New international studies on religions and dialogue in education

Book Cover

Impressum

Contents

Editorial

Raising a Christian or an Orthodox Christian? Parents' experience of their ecumenical reality and minority status in the religious upbringing of Finnish Orthodox children and youth (Pekka Metso)

Abstract

The "ecumenical family" as a challenge for religious upbringings

Interplay between the domains in religious socialization

Ideals and the reality of religious socialization in the Finnish context

Analysis

Conclusions

References

Theoretical and methodological perspectives to studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools (Arniika Kuusisto, Jörgen Straarup, Olga Schihalejev, Arto Kallioniemi & Linda Vikdahl)

Abstract

Introduction

Method

Conclusions

References

Interreligious education in Catholic schools in Hong Kong. Promoting human values in risk of assimilation by sovereign transition (Imelda Pui-hing Lam)

Abstract

New era in Hong Kong

Salient features of the new curriculum on religious education

First distinguishing feature: core human values

Second distinguishing feature: Interreligious education regarding Christianity and Confucianism

Third distinguishing feature: Approach of Emmaus Pedagogy

Conclusion

References

The role of mindful art-making in Jewish dialogical spiritual education (Elyssa Wortzman)

Abstract

The role of mindful art-making in Jewish dialogical spiritual education

How do students perceive learning through MABJSD?

Concluding remarks on an art-based spiritual tool-box for dialogic learning

References

Toward democratic practices in RE? A teaching experiment in Finnish classrooms (Martin Ubani)

Abstract

Introduction

RE classroom practices and participation

Research procedures

Results

Concluding Remarks

References

Appendix 1. Statistics on the variables

Theology students' views about competence on multicultural and multi-faith issues (Mehmet ?anver & Özgür Erakku?)

Abstract

Religious education in multicultural and multi-faith environments

Method

Findings

Discussion

References

Church and state in educational dialogue. A historical study of the presbyterian church of Ghana (Seth Asare-Danso)

Abstract

Introduction

Conceptual and theoretical frameworks

Methodology

Research Questions

Data analysis

Concluding remarks

Recommendations

References

Appendix 1

Early childhood educational thinking in a Christian day-care centre (Hilkka Luttinen & Ulla Härkönen)

Abstract

Introduction

Theoretical background

Research question

Methods

Results

Conclusions

References

Religious minorities as bridge builders in diverse classrooms (Aina Hammer & Nanna Paaske)

Abstract

Introduction

Background and theoretical framework

Method

Results

Narratives and counter narratives

Identity and affiliations

Discussion

Conclusion

References

Islamic education in the non-confessional frame. Challenges of Islamic religious education in the Finnish context (Saila Kujanpää)

Abstract

Introduction

Defining the context: the framework of RE in Finland

Development of IRE in the Finnish context

Challenges of IRE in the Finnish context: Who defines Islamic education?

Concluding remarks

References

What kind of educational reflections do RE student teachers have during their pedagogical studies? A dialogical perspective on a case study (Martin Ubani)

Abstract

1. Introduction

Teacher's professional reflection and Finnish RE teacher education

Research procedures

Results

Susan's reflections during the year of her pedagogical studies

Concluding remarks: Meeting the dialogical aspect in teacher's reflection

References

Religious competence and the new national curriculum of Latvia. Current developments (Laima Geikina)

Abstract

Introduction

Theoretical framework of the National Curriculum: constructivist and social constructivist approach

What is the place for RE and Ethics in this challenging NC?

Crossing the subject borders or dialogue between different subject traditions

Discussion

References

High school students' views on the use of digital learning objects in religious education (Vasiliki Mitropoulou & Smaragda Faridou)

Abstract

1. Introduction

2. The digital material: Pedagogical and teaching approach

3. Method

4. Results

5. Discussion on the findings

6. Concluding remarks

References

A teacher as a user of technological devices and social media applications in religious education (Risto Aikonen)

Abstract

Background for the research

What do we mean by devices and applications?

ICT, applications and religious education – still looking for each other?

Research methodology

How frequently do teachers use devices in RE?

How frequently do teachers use social media applications (WEB 2.0) in RE?

Does a teacher's background effect the use of devices in RE?

Does a teacher's background effect the use of applications (WEB 2.0) in RE?

Conclusions

References

Appendix 1. Teachers' familiarity with the WEB 2.0 applications in education