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 54. Next 10 >>
1. Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-Education (EJ694199)
Author(s):
Gur-Ze'ev, Ilan
Source:
Educational Theory, v55 n3 p343-365 Aug 2005
Pub Date:
2005-08-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Theology; Philosophy; Judaism; Jews; Critical Theory
Abstract: From a contemporary perspective, the work of the Frankfurt School thinkers can be considered the last grand modern attempt to offer transcendence, meaning, and religiosity rather than "emancipation" and "truth." In the very first stage of their work, Adorno and Horkheimer interlaced the goals of Critical Theory with the Marxian revolutionary project. The development of their thought led them to criticize orthodox Marxism and ended in a complete break with that tradition, as they developed a quest for a unique kind religiosity connected with the Gnostic tradition and emanating, to a certain extent, from Judaism. This religiosity offers a reformulated Negative Theology within the framework of what I call "Diasporic philosophy." In his later work, Horkheimer explicitly presented Critical Theory as a new Jewish theology. Rearticulating Critical Theory is of vital importance today, both for understanding the current historical moment and for going beyond the oppressive dimensions of Critical Pedagogy. This article does not satisfy itself by offering a new reconstruction of Critical Theory; its goal is to offer a blueprint for a Diasporic counter-education that transcends Critical Pedagogy and goes beyond the emancipatory dimensions of Judaism itself. 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. Assessing Teachers' of Religion in U.S. Post Secondary Education (ED490587)
Kollar, Nathan R.
Online Submission
2005-10-22
Reports - Research; Tests/Questionnaires
N/A
Descriptors: Theology; Philosophy; Theological Education; Postsecondary Education; Religion Studies; Religious Education; Teacher Evaluation; Evaluation Methods; Educational History; College Faculty; Surveys
Abstract: Assessing Teachers' of Religion in U.S. Post Secondary Education is a review of religion's various meanings, how it is taught, where it is taught and how it is evaluated on the post secondary campuses of the United States. Kollar reports the results of a National Survey of chairs and directors of all the schools, departments, and programs of Religion, Religious Studies, and/or Theology who are members of the American Academy of Religion, College Theology Society, or Association of Theological Schools. These are the professional organizations of those teaching religion in public and private secondary education. The survey is not only a report as to the state of teaching about religion on campuses but also a snapshot of how all faculty teach and are evaluated on U.S. campuses. He follows the summary of the survey's results with a presentation of vital issues associated with assessment in general as well as in the particular area of teaching about religion. The appendix provides the various methods, and their critique, that may be used in assessment processes. The appendix also provides the results of the surveys in table form. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (316K)
3. Education and the Religious Thinker (EJ733557)
Priestley, Jack
Interchange: A Quarterly Review of Education, v36 n1-2 p215-230 Jan 2005
2005-01-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Theology; Values Education; Values; Scientific Principles; Religious Factors; Religion; Educational Methods
Abstract: This paper is concerned with the process of religious thinking as a linguistic form of investigating the world of values, which stands in contrast to theology and religious studies. It hinges around Wittgenstein's comment, "I am not a religious man but I cannot help but see every question from a religious point of view." It argues that scientific modes of thought are now so dominant that values education of all types are distorted as science itself was once distorted in an age when theological language held sway. The result today is the worrying growth of what is usually termed fundamentalism or literalism. The paper introduces the thinking on this issue from the curriculum theories of the Danish thinker Soren Kierkegaard, which have been ignored for nearly two centuries, before examining the work of a modern scholar, Christopher Arthur. Finally Whitehead's insights arising from his later works are brought into play to conclude the argument. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Educating for Commitment: Insights from Postmodernity (EJ719815)
Singer, Susan J.
Religious Education, v100 n3 p296-310 Sum 2005
2005-00-00
Descriptors: Theology; Church Programs; Christianity; Religious Education; Religious Factors; Cultural Pluralism
Abstract: Secular pluralism in contemporary culture and current theological divisions within churches have important implications for Christian education. This paper addresses the question of how religious commitments can be made and convictions held outside of polarizing and exclusionary understandings of truth, and without the presence of uncontested doctrines. What habits, practices and dispositions should Christians cultivate in this context? It brings resources from postmodern theology and philosophy into conversation with the Anglican tradition, in order to propose ways that Christian education can foster faith commitment in the midst of pluralism and disagreement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Text and Context: "The Passion of the Christ" and Other Jesus Films (EJ719813)
Gilmour, Peter
Religious Education, v100 n3 p311-325 Sum 2005
Journal Articles; Reports - Descriptive
Descriptors: Theology; Films; Religious Education; Controversial Issues (Course Content); Christianity; Film Production; Film Study
Abstract: This article approaches the immense popularity of Mel Gibson's 2004 film, "The Passion of the Christ" as a significant artifact in the contemporary public, cultural curriculum, and a unique opportunity for religious educators to build on its notoriety. Five interrelated contexts are identified and explored to assist religious educators more deeply understand and better interpret the significance of this film and all Jesus films. These five contexts are: (1) narrative theology, (2) scripture, (3) midrash, (4) the early film industry, and (5) the Jesus film canon. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Understanding Environmental Theology: A Summary for Environmental Educators (EJ705228)
Jacobus, Robert J.
Journal of Environmental Education, v35 n3 p35 Spr 2004
2004-00-00
Information Analyses; Journal Articles; Reports - Research
Descriptors: Theology; Ethics; Environmental Education
Abstract: Environmental theology is a term generally used to describe physical-spiritual worldviews and associated ethics. It has been found that an operational definition or description for environmental theology is not readily available. The purpose of this report is to provide an accessible and objective overview of a topic of interest to environmental educators.
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library
7. Jacques Derrida's Religion With/out Religion and the Im/possibility of Religious Education (EJ682399)
Miedema, Siebren; Biesta, Gert J. J.
Religious Education, v99 n1 p23-37 Jan 2004
2004-01-00
Reports - Descriptive; Journal Articles
Descriptors: Religious Education; Religion; Critical Analysis; Educational Philosophy; Theology; Educational Theories; Critical Theory
Abstract: This article aims at rethinking religious education from an engagement with Derrida's forms of reasoning and analyzing. In the first section Gert Biesta presents deconstruction and shows how we can find deconstruction in education. In the second section Siebren Miedema explores the religious horizon of deconstruction. In the final section the authors outline possible implications for religious education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Confess or Deny? What's a "Witch" To Do? (EJ672244)
Reis, Elizabeth
OAH Magazine of History, v17 n4 p11-15 Jul 2003
2003-00-00
Descriptors: Colonial History (United States); Court Litigation; Females; Gender Issues; Higher Education; Religious Factors; Secondary Education; Social History; Social Influences; Social Studies; Theology
Abstract: Focuses on what happened during witchcraft trials when people accused of witchcraft either denied the accusations or confessed. Explains that women were brought to trial more often because women were seen as more susceptible to evil influences. Addresses the role of theology. (CMK)
9. Experience, Subjectivity and Christian Religious Education: Canadian Catholic Education in the 21st Century. (EJ632423)
D'Souza, Mario
Journal of Educational Administration and Foundations, v15 n2 p11-25 Jul 2001
2001-00-00
Descriptors: Adult Education; Catholic Schools; Cultural Pluralism; Educational Philosophy; Elementary Secondary Education; Experience; Foreign Countries; Multicultural Education; Religious Education; Teacher Education; Theological Education; Theology
Abstract: Canadian Catholic education has increasingly been defended from a theological rather than a philosophical position. This article reflects on how the contemporary stress on experience and subjectivity influences Canadian religious education and how these qualities may fashion a distinct, pluralistic Canadian Catholic education for the future. (Contains 25 references.) (MLH)
10. How Separable Are Spirituality and Theology in Psychotherapy? (EJ630603)
Slife, Brent D.; Richards, P. Scott
Counseling and Values, v45 n3 p190-206 Apr 2001
Information Analyses; Journal Articles; Opinion Papers
Descriptors: Counseling Techniques; Counseling Theories; Counselor Characteristics; Counselor Client Relationship; Psychotherapy; Spirituality; Theology; Theory Practice Relationship
Abstract: Responds to D. A. Helminiak's (2001) article, focusing particularly on his argument for secular spirituality and his inherent biases in discussing the nature and existence of spirituality. Argues that all spiritual conceptions have theological implications, and that theology pervades the theory and practice of all psychotherapists, whether or not they are religious. (Contains 28 references.) (GCP)
Help
Help