE: The “Religions and Global Diversity” Programme at University College Cork (UCC)
8.8 Conclusion
References
Chapter 9: Religious Education as a Compulsory Subject in Russian Public Schools
9.1 Legislative Quirks of Religious Education in Russia
9.2 Controversies Over the Issue of Teaching Religion in Public Schools
9.3 Religious vs Secular?
9.4 Dimensions of Studying Religious Education, and a New Research Project
References
Chapter 10: Citizenship and RE: Different Interpretations in Discourse and Practice: A Case from Denmark
10.1 The Design of the Study
10.2 RE and KLM in the Danish Educational System
10.3 Political Discourses on Citizenship and Citizenship Education
10.4 Recontextualizing RE and Citizenship in National Curricula
10.5 Recontextualizing RE and Citizenship in Local Curricula and Syllabi
10.6 KLM Profiles in the University Colleges
10.7 Representation of Judaism, Islam and Christianity
10.8 Citizenship Education and the Impact of Evangelical-Lutheran Christianity
10.9 KLM: Once Again Part of Cultural and Educational Struggles
10.10 Citizenship Education and RE: Implementing a Political Discourse
References
Chapter 11: “They Aren’t Holy”: Dealing with Religious Differences in Irish Primary Schools
11.1 Child-Centered Research
11.2 The “Self” and the “Other” in Irish Primary Schools
11.3 Conclusion
References
Chapter 12: Christians First. The Politics of Inclusion, Interreligious Literacy, and Christian Privilege: Comparing Australian and English Education
12.1 The English and Australian Contexts for Religion in State Schools
12.2 A Note on the Terms “Religious” and “Literacy”
12.3 RE, Intercultural Tolerance and Interreligious Literacy
12.4 Types of Inclusion
12.5 Passive Inclusion in a Conservative (Classical Liberal) Economy
12.6 Passive Inclusion in a Progressive (Modern Liberal) Economy
12.7 Active Inclusion in a Critical Liberal Society
12.8 Importing English Social Inclusion into Australia
12.9 Pluralist RE Governance in England
12.10 Christian-Centric RI Governance in Australia
12.11 Australian Interreligious Intolerance and Illiteracy
12.12 International RE Principles
12.13 Conclusions
References
Chapter 13: ‘Geertz vs Asad’ in RE Textbooks: A Comparison Between England’s and Indonesia’s Textbooks
13.1 Introduction
13.2 WRERU’s RE Textbooks and Its Geertzian Method
13.3 Indonesian RE Textbooks
13.4 Comparing the Textbooks
13.5 Further Reflections
References
Textbooks
Warwick Textbooks
Chapter 14: Religious Education in Quebec’s Ethics and Religious Culture Curriculum: A Cultural Approach
14.1 Introduction
14.2 History of the ERC Program
14.3 ERC Program and Religious Culture
14.4 The Cultural Dimension of the Program Goals, Dialogue and Ethics Skills
14.5 Religious Culture Competency: A Cultural Approach to Religion
14.6 The Teacher’s Role and the ERC Program’s Cultural Approach