The Experts below are selected from a list of 321 Experts worldwide ranked by ideXlab platform
Michael T. Buchanan - One of the best experts on this subject based on the ideXlab platform.
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Sustaining school based Religious Education leadership
Discourse and Communication for Sustainable Education, 2018Co-Authors: Michael T. BuchananAbstract:Abstract The number of people applying for school based Religious Education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with Religious Education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based Religious Education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of Religious Education leaders. The key factors impacting on the sustainability of Religious Education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based Religious Education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.
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Ministerial leadership :A dimension of leadership in Religious Education
2011Co-Authors: Michael T. BuchananAbstract:An integral dimension of leadership in Religious Education requires the exercise of ministerial leadership. The emphasis on this dimension of leadership in Religious Education has been conveyed in an array of Catholic Education diocesan documents pertaining to leadership in Religious Education across Australia. This paper explores the notion of ministry and ministerial leadership from an historical perspective and traces its adaptation in a lay ministerial context. It then proceeds to explore the exercise of lay ministerial leadership within the context of Catholic Education and its relevance to leadership in Religious Education.
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Textbooks in Religious Education
International Handbooks of Religion and Education, 2009Co-Authors: Michael T. BuchananAbstract:This chapter is concerned with the use of textbooks in Religious Education. It draws on the experience of implementing a uniform textbook series in Catholic schools in the Archdiocese of Melbourne, Australia. The chapter first outlines the context and background of the development of the To Know Worship and Love textbook series; second, presents a broad overview of some literature concerning textbooks in Education; third, provides a critical summary of some the literature concerning textbooks in Religious Education; and fourth, reports on specific research into the To Know Worship and Love series, including the use of the textbooks by teachers and the management of the change to the textbook series. The chapter finally draws universal implications for the use and role of textbooks in Religious Education.
L. Philip Barnes - One of the best experts on this subject based on the ideXlab platform.
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Religious studies, Religious Education and the aims of Education
British Journal of Religious Education, 2014Co-Authors: L. Philip BarnesAbstract:This article interacts with a recent article by Denise Cush and Catherine Robinson in which they call for a new dialogue between Religious studies in universities and Religious Education, and identify a number of developments in Religious studies that have implications for the practice of Religious Education in schools. Cush and Robinson are representative of an influential body of opinion among Religious educators that looks to Religious studies for inspiration. It is argued that they, along with others, fail to appreciate the difference between the aims of Religious studies and those of Religious Education and that this unrecognised difference leads them both to engage uncritically and superficially with the history of post-confessional Religious Education and to fail to recognise that the roots of some of the weaknesses in contemporary Religious Education can be traced to the influence of Religious studies over it. Showing that Religious Education has (and is required to have) a different set of aims f...
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Education, Religion and Diversity: Developing a new model of Religious Education
2014Co-Authors: L. Philip BarnesAbstract:1. The Rhetoric of Success and the Reality of Underachievement in Religious Education 2. Traditional and Modern Diversity 3. Late Modern Diversity 4. The Demise of Confessional Religious Education 5. Ninian Smart and Working Paper 36 6. Phenomenological Religious Education: Axioms and Commitments 7. Phenomenological Religious Education: Criticism and Revision 8. Religion, Phenomenology and Religious Understanding 9. John Hull, the Enlightenment Project and the Liberal Model of Religious Education 10. The Liberal Model of Religious Education: A Final Critique 11.Postmodern thought 12. Postmodern Religious Education 13. Representing Religions, Developing Respect for Others and Interpretive Religious Education 14. Religious Education and Moral Education 15. A New Post-Liberal Model of Religious Education
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What has morality to do with Religious Education
the Journal of Beliefs and Values, 2011Co-Authors: L. Philip BarnesAbstract:The aim of this paper is to provide a positive case for increasing the role and importance of Religious morality within the subject of Religious Education in British schools. The argument is structured in the following way. First, attention is given to the diminished role accorded to moral Education within Religious Education that followed the transition from confessional to non-confessional, phenomenological Religious Education and the reasons for this. Secondly, a genealogical/historical account is constructed that identifies the different ways in which the contribution of Religious Education to moral Education has been conceptualised and practised in post-confessional Religious Education. Thirdly, the notion that morality and religion are discrete domains of human experience, which has provided the intellectual framework for diminishing the moral content and ambitions of Religious Education, is criticised as controversial philosophically and as contrasting with the way many Religious believers construe...
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Romanticism, representations of religion and critical Religious Education
British Journal of Religious Education, 2007Co-Authors: L. Philip Barnes, Andrew WrightAbstract:Geoff Teece has recently (in BJRE, 27, 2005, pp. 29–40) come to the defence of modern Religious Education and contended that many of the criticisms brought against it are based on mistaken interpretations. More particularly, Teece accuses Andrew Wright of misinterpreting the position of Professor John Hick and of failing to appreciate the intellectual resources that Hick provides for the construction of a critical form of Religious Education. He attempts to correct Wright’s interpretation of Hick, and by extension to undermine Wright’s indictment of the influence of modernity on Religious Education; and he attempts to illustrate how Hick’s Religious pluralism can make a contribution to discussions about critical Religious Education. The aim of this paper is to advance the case for critical Religious Education and to outline something of the form and nature it should take. It begins with a short discussion of the nature and commitments of modern Religious Education, indicating the sense in which they are d...
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Ninian Smart and the Phenomenological Approach to Religious Education
Religion, 2000Co-Authors: L. Philip BarnesAbstract:This essay reviews and assesses Ninian Smart's contribution to Religious Education. Attention is given to his account of the nature and purpose of Religious Education as expressed and developed in a series of works published between the late 1960s and the early 1970s, beginning with The Teacher and Christian Belief (1966) and ending with Schools Council Working Paper 36, Religious Education in the Secondary School (1971), which was produced under his direction. Continuities and tensions in his thought are identified and discussed in the context of recent debates within Religious Education and the academic study of religion. Smart's case for non-confessional Religious Education is considered, as is his support for a phenomenological approach to Religious Education. Although serious criticisms are raised, it is concluded that his work is of abiding significance and relevance to both British Education and beyond.
Brendan P. Carmody - One of the best experts on this subject based on the ideXlab platform.
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Zambia: multi‐faith Religious Education?
the Journal of Beliefs and Values, 2006Co-Authors: Brendan P. CarmodyAbstract:As countries’ populations become more Religiously diverse, a need to review the Religious Education syllabus that operates is often perceived. One such country is Zambia, which was not only traditionally Religiously diverse but has become even more so with the advent of Christianity, Islam and Hinduism and other non‐African faiths. This article therefore explores the feasibility of adopting a multi‐faith approach to Religious Education in Zambia in the light of such increasing Religious diversity. In doing so, special reference is made to parallels with what is happening elsewhere, especially in England, for the Zambian Religious Education situation had a somewhat similar shape as that of England. Among the issues which this paper raises are: what kind of multi‐faith Religious Education, that preserves its integrity, is likely to enhance social harmony in Zambia, as well as, how might such a Religious Education be effectively introduced and implemented?
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Religious Education AND PLURALISM IN ZAMBIA
Religious Education, 2003Co-Authors: Brendan P. CarmodyAbstract:Today, Zambia has a comparatively unified, somewhat exceptional, approach to Religious Education despite a wide variety of predominantly Christian denominations. This article retraces the history of the development of Religious Education from when it was entirely confessional to the present time when it has become largely Educational. In so doing it identifies some of the difficulties encountered and some of the problems that lie ahead in promoting an even more Religiously pluralistic and Educational approach to Religious Education in a country that has been declared a Christian nation.
Suryanto - One of the best experts on this subject based on the ideXlab platform.
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The Religious Education Policy in Indonesia: Impact on Hinduism and Buddhism Religious Education Policy Formulation
2018Co-Authors: SuryantoAbstract:This article discusses how Hindu and Buddhist communities of Indonesia response to the national Religious Education policy enacted in the National Education System Act of 2003. In the Law No.20/2003 of National Education System, Indonesian government introduced new policies in the Religious Education. Despite of the good intention for the equality right for getting Religious Education for all of six formally recognised Religious adherents, the government regulation on Religious Education policy was a largely based on Education political interest of majority Religious groups. This article discussed how these Religious Education policies in Indonesia affected the Religious Education policy formulation of minority Religious group in Indonesia especially those of Hinduism and Buddhism. This research employed the qualitative research approach with the content analysis method to study the impact of Indonesian Religious Education policy in the Law of 20/2003 NESA on the Hinduism and Buddhism institutional Religious Education policy formulation. Data resources for this research were from legal-formal government regulation documents regarding the legislation on national Religious Education policy, and both Hinduism and Buddhism institutional Religious Education policy The finding indicated that the Religious Education policy formulation in the Law 20/2003 and the Government Regulation 55/2007 of Religious Education and Institutional Religious Education of Hinduism and Buddhism, especially those of formal pasraman of Hindu and dhamasekha of Buddhism Education would not be able to be implemented immediately. The main factors were the formulation were considered too idealistic in nature, but it is not relevant with the actual potency and human resources of Hindu and Buddhist Education institutions.
Agnė Margevičiūtė - One of the best experts on this subject based on the ideXlab platform.
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ISSUES ON THE RIGHT TO Religious Education
The Lawyer Quarterly, 2013Co-Authors: Birutė Pranevičienė, Agnė MargevičiūtėAbstract:The article analyses international legal framework, preconditions of realization of the right to Religious Education in Lithuania and other European Union (EU) states during compulsory Education, discusses certain issues related to ensuring and implementing the right of Religious Education in Lithuania and other European Union (EU) states. Right to Religious Education arises from the coherent fundamental rights, such as freedom of religion, conscience and thought, right to choose or change beliefs, right to educate one’s children according to one’s convictions, right and duty to study until certain age, freedom to choose Religious studies for one’s children. Due to the processes of globalization society becomes increasingly culturally heterogeneous, therefore, states carry a complex task to equally ensure different individual interests related to Religious Education. Majority of EU states are required to ensure Education of children according Religious convictions of their parents and needs of the children themselves.
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The Right to Religious Education in Lithuania
2012Co-Authors: Birutė Pranevičienė, Agnė MargevičiūtėAbstract:The article analyzes preconditions of realization of the right to Religious Education in Lithuania during the period of compulsory Education. The article consists of two parts. The essence of the freedom of thought, religion and conscience and their relation to Religious Education is discussed in the first part. The second part of the article analyses national legal framework related to compulsory Education in the light of freedom of thought, religion and conscience. The states are required to ensure Education of children according to Religious convictions of their parents and needs of the children themselves. The Lithuanian legal regulation, however, allows certain ambiguities as to how effectively may the right to Religious Education be realised.
