Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 26. Next 10 >>
1. The New Outspoken Atheism and Education (EJ800938)
Author(s):
Noddings, Nel
Source:
Harvard Educational Review, v78 n2 p369-390 Sum 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Opinion Papers; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Religious Education; Religious Factors; Citizenship Education; Religion; Beliefs; Educational Environment; Interpersonal Relationship; Educational Philosophy; Ethical Instruction; Values Education; Democratic Values; Educational Principles; Vocabulary; Critical Thinking; Public Schools; Literacy; History Instruction; Logical Thinking; English Instruction; Aesthetics; Intercultural Communication
Abstract: In this essay, Nel Noddings calls upon U.S. public schools to equip students with a more nuanced understanding of religious vocabulary, history, and ideas. Examining recent books by outspoken atheists including Richard Dawkins, Daniel Dennett, Sam Harris, and Christopher Hitchens, Noddings argues that schools should help students "communicate across the chasm" between belief and unbelief in an effort to prepare a more civil and informed citizenry. In a wide-ranging discussion of religious vocabulary, belief, logic, morality, and aesthetics, she illustrates ways in which schools can incorporate religious literacy across the curriculum and foster a rich understanding of religious history and ideas among the students they serve. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. A Pragmatic Approach to Teaching Psychiatry Residents the Assessment and Treatment of Religious Patients (EJ806657)
Blass, David M.
Academic Psychiatry, v31 n1 p25-31 Feb 2007
2007-02-00
Journal Articles; Reports - Descriptive
Descriptors: Psychiatry; Patients; Phenomenology; Pragmatics; Religion; Guidelines; Teaching Methods; Counselor Client Relationship; Counselor Training
Abstract: Objective: The authors describe a pragmatic and a theoretical framework for teaching psychiatry residents how to assess and treat religious patients. Results: The psychiatrist's goals in assessing the religious history are clarified. These goals differ between the assessment and treatment phases. During assessment, attention is paid to psychiatric phenomenology and careful history-taking, utilizing knowledgeable outside informants. A framework is presented for engaging religious patients, fostering therapeutic alliance, avoiding pitfalls, and facilitating treatment within the patient's religious context. Conclusions: Emphasizing knowledge of phenomenology and information gathering skills may be more effective than emphasizing broad knowledge of many religions, except for clinicians practicing within a particular religious community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. On Shaky Ground (EJ791379)
Mueller, Alan C. R.
About Campus, v11 n5 p27-28 Nov-Dec 2006
2006-00-00
Journal Articles; Opinion Papers
No
Descriptors: Religious Cultural Groups; Adolescents; Personal Narratives; Religious Factors; Religion; Teacher Student Relationship; Cultural Influences; College Students; Teacher Role; College Faculty
Abstract: In this article, the author shares his conversation with Kim--one of his students who shared with him her faith, her major beliefs, the conditions for eternal salvation of one's soul, and her family's religious history. As Kim was describing her faith group's criteria for eternal salvation and for eternal damnation, the author found that her faith and his had some distinct similarities and some stark differences. It was in one of these divergences that the conversation was to take root. In his conversation with Kim, the author learned that he must renew his understanding of students' faiths and the ways in which beliefs affect their worldviews and remember that the ideas of capital "T" Truth and capital "K" Knowledge are central to many religious groups, including the one of which Kim was a part. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. American Religious Leaders. American Biographies. (ED482705)
Hall, Timothy L.
N/A
2003-00-00
Collected Works - General; Reference Materials - Directories/Catalogs
Descriptors: Biographies; Elementary Secondary Education; Heritage Education; Leadership; Profiles; Religion; Resource Materials; Social Studies; Spirituality; United States History
Abstract: Founded on the principle of religious pluralism, the United States comprises scores of religious traditions. Although the spiritual lives of most people throughout the nation's history are private and undocumented, an examination of the lives and influence of U.S. religious leaders offers insights into the religious heritage of the United States. The men and women profiled in this book felt impelled to preach, to found schools or other institutions, or to debate the relationship between church and government in the observance of their spiritual convictions. The book highlights the lives and achievements of more than 270 individuals who became important spiritual leaders, such as John Cotton, Father Damien, Mary Baker Eddy, Billy Graham, Rebecca Gratz, Sun Myung Moon, Elijah Muhammad, Tenskwatawa, Bishop Fulton Sheen, Bob Jones, and Martin Luther King, Jr. It features an introduction, glossary, general bibliography, two subject indexes that list entries by the subject's religious affiliation and year of birth, a comprehensive index, and about 60 photographs depicting prominent individuals. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library
5. A Proposta Jesuitica de Educacao: Uma Leitura das Constituicoes (The Jesuit Proposal of Education: A Reading of the Constitutions). (EJ636212)
de Paiva, Jose Maria; Puentes, Roberto Valdes
Comunicacoes, v7 n2 p101-18 Nov 2000
2000-00-00
Journal Articles
Descriptors: Catholic Educators; Church Related Colleges; Clergy; Educational Philosophy; Higher Education; Religious Education; Religious Organizations; World Views
Abstract: Seeks to understand the Jesuit education proposal in the reforming context from which it came. States that the Constitutions established the renewing function of school education based on the sacred vision of the world: God is placed as the ultimate end, and objectives are learning, formation of good customs, and apostleship. (BT)
6. The Ethics of Teaching about Religion in the Public Schools. (ED456068)
Ackerman, James S.
2000-02-12
Opinion Papers; Speeches/Meeting Papers
Descriptors: Classroom Techniques; Controversial Issues (Course Content); Ethics; Public Schools; Religion; Religion Studies; Secondary Education; Social Studies; Teacher Role; Values Education
Abstract: Teachers have a professional/ethical obligation to teach their subject in as balanced a way as possible so that students will not come away with a biased slant that, in their eyes, has been validated by the school system. The teaching of social studies, especially history, would be impoverished if matters of religious beliefs and influences were omitted by a faulty understanding of the First Amendment. In secondary schools, teaching about religion will require the most work, and have the greatest impact, in the social studies curriculum. This paper warns teachers against gross generalizations of religions and the joining of religion to values groups. The teacher should engage in sufficient study to get comfortable with any religious tradition or belief, whether or not he/she agrees with it. Some ways to integrate teaching about religion into courses are to: take advantage of continuing education courses to learn more about the world's religions; encourage school districts to offer inservice education for all teachers faced with the responsibility of teaching about religion; select a textbook that appropriately addresses the religious influences into the history/culture being studied; and develop a written-out procedure for dealing with complaints. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (152K)
7. Damien: Teacher Resource Guide [with Videotape]. (ED444924)
1999-10-00
Guides - Classroom - Teacher; Non-Print Media
Descriptors: Caregiver Role; Cultural Context; Disease Control; Health Conditions; Interdisciplinary Approach; Learning Modules; Priests; Secondary Education; State History; State Standards
Abstract: This resource includes: a videotape of the film "Damien," which was locally produced in Hawaii in the late 1940s; instructional modules and resources for the classroom; additional information to support the instructional modules and videotape viewing; and an annotated bibliography. Major goals of the teacher resource materials are to provide students with: information about Father Damien (1840-1889) and his work with the Hansen's disease patients at Kalawao, Moloka'i; primary and secondary data to help them process and construct conceptual understandings about (1) culture and disease, (2) arts and humanities surrounding representation of Father Damien, (3) the memoralization of Father Damien, and (4) the perspectives surrounding the historical and political era of Father Damien's service; and the opportunity to apply the knowledge to understand current issues and become active participants in authentic social-action solutions. The guide's learning modules are guided by the Hawaii Content and Performance Standards. These content standards identify the broad concepts, skills, and dispositions that clarify and define what students should know and be able to do as a result of the particular learning module selected. Using the standards, participating educators can focus on specific grade-level benchmarks. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1372K)
8. The History Highway: A Guide to Internet Resources. (ED426007)
Trinkle, Dennis A.; Auchter, Dorothy; Merriman, Scott A.; Larson, Todd E.
1997-00-00
Books; Reference Materials - Bibliographies
Descriptors: Annotated Bibliographies; Computer Networks; Computer Uses in Education; Computers; History Instruction; Information Networks; Internet; United States History; World History
Abstract: This book provides a general introduction to the skills and tools necessary to navigate the Internet and offers detailed information about the many historical resources available and how to find them. Chapter 1, "Getting Started," is short primer on using the Internet. Chapter 2, "Internet Sites for Historians," directs readers to thousands of sites that appeal to anyone interested in history. Web sites include general history, ancient history, Medieval and Renaissance history, world history, military history, religious history, history of science and technology, historic preservation, genealogy, state historical societies, maps, electronic texts, resources for teachers, and libraries, archives, and museums. An online reference desk, Internet search engines, a glossary of terms, and suggestions for further reading are also included. (Contains an index.) (EH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The School Dog Is Not the School Dog: The Dilemma of Writing Biographies of Religious Educators. (ED409564)
Godfrey, John R.
1997-03-24
Historical Materials; Opinion Papers; Speeches/Meeting Papers
Descriptors: Biographies; Cultural Context; Educational History; Educational Philosophy; Foreign Countries; Information Sources; Religious Cultural Groups; Religious Education
Abstract: Analyzing the life and work of members of religious groups presents predicaments not always encountered in other biographical endeavors. Some problems faced by religious biographers can be illustrated by looking at works analyzing the writings and life of Ellen White (1827-1915), a Seventh-Day Adventist pioneer and educator. For more than a century the Adventist membership, particularly in the United States and the Pacific, have been taught explicitly or implicitly that the central core of White's writings, which included a philosophy of education, were received through visions or dreams given by God. White was considered inerrant, and the question of her "sources" rarely arose. To safeguard their religious faith, some sectarian biographers fail to accept the notion that some of the tenets of their belief structure are problematic. Researchers, however, began to examine more closely White's educational writings to ascertain the sources of her educational philosophy which formed the basis of the Adventist education system. In the 1980s, following some serious historical research studies of White by Ronald Numbers and Walter Rea, White's credibility as an inspired source of religious history, education, health, eschatology, and devotional literature lay in tatters. The Adventist prophet's sources had been discovered and there was little room for the belief that they constituted visions of God, through His chosen Messenger, to His chosen people. Her views were merely part of her socio-religious and educational milieu. (Contains 36 notes.) (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (504K)
10. A Proposal for Assessing the Teaching of Religious History in Indiana Schools. (ED368659)
Patrick, John J.
1994-01-14
Speeches/Meeting Papers; Opinion Papers
Descriptors: Curriculum Enrichment; Curriculum Evaluation; Elementary Secondary Education; Evaluation; History; Religion; Religion Studies; Social Studies
Abstract: The multi-faceted assessment of the teaching of religious history in the elementary and secondary schools of Indiana developed from a need for the assessment, a concept and procedure for the assessment, and the applications to educational practice. Textbooks have neglected religious history, and a national movement exists to improve the curricular status of religion. Documentation of the status of religion in elementary and secondary school history and social studies courses needs to be done in Indiana. In conceptualizing the proposed assessment, four types of questions signify the major categories: (1) questions about the extent and quality of coverage of religious history in textbooks; (2) questions regarding the place of religious history in the published frameworks and guides for the curricula of elementary and secondary schools; (3) questions pertaining to the place of religious history in the education and certification of teachers; and (4) questions dealing with the attitudes and practices of key persons about the place of religious history in the school curriculum. A procedure for developing the assessment and final report derives from the four types of questions. The possibility exists for the assessment to increase public interest in the subject, arouse public interest groups to exert pressure for curricular reform, and provide a baseline for curriculum improvement. (CK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (164K)
Help
Help