Relevant bibliographies by topics / Religion in the public schools. Prayer

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

Academic literature on the topic 'Religion in the public schools. Prayer'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Religion in the public schools. Prayer"

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Davis, Michael J. "Religion, Democracy and the Public Schools." Journal of Law and Religion 25, no. 1 (2009): 33–56. http://dx.doi.org/10.1017/s0748081400001363.

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In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.
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McCarthy, Martha. "Religion and Public Schools: Emerging Legal Standards and Unresolved Issues." Harvard Educational Review 55, no. 3 (September 1, 1985): 278–318. http://dx.doi.org/10.17763/haer.55.3.r2w63v721562062m.

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In the past several years, a number of public school issues have generated volatile church/state disputes. Silent and spoken prayer, student-initiated devotional meetings, and religious challenges to the secular curriculum are among the topics eliciting active involvement of all three branches of government. Martha McCarthy provides a historical analysis of the efforts to clarify church/state/school relations and an in-depth look at recent Supreme Court rulings on this subject. McCarthy's work illuminates the sensitive issues involved and the current Supreme Court's stand in applying First Amendment guarantees in public schools.
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Herbstrith, Julie C., Sarah Kuperus, Kathleen Dingle, and Zachary C. Roth. "Religion in the public schools: An examination of school personnel knowledge of the law and attitudes toward religious expression." Research in Education 106, no. 1 (January 8, 2019): 77–97. http://dx.doi.org/10.1177/0034523718821705.

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Many Americans are familiar with the First Amendment, but its application to prayer and religious activities in public schools is often misunderstood. Religious beliefs are increasingly diverse in the United States. Therefore, it seems imperative that school personnel are aware of the law and sensitive to an array of religious practices. We conducted two studies that explored school personnel’s (a) understanding of laws on religious expression in public schools; (b) attitudes toward religious expression in public schools; and (c) tolerance for different religions. Key Study 1 findings were that school personnel with more service years had less accurate knowledge of religious expression laws than school personnel with fewer service years, and more knowledge was related to increased sensitivity to religious practices in schools. Study 2 conceptually replicated these relations with a sample of pre-service teachers and found that Right-wing Authoritarianism mediated the relation between knowledge of the law and religious sensitivity, presenting an avenue for interventions to increase religious sensitivity.
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Yokotsuka, Shino. "Embracing Religious Freedom?: A Battle Over Public School Prayer in the USA and Japan." Oxford Journal of Law and Religion 8, no. 3 (October 1, 2019): 590–614. http://dx.doi.org/10.1093/ojlr/rwz027.

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Abstract This article examines why the USA and Japan have different public reactions to the issues of public school prayer, despite the fact that the countries have almost identical constitutional frameworks on religious freedom. Recent religious freedom studies tend to centre around the debates that prioritize Western perspectives of religion in public schools. In contrast, this article focuses on the specific social and cultural contexts emphasizing their importance in understanding the governance issues arising from an ever-widening religious gap. This study particularly addresses the role cultural differences play in the unequal interpretations of religious freedom within different national backgrounds. Using a comparative case study analysis, I argue that these cultural differences directly impact the varying perspectives on religious freedom as applied in policy, law, and practice across the countries.
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Sandberg, Russell. "Is the National Health Service a Religion?" Ecclesiastical Law Journal 22, no. 3 (September 2020): 343–54. http://dx.doi.org/10.1017/s0956618x20000368.

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During the COVID-19 lockdown the initial British Government mantra of ‘Stay home. Protect the NHS. Save lives’, the ritualistic weekly public clapping for the National Health Service (NHS) and the overall tone of the media coverage led several commentators to raise the question of whether the NHS had become a religion. This question is legally significant. The question of whether the lockdown breached Article 9 has already been the subject of litigation. R (on the application of Hussain) v Secretary of State for Health [2020] EWHC 1392 (Admin) concerned the then prohibition on private prayer in places of worship. Swift J refused an application for interim relief to allow Friday prayers at Barkerend Road Mosque. Lockdown did infringe the claimant's Article 9 rights but this interference was only with one aspect of religious observance and the interference had a finite duration. The legitimate difference of opinion between the claimant and the British Board of Scholars and Imams was relevant to the question of justification. There was no real prospect that the claimant would succeed at obtaining a permanent injunction at trial because the pandemic presented ‘truly exceptional circumstances’ that meant that the interference would be justified on grounds of public health. Swift J was satisfied that there was a sufficiently arguable case to grant permission to apply for judicial review but he did not order that the claim be expedited. In Dolan, Monks and AB v Secretary of State for Health [2020] EWHC 1786 (Admin), an application of a judicial review of the lockdown regulations and schools closure was refused. However, in relation to Article 9, Lewis J adjourned consideration of this discrete issue because regulations had just been made that allowed communal worship which may have made the argument academic. English law provides the right to manifest religion or belief under the Human Rights Act 1998 and the right not to be discriminated against on grounds of religion or belief in relation to employment and the provision of goods and services under the Equality Act 2010. This raises the point: during the lifting of lockdown, when authorities require people to go back to their workplace or send their children to school, could individuals who refuse say they were legally entitled to decline on the basis that such a requirement breached their belief in protecting the NHS?
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Laurence, Jonathan. "The 21st-century impact of European Muslim minorities on ‘Official Islam’ in the Muslim-majority world." Philosophy & Social Criticism 40, no. 4-5 (March 18, 2014): 449–58. http://dx.doi.org/10.1177/0191453714526404.

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The article argues that the growth of religious service provision directed at the Muslim diaspora in Europe has led to greater professionalization and pluralism within the Islam state in Muslim countries. Contemporary Muslim governments have claimed a monopoly over public prayer and religious education and have heavily invested in a network of infrastructure and services – the Islam state. The recent breakthrough of Islamist parties into governments in Turkey and across North Africa poses a challenge to the continued ‘civilian control’ over religion. What will become of the enormous Islamic Affairs ministries that Islamist parties have inherited – the hundreds of thousands of public servants of state Islam across the region, the tens of thousands of mosques and thousands of religious schools? Liberals demand the abolition of the Islam state because it violates the separation of religion and state; Islamists detest it for its repressive qualities. Despite progressive liberalization, governments in the past decade have not sought disestablishment, and have instead increased the resources and policing of state-run religion. I draw on the experience of Muslim governments in the competitive field of state–Islam relations in European countries to explain the modest beginnings of reform of the official religion apparatus in Muslim-majority countries.
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Niklai, Patrícia Dominika. "A kisebbségi iskolaügy Balázs Ferenc tevékenysége alapján 1938–1944 között." DÍKÉ 2020, no. 2 (March 11, 2021): 81–107. http://dx.doi.org/10.15170/dike.2020.04.02.07.

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Ferenc Balázs served as a rapporteur of minority education directly under the administration of the Ministry of Religion and Education between 1938 and 1944. Almost the whole area of Transdanubia (so-called ’Dunántúl’) belonged to his competence. His task was to observe the introduction of the unified education system, then to monitor the transition to full native language education from 1941. There have been many obstacles to both of the systems. In addition to these, he had to take into account the activity of the Volksbund, which acted decisively; Balázs was able to handle these situations objectively based on the documemted events. He examined hundreds of schools, the results were regularly reported to the Ministry. He did not only deal with the effectiveness of the national education system in a narrow sense, but also with issues related to public education in general: the condition of school buildings, deficiencies in equipment, the social and health status of children, the training of teachers. Moreover he has been involved in major events affecting the day-to-day running of schools, such as secret ballots prior to the introduction of full native language education, inspection of the language skills of teachers, supervising the preparation of curriculum and syllabus, but for example, he also translated the text of the prayer used in teaching to German.
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Beaman, Lori G., Cory Steele, and Keelin Pringnitz. "The inclusion of nonreligion in religion and human rights." Social Compass 65, no. 1 (January 23, 2018): 43–61. http://dx.doi.org/10.1177/0037768617745480.

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An aspect of the protection of religious belief and expression is the protection of those who are nonreligious. Though this may seem counter-intuitive, the rising number of ‘nones’ in many countries reveals the extent to which religious establishments shape day-to-day life in a manner that is experienced as coercive by the nonreligious. Examples include: the recitation of prayers in state spaces (municipal councils, legislatures); the display of religious symbols in schools or legislative bodies; the performance of religious rituals such as baptism to ensure one’s children have access to schools and so on. This article examines the growing area of tension between ‘the religious’ and ‘the nonreligious’ using the examples of the display of majoritarian religious symbols in public spaces and religion in education to explore: (1) the contours of religious establishment; (2) the narratives of exclusion that are woven through contests between the religious and nonreligious; and (3) the coercive impact of majoritarian religion.
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Husniyah, Nur Iftitahul. "Religious Culture Dalam Pengembangan Kurikulum PAI." AKADEMIKA 9, no. 2 (December 31, 2015): 277–89. http://dx.doi.org/10.30736/akademika.v9i2.68.

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At a practical level, the atmosphere of religious culture could be established through activities that encourage cultural diversity in the school / madrassa, among others: firstly, conducting routine activities, namely the development of cultural diversity regularly taking place in the days of learning at school; secondly, creating a conducive school environment that becomes a laboratory for the delivery of religious education, so that the environment and the process of life for the students really can provide education about how to be religious; thirdly, not only is the Islamic religious education formally presented by teachers of religion with the subject matter of religion in a learning process, but it can also be done outside the learning process in their daily lives; fourthly, creating religious situations or circumstances; fifthly, allowing students to express themselves, develop their talents, interests and creativity of Islamic religious education in various skills and arts. Sixthly, organizing various religious competitions. Fostering cultural diversity in schools / madrassa that should be taken into acount is that the phenomenon of the praxis of worship and prayers conducted in an educational environment instead of being solely conducted ritually. The issue of moral destruction can not be solved by simply praying or just reading the scriptures. In addition, religious education in public schools in particular is in need of attitudes and perspectives of teachers to be open, inclusive, and capable of promoting dialogue and mutual understanding amid cultural and religous diversity in the school environment. For the writer, the Islamic religious education is an education that teaches universally good values and can be received by the plurality of community in the school environment.
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Glanzer, P. "God in the Classroom: Religion and America's Public Schools. By R. Murray Thomas. Westport, Conn.: Praeger, 2007. 285 pp. np." Journal of Church and State 49, no. 3 (June 1, 2007): 577–78. http://dx.doi.org/10.1093/jcs/49.3.577.

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Dissertations / Theses on the topic "Religion in the public schools. Prayer"

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Harris, Linda. "On the role of religious expression in the Swedish Public School System." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384894.

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This paper is a case study in Religion in Peace and Conflict, in which the role of religion and religious expression in Swedish education is examined. The focus of this case study is on Swedish public schools. It begins with a literature review into the role of multiculturalism and cosmopolitan theories in Swedish government and policies with a discussion of how this extends into education. This is followed by an overview of the history of religion in Sweden and Swedish schools. The impact that different stakeholders, including teachers, students, administrators, and parents, might have within the Swedish school systems is excavated as well as the impact that the school space might have on integration. A field study in three different Swedish schools was conducted and is described in this paper. The results of the data suggest that there is a clear distinction between non-religious students and the religious students. The case study points to the overall finding that practicing religious students in the Swedish public school does not have the same freedom of conscience as the majority of students and that Swedish religion education is not neutral, as is the state intends. Some objections in regards to rights claims and majority-minority group dynamics are also explored and discussed.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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Lyons, Timothy V. "A case study of the eucharistic prayer enabling participation /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Samuels, Natausha. "A right to pray: the necessity of a school prayer amendment." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/683.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Health and Public Affairs
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Mountain, Vivienne, and res cand@acu edu au. "Investigating the Meaning and Function of Prayer for Children in Selected Primary Schools in Melbourne Australia." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp51.29082005.

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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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Guy, Robert L. Holsinger M. Paul. "Religious expression in public education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006619.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: M. Paul Holsinger (chair), Moody Simms, John Freed. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Brock, Melissa Marie. "Science versus religion Protestant dominance and cultural discrimination in public schools /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Husband, Beth Harper. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), access this title online, 2005. http://www.tren.com.

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Husband, Beth. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0152.

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Meier, Barbara Ethel. "A survey of religious education in the American public schools." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Books on the topic "Religion in the public schools. Prayer"

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The prayer amendment: A satire of southern politics and religion. Montgomery, AL: Court Street Press, 2003.

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Loren, Julia C. Engel v. Vitale: Prayer in the public schools. San Diego, CA: Lucent Books, 2001.

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Gold, Susan Dudley. Engel v. Vitale: Prayer in the schools. New York: Marshall Cavendish Benchmark, 2005.

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Paige, Rod. Guidance on constitutionally protected prayer in public elementary and secondary schools: February 7, 2003. [Washington, D.C: U.S. Dept. of Education, 2003.

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Paige, Rod. Guidance on constitutionally protected prayer in public elementary and secondary schools: February 7, 2003. [Washington, D.C: U.S. Dept. of Education, 2003.

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Paige, Rod. Guidance on constitutionally protected prayer in public elementary and secondary schools: February 7, 2003. [Washington, D.C: U.S. Dept. of Education, 2003.

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Paige, Rod. Guidance on constitutionally protected prayer in public elementary and secondary schools: February 7, 2003. [Washington, D.C: U.S. Dept. of Education, 2003.

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School prayer and other religious issues in American public education: A bibliography. New York: Garland, 1985.

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Merino, Noël. Religion. Farmington Hills, MI: Greenhaven Press, 2012.

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Engel v. Vitale (1962): Religion in the schools. New York: Twenty-First Century Books, 1995.

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Book chapters on the topic "Religion in the public schools. Prayer"

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Russo, Charles J. "Prayer and religious activity in American Public Schools." In Religious Education in Public Schools: Study of Comparative Law, 213–34. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-3863-1_10.

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McCall, Theo D. "Positive Spirituality." In The Palgrave Handbook of Positive Education, 581–608. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.

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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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Atasonova, Rositsa. "Teaching Religion in Bulgarian Public Schools." In Wiener Beiträge zur Islamforschung, 305–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31696-9_19.

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Palacios, Joy. "Public Acts of Private Devotion: From Silent Prayer to Ceremonies in France’s Early Seminaries." In Performing Religion in Public, 49–70. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137338631_3.

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Guo, Yan. "Multiculturalism and Minority Religion in Public Schools." In Revisiting Multiculturalism in Canada, 255–70. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-208-0_16.

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Ferreiro Galguera, Juan. "Teaching Religion in Public Schools in Spain." In Religious Education, 93–113. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_7.

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Bogomilova, Nonka. "Teaching Religion – Islam in Bulgarian Public Schools." In Islamic Religious Education in Europe, 50–64. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429331039-3.

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Chou, Chih-Hung. "Religious Education in Taiwan's Public Schools." In Law, Education, and the Place of Religion in Public Schools, 247–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024972-17.

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Babie, Paul T. "Religion and Education in Australian Government Schools." In Law, Education, and the Place of Religion in Public Schools, 11–25. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024972-2.

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Fitz-Gibbon, Jane Hall. "Religion, Education Pioneers, and Corporal Punishment." In Corporal Punishment, Religion, and United States Public Schools, 37–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_4.

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Conference papers on the topic "Religion in the public schools. Prayer"

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Cretu, Vasile. "THE STUDY OF RELIGION IN PUBLIC SCHOOLS OF ROMANIA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1734.

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Saimroh, Saimroh, Mulyana Mulyana, Abdul Basid, Sumarsih Anwar, Juju Saepudin, Neneng Habibah, Nursalamah Siagian, Ibnu Salman, and Nur Alia. "Public Satisfaction Index of Religious Education Services in Schools in West Java." 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.8-10-2019.2294529.

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