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Secularization in the Long 1960s: Numerating Religion in Britain provides a major empirical contribution to the literature of secularization. It moves beyond the now largely sterile and theoretical debates about the validity of the secularization thesis or paradigm. Combining historical and social scientific perspectives, Clive D. Field uses a wide range of quantitative sources to probe the extent and pace of religious change in Britain during the long 1960s. In most cases, data is presented for the years 1955-80, with particular attention to the methodological and other challenges posed by each source type. Following an introductory chapter, which reviews the historiography, introduces the sources, and defines the chronological and other parameters, Field provides evidence for all major facets of religious belonging, behaving, and believing, as well as for institutional church measures. The work engages with, and largely refutes, Callum G. Brown's influential assertion that Britain experienced 'revolutionary' secularization in the 1960s, which was highly gendered in nature, and with 1963 the major tipping-point. Instead, a more nuanced picture emerges with some religious indicators in crisis, others continuing on an existing downward trajectory, and yet others remaining stable. Building on previous research by the author and other scholars, and rejecting recent proponents of counter-secularization, the long 1960s are ultimately located within the context of a longstanding gradualist, and still ongoing, process of secularization in Britain.
For almost twenty years, Foundational Issues in Christian Education has been a key text for many Christian education courses. Its perceptive analysis coupled with clear writing make it a resource without peer. In the book, Christian education expert Robert Pazmiño guides readers through a comprehensive discussion of the interdisciplinary foundations of Christian education, calling all Christian educators to reevaluate the fundamentals of their discipline. "A careful exploration of foundations," writes Pazmiño, "is essential before specifying principles and guidelines for practice." This updated edition includes interaction with professional developments over the past ten years and appendixes that assess the impact of postmodernism as an educational philosophy. In addition, each chapter includes "points to ponder" for personal reflection or classroom use.
Focusing on Australia, Canada, and New Zealand, 'Religious Education and the Anglo-World' historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.
The first critical guide to the essential literature reflecting and expressing psychoanalytic approaches to religion, this volume's concentrates on critical assessments that steer the user toward works of lasting value. The book's first priority is to include publications clearly aimed at continuing the Freudian tradition and contributing to the psychoanalytic study of religion. The book will be of interest to scholars and students of psychology and religion as well as the general reader who is seeking works on those topics. Most of the psychoanalytic literature in English since 1920 is included and is organized in 21 topical sections. Cross-references and indexes increase the usefulness of the work. The author has tried to include every coherent effort, guided by psychoanalytic theory, to offer an explanation, understanding, or interpretation of religion or religious behavior. The work will be of interest in the fields of psychoanalysis, psychology, sociology, anthropology, history, literature, folklore, and religion. Public libraries will find this a valuable reference tool to offer the general reader who is interested in a broad spectrum of ideas.
Twenty-five doctoral students from around the world recently set out to forge a new path toward a theology of mission. As they blazed a new trail, they discovered the footprints of God--evidence that God was their trial guide. Charles Van Engen led this group of mission practitioners, pastors, teachers, and mission executives as they set out to discover answers to important questions, such as "What is theology of mission?" and "What is missiology?" The team used a new approach to answer these questions, employing narrative to integrate personal story, community stories, cultural stories, and biblical stories. Each writer brings his or her own unique context to bear on these important questions through personal story and by highlighting the work of a major missiologist who has impacted their life and work. By drawing from personal stories, the authors show how human factors affect missiology. All of the chapters are set within a unique theological framework created by Charles Van Engen that focuses on mission of the way, mission in the way, and mission on the way. This framework reveals that mission must be "of the way" (Christ-centered), "in the way" (happening among the peoples and cultures of the world), and "on the way" (moving forward over time through God's people as they anticipate Christ's present and coming kingdom). If you are concerned about connecting the Bible, theology, and ministry with the complexity and variety of contexts facing Christians today, then you will want to join this journey to discover the footprints of God. As Van Engen says, you will be encouraged to "think theologically about mission, and missiologically about theology."
This collection of scholarly and thought-provoking articles, drawn from the interdisciplinary journal The Living Light, focuses on current topics in adolescent catechesis.
This updated reference guide directs students to over five hundred significant theological resources across a wide area of theological research. It details bibliographic sources for encyclopedias, dictionaries, and electronic resources in biblical studies, historical studies, theology, and practical theology.
Some people would gnash their teeth at the idea that America was – and can be again – a Christian nation. They will not be satisfied until they have removed every vestige of our Christian heritage from our minds and from our surroundings. Yet in this book, D. James Kennedy and Jerry Newcombe document the incontrovertible fact that America began as a Christian nation. And "we can get back on track before it's too late," they say. "What made us great in the first place is our rich Christian heritage. It's time to reclaim America!"
Religion has had notable and renewed prominence in contemporary public and political life. Religious questions have also been freshly examined in philosophy and theology, the natural sciences, the social sciences, psychology, phenomenology, politics and the arts. These fields reflect complex, multi-disciplinary understandings of religion, some hostile, some accommodating. For religious education this has all contributed to its own international renaissance. Religious education, in ensuring it is contemporary, shares with these fields the same criticality, the same distance between the study of religion and the religious life. Yet what are the grounds of this modern religious education? Through a systematic historical and contemporary cross-disciplinary analysis, answering this question is the ambitious task of the book. Chapters include: philosophy, theology and religious education the natural sciences and religious education the social sciences and religious education psychology, spirituality and religious education phenomenology and religious education the politics of religious education the aesthetics of religious education. The central problem of all modern religious education remains this: what are the grounds of religious education when religious education is no longer grounded in the religious life, in the life of the holy? Although this primarily appears to be an epistemological problem, it soon becomes a moral and existential one. The book will be of key interest to teachers, theorists and researchers working in religious education.
First Published in 1995. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflective teaching and active forms of pupil learning. The books explore the implications of these commitments for curriculum and curriculum-related issues. This book has emerged out of the collective experience of six colleagues who work together at the Faculty of Education of the University of the West of England, in Bristol. The twin strands here are a social constructivist model of learning and a reflective teaching model of pedagogy. Through reflecting on our experiences and evaluating their intentions, practices and outcomes, not only do we learn, but we also enrich the learning of those children, pupils and students with whom we are working.