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1. Non-Indoctrinatory Religious Education in Secular Cultures (EJ785619)
Author(s):
Copley, Terence
Source:
Religious Education, v103 n1 p22-31 Jan 2008
Pub Date:
2008-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Democracy; Religion; Religious Education; Religious Factors; Foreign Countries; Democratic Values; Social Values; World History
Abstract: This article identifies different types of religious education, as different countries and cultures provide different rationales for the appearance or non-appearance of religion in the curriculum of their public schools. It examines the nature of indoctrination and four principal ways in which indoctrination operates. The possibility of secular indoctrination is identified, along with the extent to which one type of religious education might be conceived as an antidote against it. It concludes that education about religion(s), as one type of religious education, is entirely consistent with democratic education in the public square. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Willingness to Participate in Organ Donation among Black Seventh-Day Adventist College Students (EJ794300)
Cort, Malcolm; Cort, David
Journal of American College Health, v56 n6 p691-697 May-Jun 2008
2008-00-00
Journal Articles
Descriptors: College Students; Socialization; Religion; White Students; African American Students; Participation; Comparative Analysis; Religious Factors; Racial Differences; Racial Bias; Donors; Human Body; Student Attitudes; Psychological Patterns
Abstract: Objective and Participants: The authors studied a group of black and white Seventh-Day Adventist (SDA) college students (N = 334) to compare the power of religious socialization with racial socialization. Methods: The authors compared the levels of willingness to donate organs between black and nonblack students in an availability sample. Results: Black SDA college students were significantly more likely than white SDA students or SDA students of other races to perceive racism in the healthcare system and to believe that doctors would not make heroic efforts to save their lives if they knew they were organ donors; they were 66.9% less likely to donate organs than were white SDA students or SDA students of other races. Conclusions: Despite a common religion with a purposive indoctrination, the racial socialization of black SDA students exerted a stronger influence on willingness to participate in organ donation than did that of white students and students of other races within this religion. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Here's What You Must Think about Nuclear Power: Grappling with the Spiritual Ground of Children's Judgement inside and outside Steiner Waldorf Education (EJ811376)
Ashley, Martin
International Journal of Children's Spirituality, v13 n1 p65-74 Feb 2008
2008-02-00
Descriptors: Freedom; Nuclear Energy; Educational Change; Attitude Change; Foreign Countries; Teaching Methods; Students; Religious Factors; Children; Adolescents; Natural Resources; Climate
Abstract: The author has previously argued against "early closure"--the tendency to close down children's curiosity through an over-zealous approach to issues-based education. Indoctrination might be a result but "burn-out," a potentially permanent attitude change that sets in before puberty, is more likely. This article is based on the author's recent work on a project on Steiner Schools in England, funded by the Department for Education and Skills (DfES), and is an examination of the apparent paradox of authority in the Steiner schools. There is a particular view that the teacher is the authority who mediates the world to 7-14-year-old pupils. However, the ultimate goal of Steiner education is freedom and autonomy. In Steiner's words "our highest endeavour must be to develop free human beings who are able to impart freedom and direction to their lives." The DfES research has suggested that pupils subjected to teacher authority in the Steiner tradition do so develop and that the spiritual dimension is significant. This requires further research. This article suggests that the preservation of childhood through a spiritually based developmental approach, true to Steiner's ideal of integrating the scientific, the artistic and the religious, may be worthy of attention. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Indoctrination, Moral Instruction, and Nonrational Beliefs: A Place for Autonomy? (EJ722948)
Merry, Michael S.
Educational Theory, v55 n4 p399-420 Nov 2005
2005-11-00
Journal Articles; Opinion Papers; Reports - Evaluative
Descriptors: Individual Psychology; Ethical Instruction; Personal Autonomy; Educational Theories; Beliefs; Values
Abstract: The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against the backdrop of a minimalist notion of autonomy. I then consider the case for nonrational beliefs, examining the difference between those whose content is objectionable on evidentiary grounds and those that are immune to verification. Next, I consider the indoctrination/moral instruction distinction through examining the various ways in which indoctrination is defined. I also consider the role that value coherence plays in shaping our identities, paying particular attention to fundamental commitments as defined by our respective families, cultures, and communities. Finally, I argue that individual psychology is central to our ability to assess the outcome of an upbringing purported to be indoctrinatory, and I emphasize the important role that experience and agency play in enabling us to evaluate our beliefs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Justices Query Lawyers in Florida Court Showdown over Voucher Program (EJ759526)
Richard, Alan
Education Week, v24 n40 p1, 20 Jun 2006
2006-06-15
No
Descriptors: Educational Vouchers; Court Litigation; School Choice; Constitutional Law; State Church Separation; Parochial Schools; Religious Education; Disadvantaged Youth; Tuition; Private Schools; Scholarships
Abstract: Florida's Opportunity Scholarships faced their most crucial test in June 2005, as the state supreme court heard arguments in a case about the constitutionality of the voucher program. In more than an hour of oral arguments in "Bush v. Holmes," held June 7, in Tallahassee and shown live on the Internet, lawyers sparred over the implications for school vouchers of language in the Florida Constitution that bars religious institutions from receiving state money. Plaintiffs' lawyer John M. West said that religious schools using the vouchers are involved in "the religious indoctrination of young children," suggesting there is no way to square the program with the state constitution. The state's lawyers asked the court to keep the vouchers, which they argued are no different from other common forms of public aid that go to religious colleges, hospitals, and other entities. They also stressed that the vouchers primarily help poor and minority students. A decision in the 4-year-old lawsuit challenging the vouchers, which about 720 students statewide used to pay school tuition in 2004-05, could determine the future of vouchers in the state, and slow or fuel the growth of private school choice nationwide. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Political Activism, Professionalism, and the Classroom: Drawing a Line of Demarcation (EJ772101)
Lee, Daniel E.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v80 n1 p27-28 Sep-Oct 2006
2006-00-00
Journal Articles; Opinion Papers
Descriptors: Activism; Academic Freedom; Teacher Role; Teacher Responsibility; Classroom Environment; Controversial Issues (Course Content); State Church Separation; Political Attitudes; Citizen Participation; Public Schools; Private Schools; Church Related Colleges; Parochial Schools; Beliefs; Information Dissemination; Ideology
Abstract: The author contends that any type of indoctrination in the classroom, be it political, moral, or religious in nature, is inappropriate because it flies in the face of students' academic freedom, which should be carefully nurtured and rigorously defended. However, as he has continued ruminating about these matters, it has occurred to him that simply focusing on academic freedom does not do justice to the full range of issues that come into play, particularly with respect to political activism. In this article, the author addresses some of these issues. He argues that a demarcation line should be drawn separating political (and religious) activism from teachers' professional responsibilities, which include an obligation to maintain a nonthreatening environment in the classroom where students are free to give expression to their views on matters of controversy, even if those views are at odds with ones they hold. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Michael Hand, Indoctrination and the Inculcation of Belief (EJ686773)
Tan, Charlene
Journal of Philosophy of Education, v38 n2 p257-267 May 2004
2004-05-00
Descriptors: Religious Education; Religious Cultural Groups; Educational Legislation; Compliance (Legal); Conflict Resolution; Beliefs; Parent Role
Abstract: In 'Religious Upbringing Reconsidered,' Michael Hand revisits the debate on the right of parents to give their children a religious upbringing in a liberal context. According to him, the logical difficulty lies in the fact that parents cannot both impart religious beliefs and avoid indoctrination. While Peter Gardner and Jim Mackenzie have responded to Hand's paper and raised a number of pertinent issues, what is missing is a fuller treatment of indoctrination and belief inculcation for children. In this paper, I argue that Hand's fallacy lies in his flawed understanding of indoctrination and belief inculcation: the inculcation of non-rational beliefs, far from being indoctrinatory, is in fact necessary for children in the process of growing up. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Against the Grain: Religious Education at 100 (EJ721492)
Alexander, Hanan A.
Religious Education, v100 n4 p353-356 Fall 2005
2005-00-00
Descriptors: Religious Education; Religious Factors; Religion; Terrorism; Ethics; Periodicals; Foreign Countries
Abstract: The terms religion and education do not necessarily fit easily together without a sense of tension or even contradiction between them. Religion, especially under the influence of medieval scholastic theology, but also as an expression of pure or naive piety, is often associated with absolute truths that are to be accepted without question on the basis of divine or ecclesiastical authority. Education, on the other hand, when distinguished properly from indoctrination, is more about learning to ask productive questions than embracing predetermined answers. So when a journal entitled "Religious Education" first appeared a century ago dedicated to exploring how youngsters might be initiated into faith communities through inquiry into tradition rather than recitation of prescribed doctrine, it must have appeared to many as running against the grain. Indeed, the idea of connecting religion to education has continued to appear problematic to believers and unbelievers alike throughout the whole of the journal's long tenure of publication, which is why this anniversary is at once so remarkable and so significant. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Controversy Over Student "Rights" (EJ726503)
Fields, Cheryl
Change: The Magazine of Higher Learning, v37 n5 p4 Sep-Oct 2005
Descriptors: Student Rights; Higher Education; State Legislation; Academic Freedom; College Faculty; Bias; Political Attitudes; Politics of Education
Abstract: This article reports on the controversy over the "academic bill of rights" that is being pushed by conservative activist David Horowitz of the Center for the Study of Popular Culture. A committee in the Pennsylvania House of Representatives passed a resolution in July that reflects the concerns of this "bill," which has been batted around in state legislatures across the country for months. Horowitz and his supporters claim, among other things, that colleges aren't doing enough to protect students whose political or intellectual views don't follow those expressed by their professors. Thus, they argue, the institutions need an explicit document guaranteeing some kind of balance in classroom discussions and coursework. Horowitz's "bill" states that, "exposing students to the spectrum of significant scholarly viewpoints on the subjects examined in their courses is a major responsibility of faculty. Faculty will not use their courses for the purposes of political, ideological, religious, or anti-religious indoctrination." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Child-to-Child Evangelism Hits on Parents' Religious Rights (EJ740982)
Boston, Rob
Education Digest: Essential Readings Condensed for Quick Review, v70 n2 p47-52 Oct 2004
2004-10-00
Descriptors: Christianity; Protestants; Parent Rights; Children; Public Schools; Internet; Clergy; Religious Education
Abstract: In this article, the author discusses the "child-to-child evangelism" technique designed by evangelist Franklin Graham to convert America's children to his brand of Christianity. Starting in local public schools, Graham put out this plan whereby children could study evangelism techniques over the Internet and then march into their schools to convert them into fundamentalist Christianity. Although school-sponsored religious indoctrination in public schools is banned by the US Supreme Court, evangelists are still trying to circumvent that decision and find a way to bring fundamentalism into the schools. Their latest approach--using children as missionaries--is only the newest wrinkle in a long-running effort by the Religious Right to "Christianize" America's schools. The technique has been all the rage in evangelical Christian circles and has been highlighted in several publications and websites. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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