New international studies on religions and dialogue in education (eBook)

Book Cover 1
Impressum 4
Contents 5
Editorial 7
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) 13
Abstract 13
The "ecumenical family" as a challenge for religious upbringings 13
Interplay between the domains in religious socialization 16
Ideals and the reality of religious socialization in the Finnish context 17
Analysis 18
Conclusions 26
References 28
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 31
Introduction 31
Method 36
Conclusions 41
References 42
Interreligious education in Catholic schools in Hong Kong. Promoting human values in risk of assimilation by sovereign transition (Imelda Pui-hing Lam) 47
Abstract 47
New era in Hong Kong 47
Salient features of the new curriculum on religious education 49
First distinguishing feature: core human values 50
Second distinguishing feature: Interreligious education regarding Christianity and Confucianism 53
Third distinguishing feature: Approach of Emmaus Pedagogy 56
Conclusion 58
References 59
The role of mindful art-making in Jewish dialogical spiritual education (Elyssa Wortzman) 61
Abstract 61
The role of mindful art-making in Jewish dialogical spiritual education 61
How do students perceive learning through MABJSD? 67
Concluding remarks on an art-based spiritual tool-box for dialogic learning 74
References 76
Toward democratic practices in RE? A teaching experiment in Finnish classrooms (Martin Ubani) 81
Abstract 81
Introduction 81
RE classroom practices and participation 82
Research procedures 85
Results 86
Concluding Remarks 89
References 91
Appendix 1. Statistics on the variables 94
Theology students' views about competence on multicultural and multi-faith issues (Mehmet ?anver & Özgür Erakku?)
Abstract 95
Religious education in multicultural and multi-faith environments 95
Method 101
Findings 103
Discussion 108
References 109
Church and state in educational dialogue. A historical study of the presbyterian church of Ghana (Seth Asare-Danso) 111
Abstract 111
Introduction 111
Conceptual and theoretical frameworks 112
Methodology 113
Research Questions 113
Data analysis 114
Concluding remarks 122
Recommendations 123
References 124
Appendix 1 126
Early childhood educational thinking in a Christian day-care centre (Hilkka Luttinen & Ulla Härkönen)
Abstract 129
Introduction 129
Theoretical background 130
Research question 133
Methods 134
Results 134
Conclusions 136
References 138
Religious minorities as bridge builders in diverse classrooms (Aina Hammer & Nanna Paaske)
Abstract 141
Introduction 141
Background and theoretical framework 143
Method 144
Results 147
Narratives and counter narratives 149
Identity and affiliations 151
Discussion 151
Conclusion 153
References 154
Islamic education in the non-confessional frame. Challenges of Islamic religious education in the Finnish context (Saila Kujanpää) 157
Abstract 157
Introduction 157
Defining the context: the framework of RE in Finland 159
Development of IRE in the Finnish context 161
Challenges of IRE in the Finnish context: Who defines Islamic education? 164
Concluding remarks 166
References 168
What kind of educational reflections do RE student teachers have during their pedagogical studies? A dialogical perspective on a case study (Martin Ubani) 173
Abstract 173
1. Introduction 173
Teacher's professional reflection and Finnish RE teacher education 174
Research procedures 175
Results 176
Susan's reflections during the year of her pedagogical studies 178
Concluding remarks: Meeting the dialogical aspect in teacher's reflection 183
References 184
Religious competence and the new national curriculum of Latvia. Current developments (Laima Geikina) 189
Abstract 189
Introduction 189
Theoretical framework of the National Curriculum: constructivist and social constructivist approach 192
What is the place for RE and Ethics in this challenging NC? 194
Crossing the subject borders or dialogue between different subject traditions 196
Discussion 197
References 198
High school students' views on the use of digital learning objects in religious education (Vasiliki Mitropoulou & Smaragda Faridou)
Abstract 201
1. Introduction 201
2. The digital material: Pedagogical and teaching approach 203
3. Method 206
4. Results 207
5. Discussion on the findings 214
6. Concluding remarks 216
References 217
A teacher as a user of technological devices and social media applications in religious education (Risto Aikonen) 219
Abstract 219
Background for the research 219
What do we mean by devices and applications? 220
ICT, applications and religious education – still looking for each other? 222
Research methodology 223
How frequently do teachers use devices in RE? 224
How frequently do teachers use social media applications (WEB 2.0) in RE? 227
Does a teacher's background effect the use of devices in RE? 229
Does a teacher's background effect the use of applications (WEB 2.0) in RE? 230
Conclusions 232
References 235
Appendix 1. Teachers' familiarity with the WEB 2.0 applications in education 238