Relevant bibliographies by topics / Religion (Catholic Religious Education)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Religion (Catholic Religious Education)'

Author: Grafiati
Published: 11 September 2021
Last updated: 14 February 2022

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Journal articles on the topic "Religion (Catholic Religious Education)"

1

Sulaiman, Abdul. "Building multicultural education that tolerates religious diversity." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 47. http://dx.doi.org/10.33474/jemois.v1i1.10097.

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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Salim, Nasser. "Instructing a model of inclusive Islamic education." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 32. http://dx.doi.org/10.33474/jemois.v1i1.10096.

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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Anshari, Zainal. "Portrait Of Pai In A Catholic School (Case Study of St. Paulus Catholic High School Jember)." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 19. http://dx.doi.org/10.33474/jemois.v1i1.10095.

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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.Keywords: Islamic Religious Education, Catholic High School, and religiosity
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Dand, Barrayev. "Constitutional education related to the development of human rights as an effort to prevent radicalism." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 98. http://dx.doi.org/10.33474/jemois.v1i1.10100.

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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Ghifari, Farhan. "Protection the rights of minority communities in the era of religious freedom." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 81. http://dx.doi.org/10.33474/jemois.v1i1.10099.

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Abstract:
Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Aiswa, Alexandria. "Strengthening democracy-based interfaith networks." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 62. http://dx.doi.org/10.33474/jemois.v1i1.10098.

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Abstract:
Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Frisina, Annalisa. "The Making of Religious Pluralism in Italy: Discussing Religious Education from a New Generational Perspective." Social Compass 58, no. 2 (June 2011): 271–84. http://dx.doi.org/10.1177/0037768611402611.

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Italian society continues to be seen as homogeneous in religious terms and the teaching of Catholic religion in state schools as a pillar of the historical and cultural heritage of the Italian population, as sanctioned by the 1984 Concordat between the State and the Catholic Church. But profound changes have been under way since that Concordat, with migrant families settling in the country and their Italian-born offspring now attending Italian state schools. How do they feel about religious education at school? How do they view the Italian model of secularism and religious pluralism in Italy? What do they see as Italianness? A qualitative, focus-group-based investigation into secondary schools in a northern Italian town enables us to bring out these students’ demand for change from a generational standpoint and see beyond education into religion to possible ways to educate about and from religions, creating new horizons for religious pluralism (even) in Italy.
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Widyawati, Fransiska, and Yohanes S. Lon. "Politik Pendidikan Agama di Indonesia dan Pelaksanaannya di Salah Satu Kampus Katolik di Flores." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 6, no. 1 (March 7, 2020): 13. http://dx.doi.org/10.33394/jk.v6i1.2227.

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Religious education has been one of most controversial problems debated in the drafting of laws relation to education and religion in the history of Indonesia. Since the establishment of the nation, the position of religious education in school has been questioned. This debate arose in particular because many private schools organized by religious communities, institutions and foundations, especially the Christians/Catholics, only gave Christian/Catholic religious education to all the students, including to the Muslims. This research explores the social and political context of this issue and specifically looks at its practices in the contemporary era on one of the Catholic campuses in Flores. This study used a qualitative approach by combining text and context analysis. Specifically for field data obtained by in-depth interviews and FGDs on a number of Catholic school organizers, school principals, teachers and non-Catholic students who take part in Catholic religious studies. This study found that when the issue of religious instruction in schools was discussed, the debate should not only be directed at what religious lessons were given to students but rather on what religious lessons students should receive from any religion that could help students to be able to overcome the problems of society, nation and state specifically in the context of pluralism.
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Hayadin, Hayadin, Iyoh Mastiyah, Farhan Muntafa, and Hamami Zada. "INCLUSIVISM OF RELIGIOUS EDUCATION TEACHERS IN INDONESIA." Analisa: Journal of Social Science and Religion 4, no. 01 (August 1, 2019): 119–40. http://dx.doi.org/10.18784/analisa.v4i01.791.

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The research aimed to measure the level of inclusiveness of religious education teachers in Indonesia in 2018. The research method was a survey, conducted thorough capital cities in 34 provinces. The respondents were religious education teachers from Moslem, Christian, Catholic, Hinduism, and Buddhism at the secondary school level. The total sample was 3675 from 7976 population in the whole province capitals. They were selected based on Proportional Random Sampling technique and used Yamane formula at the level of confidence at 95 percent. The instrument research was the questionnaire of religious understanding which was constructed from three dimensions of variables, namely religious understanding toward the relation of religion and state, the relation among different religions and the relationship within the same religion. The research data technique analysis used structural equation modeling. The result showed that the inclusiveness level of religious education teachers iwas at 76,55, which was higher than the cut off value which was at 75,0. It means that the religious understanding of religious education teachers was good or generally at an inclusivism level.
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Stan, Lavinia, and Lucian Turcescu. "Religious education in Romania." Communist and Post-Communist Studies 38, no. 3 (September 1, 2005): 381–401. http://dx.doi.org/10.1016/j.postcomstud.2005.06.007.

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This article provides an overview of the Romanian post-communist legislation on religious education in public schools, examined against the background of the 1991 Constitution and international provisions protecting freedom of conscience, critically assesses the pre-university textbooks used in Orthodox and Roman Catholic religion courses, and discusses the churches attempts to ban evolutionary theory from schools and the efforts of the Orthodox Church to introduce religious symbols in public universities.
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Dissertations / Theses on the topic "Religion (Catholic Religious Education)"

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Wayt, William K. "A Project to Discover to What Extent the Catholic Church Includes People WithDevelopmental Disabilities in The Life of the Church." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1604502149401935.

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Aldrich, Julia Catherine. "Reimagining the Framework: The Legacies of Three Generations of Catholic Women and the Implications for Modern Day Catholics of the United States." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1544556971953954.

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Kalve, Peter. "The aims and presuppositions of religious education in Catholic and secular traditions : a comparison, with reference to spiritual development and religious education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3488.

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Taken from start of introduction : The purpose of this study is to analyse (1) the aims, objectives and assumptions of religious education in present-day Catholic and secular traditions, (2) to examine comparatively the similarities and dissimilarities of approach to religious education by each tradition and (3) to explore some of the issues relating to spiritual development as they arise in religious education in Catholic and secular traditions. It is the underlying thesis of this study that it is in comparing the approaches of each tradition to understanding religious education that it becomes possible to reach a fuller knowledge of what the concerns of religious education are, both in themselves, and also in the approaches and assumptions of the two traditions which are here examined.
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Grajczonek, Janice P., and n/a. "'Wot's in a String O'Words?': An Ethnomethodological Study Investigating the Approach to, and Construction of, the Classroom Religion Program in the Catholic Preschool." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070705.120432.

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This study investigates current teaching practice of the classroom religion program in two preschool settings in the Archdiocese of Brisbane. It also examines the approach to, and construction of, religious education in key Church and Brisbane Archdiocesan documents. Since the first Catholic school opened in Australia in 1820, research and scholarship have elucidated deeper understandings of the nature and purpose of religious education. Over time, a variety of approaches and curriculum models for the classroom religion program have been implemented in both primary and secondary schools. Broadly speaking there are two approaches to the Catholic primary school classroom religion program: educational and catechetical. The educational approach does not presume students' faith, and aims to develop students' religious literacy. The catechetical presumes student faith and aims to develop it. Currently, the Brisbane Catholic Education Religious Education Guidelines (Barry & Brennan, 1997a, 1997b; Barry et al., 2003) adopts an educational approach to the classroom religion program. However, while the approach to religious education in Catholic primary and secondary schools has received scholarly and professional attention over the years, the nature and purpose of religious education in early childhood education in the context of the Catholic preschool, have received minimal attention. Although the first preschools in Catholic schools in the Brisbane Archdiocese opened in 1988, there is no set curriculum for the classroom religion program for the preschool sector. However, Brisbane Catholic Education is presently preparing such a document in preparation for the introduction of the preparatory year of schooling into all Archdiocesan Catholic schools in 2007. The specific focus of the study is to use teachers' talk-in-interaction with their students during classroom religion lessons, as a means to exemplify their approaches to, and constructions of, their classroom religion programs. Underpinned by an Ethnomethodological methodology, the study gathered data in the form of lesson recordings from two preschool teachers. The lesson transcripts are analysed using the ethnomethodological analytic tools of Conversation Analysis and Membership Categorisation Analysis. These analyses reveal deep insights into teachers' practices: the nature of the content they present, their approaches to, and constructions of, their religion programs, as well as the ways in which they construct their students. In addition to classroom practice, this study also investigates relevant sections of the key Church documents The Religious Dimension of Education in a Catholic School (Congregation for Catholic Education, 1988) and the General Directory of Catechesis (Congregation for the Clergy, 1997), as well as the Archdiocese of Brisbane Catholic Education document, 'Religious Education in Preschools', which is part of the Preschool Handbook: Towards Continuity of Learning in the Early Years (Catholic Education Archdiocese of Brisbane, 2002b). Together with the Ethnomethodological methodology, this part of the investigation adopts a functional linguistic methodology using the analytic technique, Systemic Functional Linguistics. Both Systemic Functional Linguistics and Membership Categorisation Analysis are used to explicate these documents. The two Church documents are critical documents, as they contribute to curriculum development and implementation of the classroom religion program in all Australian Catholic schools, whilst the Brisbane document outlines the current policy for religious education in Catholic preschools in the Archdiocese. These analyses elucidate key insights into how the classroom religion program is approached, and reveal that whilst the Church documents maintain an educational approach, aspects of the documents are ambiguous. Analysis of the Brisbane Archdiocesan preschool document reveal it to be at variance with the current educational approach taken by the Archdiocese in its classroom religion curriculum for primary and secondary schools. This study contributes significantly to the nature and purpose of religious education in the early years. It has implications for the theory and practice of the classroom religion program in early childhood, and for preservice and inservice teacher education programs. It also contributes to policy design that guides and shapes curriculum development and implementation. The use of analytic techniques drawn from two different methodologies, Ethnomethodology and functional linguistics, enables a detailed and in-depth analysis, showing them to be effective techniques to be used together in research. These methodologies complement each other to reveal critical insights into both the document studies and teacher classroom interaction. The nature and purpose of religious education in early childhood education is evolving. As Catholic dioceses continue to expand into early childhood education, the focus on religious education in this sector becomes more critical. This study provides a significant foundation for future research.
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Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.
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Welsh, Thomas G. Jr. "Cross Purposes: Catholic Disunity and the Decline of Youngstown's Parochial Elementary Schools, 1964-2006." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1240423452.

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Gulab, Nalisha. "Mis-education : subversion of female roles in Catholic religious depictions." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8025.

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Whelan, Anthony Peter, and n/a. "System level change : implementing a religious education curriculum in Catholic schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.125609.

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In early 1983, the Catholic Education Authority in Sydney issued a major curriculum document for the systems 210 Primary schools on Religious Education. One year after the documents' release there was evidence of its negligible impact in classrooms. Studies of overseas, Australian, and local system-level changes supported the view that there was relatively limited documentation of the processes followed in the implementation of system-level change. As its starting point, the Field Study pursues the development in eight schools of a system-stimulated implementation process over twelve months. A historical perspective of the system is given; implementation of change is defined; and the approach used in the study is sited in the theoretical context of Action Research. The body of the study is written in an 'inter-leaving' style. In each Chapter a chronological descriptive approach is followed and, as appropriate, theoretical considerations are introduced as a method of reflection and interpretation of the process. Among the processes under investigation, major consideration is given to planning, monitoring and collaborative staff development. The specific strategy of change developed is that of a Co-operative Peer Support Scheme, based on Goodlad's concept of a "league". Concerns - Based Adoption Methodology (CBAM) is used as a monitoring technique. An original contribution to the monitoring processes is the invention and application of a micro-computer program for analysis of the Stages of Concern of the teacher participants in the Project. The salient findings of the Study are that the particular plan had been effective, and that system planning can only be directional. Monitoring procedures that are are amenable to use in system-level change were demonstrated to have been useful. Clear focussing of issues, the generation of locally produced learning materials, and conscious use of adult learning process enhances the outcomes of the Project. Finally, the goal-free descriptive approach followed identifies more sharply new questions requiring further exploration: mechanisms leading to group formation; the interrelationship between psychic-group and socio-group processes; the roles of change-agents and the support system; and the quality of use rather than the percentage of users.
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Okpara, Theophilus T. "Religious Beliefs and Counseling Ethical Guidelines: Challenges for Catholic Counselors." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3910.

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The Catholic Church tenets are in dissonance with American Counseling Association (ACA) ethical guidelines regarding same-sex sexual orientation. While homosexuality was removed from the Diagnostic and Statistical Manual II as a disorder, the Catholic Church upholds same-sex sexual acts as grave depravity and disordered. Catholic counselors may face the dilemma of adhering to their religious tenets or their professional guidelines in working with gay men and lesbian women clients. Previous research has indicated that values conflicts between religious beliefs and ACA Ethical Codes on same-sex sexual orientation have resulted in legal issues due to counselors refusing therapeutic relationships or providing substandard therapy to gay men and lesbian women clients. An extensive literature review revealed no studies that exclusively focused on the disconnect between the Catholic Church's tenets and the ACA Ethical Codes. The purpose of this phenomenological study was to explore the experience of values conflicts of Catholic counselors while working with gay men and lesbian women clients. Interpretative phenomenological analysis guided the analysis of data collected from interviews with 9 Catholic counselor participants. Six major themes emerged from the analysis: challenges, comfortable, identification with Catholic faith, personal view of Catholic position, referral, and multicultural training. The study provides insight to counselor educators and supervisors in improving multicultural competence of counselors and students. The study is an important contribution to the existing literature and would enhance social change initiatives through support and acceptance of gay men and lesbian women, which the counseling profession advocates.
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Kruska, Richard. "Financial Models in Catholic Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/258.

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Catholic education is at a crossroads in the United States, as rising tuition costs present significant challenges to many families’ financial resources. At the very least, affording a Catholic education calls for a reprioritization of expenses. However, in many cases, high tuition costs leave parents with no recourse but to remove their children from Catholic schools. As costs and tuition climb, only those with significant financial resources will be able to attend Catholic schools. Hence, maintaining the foundational mission of Catholic education, namely to provide access to education for the poor and oppressed, threatens to become impossible due to the inadequate revenue from tuition-dependant financial models used by Catholic school administrations. Thus, Catholic schools need a critical rethinking of their financial model in order to make Catholic education accessible to all. In order to address the financial crisis in Catholic education, it is first important to understand the various forces that influence the funding of Catholic schools. This study addresses this need by asking the question: “What are the current financial models of Catholic education?” Based on a review of the current literature, and including data from a survey of current Catholic diocesan superintendents, this study defines the current financial models used in contemporary Catholic schools in the U.S. by asking the following questions: What are the parameters or conditions of the model? Who are the beneficiaries of the model? What is the social goal or purpose of the model? What is the strength of the model? What are the weaknesses of the model? Through a summary of the survey findings, recommendations begin to emerge that are presented in the following three categories: (a) a need for a purposeful, strategic, comprehensive intentionality in the application of the various financial models available, (b) a need to reframe the leadership model for financing Catholic schools, and (c) a need to review and update the current decentralized model in Catholic education.
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Books on the topic "Religion (Catholic Religious Education)"

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Vatican Congregation for Catholic Education. The religious dimension of education in a Catholic school. Dublin: Veritas, 1988.

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Diekmann, Hans D. Religion und Konfession: Zur Konfessionalität des katholischen Religionsunterrichts. Hildesheim: Bernward, 1994.

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Commission, Catholic Church Archdiocese of Toronto Catholic High School. Curriculum guidelines for religious education : secondary schools. Toronto: The Commission, 1991.

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Great Britain. Scottish Office. Education Department. Religious education in Roman catholic schools: A report by HM Inspectors of schools. Edinburgh: H.M.S.O, 1991.

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Warchałowski, Krzysztof. Nauczanie religii i szkolnictwo katolickie w konkordatach współczesnych. Lublin: Tow. Nauk. Katolickiego Uniwersytetu Lubelskiego, 1998.

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Glazier, Kenneth MacLean. The place of religion in the history of the non-Catholic universities of Canada. Ann Arbor, Mich: University Microfilms, 1985.

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More, Hannah. Considerations on religion and public education: (first American edition, 1794). Los Angeles: William Andrews Clark Memorial Library, University of California, Los Angeles, 1990.

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Damme, John C. Van. Curriculum orientation within religious education programs for Catholic secondary schools. Edmonton, Alberta: [s.n.], 1985.

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author, Stone Robert M., ed. Religion and life through roman catholic christianity (Unit 3) and religion and society (Unit 8). London: Hodder Education, 2014.

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Tea l'abbé: Ou, La force de la foi. Paris: L'Harmattan, 2007.

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Book chapters on the topic "Religion (Catholic Religious Education)"

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Buchanan, Michael T. "The Transmission of Religion: Reconceptualising the Religious Education Leader." In Global Perspectives on Catholic Religious Education in Schools, 139–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_12.

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Fleming, G. P. Joe. "Catholic Church documents on religious education." In International Handbooks of Religion and Education, 607–20. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_43.

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Cullen, Sandra. "The Religious Education of the Religion Teacher in Catholic Schools." In Global Perspectives on Catholic Religious Education in Schools, 75–86. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_7.

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McKinney, Stephen J. "Catholic Social Teaching, Catholic Education and Religious Education." In Global Perspectives on Catholic Religious Education in Schools, 393–403. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_32.

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Groome, Thomas. "Catholic Religious Education: Educating for Faith." In Global Perspectives on Catholic Religious Education in Schools, 15–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_2.

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Walker, Timothy. "Science and Religion in Catholic Education." In Researching Catholic Education, 245–54. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_19.

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O’Shea, Gerard. "Catholic Religious Education, Uniqueness of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_139-1.

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Scott, Kieran. "Problem or Paradox: Teaching the Catholic Religion in Catholic Schools." In Global Perspectives on Catholic Religious Education in Schools, 47–60. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_5.

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Go, Johnny C. "Critical thinking in Catholic religious education." In Religious Education from a Critical Realist Perspective, 1–20. New York : Routledge, 2019. | Series: Routledge studies in critical realism: Routledge, 2018. http://dx.doi.org/10.4324/9781351016636-1.

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Gellel, Adrian-Mario, and Michael T. Buchanan. "Contextualising the Catholic Religious Education Project." In Global Perspectives on Catholic Religious Education in Schools, 1–4. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_1.

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Conference papers on the topic "Religion (Catholic Religious Education)"

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Sihombing, Adison, and Dian Ningtyas. "Taman Seminari (Seminary Garden): Formation of the Character of Catholic Children." In Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294518.

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S. Lon, Yohanes. "Problems Faced by Catholic Partners in Inter-religious Marriage in Flores, South-east Indonesia." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310731.

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Wea, Donatus, Fakhruddin Fakhruddin, Y. L. Sukestiyarno, and Titi Prihatin. "Antecedent And Consequent Of Altruistic Professional Behavior Of Catholic Religious Education (CRE) Teachers In South Papua." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290134.

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Pieter, Jan, and Putu Victoria M. Risamasu. "The Partnership of Family, Schools and Community (Three Education Centers) as a Means of Forming Catholic Religious Characters." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.025.

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Munawiroh, Munawiroh, Lisa’diyah Ma’rifataini, and Faida Hanun. "Religious Education and Religious Value in Manila." In Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294521.

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Bahari, Yohanes. "Response of Students Majoring in Religion toward Religious Tolerance." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007103506500655.

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Bahari, Yohanes. "Response of Students Majoring in Religion Towards Religious Tolerance." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007107008520857.

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Saija, Vica, and Andry Simatauw. "Religious Education Service For Students of Indigenous Religion of Nualu." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302092.

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al-Fikri, Muchsin, Tatang Sudrajat, and Witri Cahyati. "The Role of Higher Education in the Religion of the Religious Moderation Program." In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.061.

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Silooy, Marissa, Chrisela Natalia Joseph, R. Suryanti Ismail, and Beatrix A. Talakua. "Religious Education as the Shaper of Individual Character Behavior in Financial Management." In Proceedings of the International Conference on Religion and Public Civilization (ICRPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icrpc-18.2019.15.

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Reports on the topic "Religion (Catholic Religious Education)"

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Kirkpatrick, Cletus. Differences in the attitudes of church-attending Catholics toward changes in religious beliefs and practices correlated with age and education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1427.

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