The Experts below are selected from a list of 78 Experts worldwide ranked by ideXlab platform
Johan De Jong - One of the best experts on this subject based on the ideXlab platform.
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why liberal state funding of Denominational Schools cannot be unconditional a reply to neil burtonwood
Journal of Philosophy of Education, 2005Co-Authors: Ger Snik, Johan De JongAbstract:In this article we take up Burtonwood's criticism of our view that liberal states should, under certain conditions, fund Denominational Schools. We not only reject his plea for the accommodation of strong faith Schools by liberalism but also criticise his portrayal of the character of the conflict between liberals and strong faith school advocates. Arguing that liberalism is not part of the diversity of goods, we maintain that liberals and strong faith school advocates should not be seen as competing on the same playing field. Rather, liberalism transcends the battleground both by enabling and conditioning the competition between adherents of rival conceptions of the good.
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why should states fund Denominational Schools
Journal of Philosophy of Education, 2002Co-Authors: Johan De Jong, Ger SnikAbstract:It is generally accepted that liberal states should fund public Schools for compulsory education. But whether states should also finance Denominational Schools is controversial. Does such funding not compromise the principle of liberal neutrality? In this article we evaluate two opposing views on this question. Both views give different interpretations of liberal neutrality and both have contrasting views on the relation between education and conceptions of the good. Arguing that neither view is convincing, we defend an alternative view, which holds that the liberal state under certain conditions should fund Denominational Schools.
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liberalism and Denominational Schools
Journal of Moral Education, 1995Co-Authors: Ger Snik, Johan De JongAbstract:Abstract This paper discusses the problematic relation between liberalism and freedom of education, i.e. the right of (groups of) parents to found Schools in which they can educate their children in accordance with their particular conception of the good life. First, the educational and philosophical backgrounds of the conflict between liberalism and freedom of education are explicated. Secondly, it is suggested that freedom of education can be considered a liberal value. The right to freedom of education is interpreted as a group right, and it is argued that it is both possible and desirable to defend, on certain conditions, group rights within liberalism. Finally, some consequences of this position for a liberal theory are spelled out.
Ger Snik - One of the best experts on this subject based on the ideXlab platform.
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why liberal state funding of Denominational Schools cannot be unconditional a reply to neil burtonwood
Journal of Philosophy of Education, 2005Co-Authors: Ger Snik, Johan De JongAbstract:In this article we take up Burtonwood's criticism of our view that liberal states should, under certain conditions, fund Denominational Schools. We not only reject his plea for the accommodation of strong faith Schools by liberalism but also criticise his portrayal of the character of the conflict between liberals and strong faith school advocates. Arguing that liberalism is not part of the diversity of goods, we maintain that liberals and strong faith school advocates should not be seen as competing on the same playing field. Rather, liberalism transcends the battleground both by enabling and conditioning the competition between adherents of rival conceptions of the good.
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why should states fund Denominational Schools
Journal of Philosophy of Education, 2002Co-Authors: Johan De Jong, Ger SnikAbstract:It is generally accepted that liberal states should fund public Schools for compulsory education. But whether states should also finance Denominational Schools is controversial. Does such funding not compromise the principle of liberal neutrality? In this article we evaluate two opposing views on this question. Both views give different interpretations of liberal neutrality and both have contrasting views on the relation between education and conceptions of the good. Arguing that neither view is convincing, we defend an alternative view, which holds that the liberal state under certain conditions should fund Denominational Schools.
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liberalism and Denominational Schools
Journal of Moral Education, 1995Co-Authors: Ger Snik, Johan De JongAbstract:Abstract This paper discusses the problematic relation between liberalism and freedom of education, i.e. the right of (groups of) parents to found Schools in which they can educate their children in accordance with their particular conception of the good life. First, the educational and philosophical backgrounds of the conflict between liberalism and freedom of education are explicated. Secondly, it is suggested that freedom of education can be considered a liberal value. The right to freedom of education is interpreted as a group right, and it is argued that it is both possible and desirable to defend, on certain conditions, group rights within liberalism. Finally, some consequences of this position for a liberal theory are spelled out.
Gabriella Pusztai - One of the best experts on this subject based on the ideXlab platform.
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the fingerprint of Denominational secondary Schools sector specific features among graduating students in universities and colleges
Occasional Papers on Religion in Eastern Europe, 2007Co-Authors: Gabriella PusztaiAbstract:Comparisons among different school sectors generally concentrate on deviations among students attending institutions of different types of school support. In this study we compare undergraduates before their finals who came from either Denominational or nonDenominational Schools in order to investigate the influence of different Schools over the long run. The present study is based on data gathered on the border regions of three EastCentral European countries. It examines whether a Denominational secondary school has an effect that is relevant regardless of the country in which the school is located. A recent international comparison analyzing PISA data sought to answer a similar question (DronkersRobert 2006). The authors concluded that a special effect mechanism of Denominational Schools exists, manifested in social mobility. Previous Research
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community and social capital in hungarian Denominational Schools today
JMPHC. Journal of Management and Primary Health Care, 2005Co-Authors: Gabriella PusztaiAbstract:Church Schools have played a fundamental role in Hungarian education for centuries.The collaboration between church and state was characterised by co-operation and adivision of tasks. As a result of the Communist takeover, however, church Schools werenationalized in 1948. Only 10 of them were allowed to exist under strict constraints,mainly as a display for the West. Nevertheless, in the wake of political change, the early1990s witnessed a flurry of founding or the re-establishment of church Schools. Naturally,the phenomenon became a focus of general interest, and though heated public debateaddressed even issues of what had been going on behind the scenes in the 1980s, littleunambiguous evidence on the social background and pupil achievements of these Schoolshas been established. Now that the “warlike atmosphere” of disputes over Schools hasabated, the aim of this paper is to contribute to the study of the social function ofDenominational Schools in the Hungarian educational system.
Patrick West - One of the best experts on this subject based on the ideXlab platform.
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is going to church good or bad for you denomination attendance and mental health of children in west scotland
Social Science & Medicine, 2004Co-Authors: Joanne E Abbotts, Rory G A Williams, Helen Sweeting, Patrick WestAbstract:Religiosity is often associated with mental health in adult populations, but not in a consistent direction. Conflicting results reflect the multidimensional nature of both concepts. Few studies have addressed the relationship between religiosity and mental health among children. In this paper, we examine the relation of weekly church attendance to measures of mental health for 11 year olds from the two main Christian denominations in West Scotland. Levels of church-attendance were low among those affiliated with the Church of Scotland and relatively high among Catholics. The only mental health measure to show a similar relationship with church attendance in both denominations was aggression, which was less prevalent among weekly attenders. Self-esteem, anxiety and depression all demonstrated an interaction, such that weekly church attendance was associated either with advantage for Catholics, disadvantage for children with a Church of Scotland affiliation, or both. Teasing/bullying acted in a small way as a mediating factor in these relationships. In an education system with separate Catholic and 'non-Denominational' Schools, we hypothesise that the relationship between church attendance and mental health may be contingent on whether church attendance is normative within the peer group.
Leslie J Francis - One of the best experts on this subject based on the ideXlab platform.
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growing up catholic in a scottish city the relationship between Denominational identity Denominational Schools and attitude toward christianity among 11 to 15 year olds
Catholic education. A journal of inquiry and practice, 2001Co-Authors: Leslie J Francis, Harry M GibsonAbstract:From a large survey conducted in a Scottish city, this article identifies 1,285 students attending Catholic Schools (16.6% of whom were not Catholics) and 1,240 Catholic students (14.8% of whom were educated in non-Catholic Schools). The data demonstrate that Catholic students educated in Catholic Schools hold a more positive attitude toward Christianity than comparable Catholic students educated in non-Catholic Schools and that non-Catholic students educated in Catholic Schools hold a less positive attitude toward Christianity than comparable Catholic students. Both findings have implications for the evaluation of the Catholic school system.
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shaping adolescents attitudes towards science and religion in northern ireland the role of scientism creationism and Denominational Schools
Research in Science & Technological Education, 2001Co-Authors: Leslie J Francis, John E GreerAbstract:A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar Schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism.
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the influence of in service training on teacher attitudes towards religious education in non Denominational Schools in england
Journal of In-service Education, 1999Co-Authors: Leslie J Francis, Jeff Astley, Linda Burton, Carolyn WilcoxAbstract:Abstract A sample of 221 teachers concerned with teaching religious education in non-Denominational secondary Schools in England completed a detailed inventory concerning the aims of religious education and provided information about their in-service training. The data highlight different in-service training needs for different groups of religious education teachers. Particular attention is drawn to the distinctive needs of those teachers who contribute to the subject, but may not be subject specialists, and those subject specialists whose initial training took place during an age when the confessional and neo-confessional approaches to religious education were ascribed greater legitimacy than is currently the case.