Relevant bibliographies by topics / Religion textbook

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

Academic literature on the topic 'Religion textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Religion textbook"

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Carroll, Michael P. "“World Religions” in Introductory Sociology Textbooks." Teaching Sociology 45, no. 1 (2016): 28–37. http://dx.doi.org/10.1177/0092055x16657144.

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A section on “world religions” (WRs) is now routinely included in the religion chapters of introductory sociology textbooks. Looking carefully at these WR sections, however, two things seem puzzling. The first is that the criteria for defining a WR varies considerably from textbook to textbook; the second is that these WRs sections contain little or no sociology. These puzzles are resolved, however, once we understand that under the guise of promoting “diversity,” these sections are really affirming the universality of what has long been identified as a distinctively modern and very Western view of religion. The article concludes with some practical suggestions for improving the religion chapters in introductory textbooks. One such suggestion is that paying more attention to Native American “religion” would be a useful way of introducing students to the view that religion is a social construction that has no stable transhistorical and transcultural meaning.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Vestøl, Jon Magne, Kristin Gundersen, Hanne Hellem Kristiansen, and Astrid Gravdal Samdal. "Religion in Textbooks and among Young Buddhists, Hindus and Muslims: A Comparative Study." Acta Didactica Norge 8, no. 1 (2014): 12. http://dx.doi.org/10.5617/adno.1104.

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This article presents three studies of religious beliefs and practices among young Norwegian Muslims, Buddhists and Hindus related to the presentation of these religions in religious education textbooks. Drawing on analyses of textbook presentations and group interviews with young informants from the three religions, the studies show that there are similarities as well as divergences between the textbook presentations and the descriptions given by the informants. By showing how textbooks may emphasize aspects of religions that the informants find marginal or exotic, this article adds to the understanding of the complex challenges posed to religious education by an increasingly multicultural context.
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MacWilliams, Mark. "Manufacturing Shintō as a “World Religion”." Journal of Religion in Japan 6, no. 3 (2018): 171–207. http://dx.doi.org/10.1163/22118349-00603005.

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Abstract How is Shintō presented in Anglo-American world religions textbooks? While not included in the earliest of such survey courses, it regularly appears in such texts from the early 20th century to the present. Why is Shintō included as one of “great” or “world” religions given how greatly it differs from the likes of Christianity and Islam? Textbook authors include Shintō by constructing an image of it that reflects their own model of world religions, an image that is also based on the “Shintō” that Meiji Japanese officials and scholars invented for their own political-ideological purposes. The standard portrayal of Shintō in Western textbooks has remained more or less the same for a century: It is described as (1) an archaic religion; (2) centered on Japanese imperial mythology; (3) nature worship; (4) apolitical, emphasizing personal piety at shrines. While the most recent editions have tried to incorporate new scholarship in their portrayal, they still rely a world religions model of Shintō that is seriously misleading, failing to adequately present Shintō’s complexities as a tradition.
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Cahyati, Sri Supiah, and Cynantia Rahmijati. "EXPLORING LOCAL VALUES AND CULTURE IN ENGLISH TEXTBOOK." Lingual: Journal of Language and Culture 4, no. 2 (2017): 45. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p07.

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The purposes of this research, entitled "Exploring Local Values and Culture in English Textbook", are to identify and analyze the local values & culture in 8 English textbooks for high school level; to elaborate the scope of the values in English textbooks for high school level. The method used is a qualitative descriptive method.The results show that in the 8 English textbooks all contain local value and culture, they are value of religion, customs, governance/social, procedures, textual, buildings and religious values whereas the scopes of the values are traditional and modern values.Keywords: local values, English textbooks
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MacWilliams, Mark, Joanne Punzo Waghorne, Deborah Sommer, et al. "RELIGION/S BETWEEN COVERS: DILEMMAS OF THE WORLD RELIGIONS TEXTBOOK." Religious Studies Review 31, no. 1-2 (2005): 1–36. http://dx.doi.org/10.1111/j.1748-0922.2005.0001.x.

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Rahmawati, Laili Etika, Putri Octaviani, Hari Kusmanto, Yakub Nasucha, and Miftakhul Huda. "The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School." Asian Journal of University Education 17, no. 1 (2021): 91. http://dx.doi.org/10.24191/ajue.v17i1.12607.

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It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs. Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.
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Zabidi, Fatin Nur Marhamah, Norshariani Abd Rahman, and Lilia Halim. "Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks." Religions 12, no. 7 (2021): 509. http://dx.doi.org/10.3390/rel12070509.

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Environmental conservation behaviors are associated with one’s values toward the environment. This study therefore investigated the values related to conservation behavior from the perspective of a religion. In particular, this study aimed to identify how the Islamic values for environmental conservation were integrated in textbooks. Two textbooks comprising a science textbook and an Islamic education textbook for lower secondary school students (14 years old) in Malaysia were selected in this study. From the findings, it is concluded that both textbooks included the application and integration of Islamic values for environmental conservation based on the contents of the sub-chapters, activities, exercises, notes, and photos. Further, the integration of Islamic values for environmental conservation was mentioned most in the sub-chapter section of these two textbooks. However, findings showed that the science textbook contained numerous integrations of Islamic values for environmental conservation compared to the Islamic education textbook. Thus, the implications of the findings point to the need to establish collaboration between science and Islamic education committees in organizing activities based on science and Islam that are related to environmental education in the teaching and learning sessions.
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Sarasati, Ruruh. "MEMBANGUN IDENTITAS NASIONAL MELALUI TEKS: REVIEW SINGKAT TERHADAP TEKS SASTRA DALAM BUKU TEKS BAHASA INDONESIA." Diksi 29, no. 1 (2021): 69–76. http://dx.doi.org/10.21831/diksi.v29i1.33221.

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(Title: Building National Identity through Text: A Brief Review of Literary Texts in Indonesian Language Textbooks). Indonesia is a multi-ethnic, multi-culture, and multi-religion country. Nowadays, Indonesia is facing some sirous problem related with nationality, therefore, cultivating students national identity is important because students are generation who will run this country. Students must be aware of their identity in respect of country, ethnicity, and culture, one of its way is through literary text. This article reviews literary text that found in student textbook and how it can construct and cultivate national identitiy. There are four kinds of national identity in peotry written on the textbook: religion, language, etnic, and local custom.Keywords: national identity, literary text, text book, students
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Walters, Philip. "Turning Outwards or Turning Inwards? The Russian Orthodox Church Challenged by Fundamentalism." Nationalities Papers 35, no. 5 (2007): 853–79. http://dx.doi.org/10.1080/00905990701651836.

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The 1997 Russian law on religion recognizes Orthodoxy, Islam, Judaism, and Buddhism as the “traditional religions” of Russia. These religions see themselves as having an important role to play in achieving social stability, and particularly in overcoming religious “extremism” and the perceived threat it poses to society. “Traditional'” religions stand shoulder to shoulder, explaining that the values they champion tend towards the creation and preservation of peace and reconciliation in society, and that, moreover, these are shared values, common to all “traditional'‘ religions. Indeed, the primary criterion for identifying a “traditional'” religion in Russia today may be that it is “noncompetitive” with other religions. The Moscow Patriarchate rejects the idea, for example, that Orthodox Christians should proselytize among Muslims. The fact that each religion sees itself as having possession of the “truth” does not endanger the cooperation, harmony and mutual respect among the traditional religions in Russia at the level of official and institutional interaction. Regarding the controversy over the school textbook, Foundations of Orthodox Culture, which human rights activists accused of constituting pro-Orthodox propaganda, an Orthodox priest and a Muslim chief mufti filed a joint claim against those who initiated the case, and a Protestant leader came out in support of the use of the textbook in the public schools.
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Dissertations / Theses on the topic "Religion textbook"

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Valderas, Karol Dayana. "Läromedelsgranskning : En kvalitativ studie om alternativa religioner i några av gymnasiets läromedel." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14705.

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Textbooks are the most dominant literature used in schools and are therefore an important source of information. Consequently, it is crucial that these are not misleading or biased and maintain a high quality along with a strict concordance to the School Department’s curriculum. The aims of this study have been to examine how Mormons, Jehovah’s Witnesses and Hare Krishna are presented in four religion textbooks used in senior high schools, as well as to examine what type of knowledge is being presented in terms of epistemology. In addition, the aim has been to examine which religions are being presented and considered as alternative religions and appraise how much space they are granted in textbooks and discuss this in terms of concordance with curriculums. As a method I have chosen a qualitative content analysis and since it has been of interest to observe similarities and differences between the textbooks it is a comparative study. This study has an epistemological standpoint, which will be a crossing of positivism and hermeneutics. The results showed that some religions, including the study’s three focal religions, were considered as alternate in all of the textbooks. How often they were included varied and when they did they had limited space and would often have negative associations. Some textbooks expressed a positivistic epistemology, a type of knowledge that presented the alternate religions in terms of conclusive truths and facts. A presentation that appeared one-sided and it could be questioned how well it represented the actual beliefs of the members of the religions. Other textbooks conveyed a more hermeneutic view where understanding and versatility were stressed, a view that is more in line with curriculums. Conclusively, the results showed that some of the textbooks are not meeting the standards the School Department have set forth in their curriculum for religion. Since textbooks are the most dominant literature they ought to have a leading position when constructing fundamental values for the students. However, when schools and textbooks are not expressing the same values a conflict emerges, a conflict that is not getting the attention it should and whose consequences are yet to be studied.
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Sundqvist, Erik. "Religion i historieböckerna, utmaningar och möjligheter : En didaktisk analys av läromedel i historia." Thesis, Uppsala universitet, Religionshistoria, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255116.

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Swedish students in the upper secondary school will recieve informaition regarding religion from multiple sources. If we look past the students surroundings like the family, friends or multimedia school is still the primary arena for religous education. Discussions about religion will take place in other lessons than just the subject religion. History is in my opinion the subject closest related to religion and the two makes up for a lot of the values work in swedish schools. Textbooks is still one of the most important tools for education and that makes them important as objects to study. This essay examines how religion is portrayed in textbooks for the history courses in swedish upper secondary schools. By using a qualitative text analysis I have been able to identify and discuss a few important issues that future teachers have to be aware of. The most apparent issue is how the presentation of Islam differs from other religions. Knowledge about how the textbooks present religion makes it possible for teachers and students to critically analyze the texts they are working with.
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Bergmann, Jennifer. "Vem är samen? : En läromedelsanalys av hur samisk kultur och identitet presenteras i Undervisningsmaterial i historia och religion." Thesis, Högskolan Dalarna, Religionsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-13824.

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The aim of this essay is to study how the Sami are presented in four textbooks about religion and history that are used in the schools of the majority culture of Sweden today and one book of ideas asto how a textbook could look like from a Sami's perspective. Its aim is not only to study how the Sami are presented but also to discuss how students who read these books could interpret what it means to be a Sami and what their culture is about. It is also meant to discuss how the Sami identitycould be formed. In order to be able to discuss this the essay uses three different kinds of theories about identity and culture. The analysis showed that there is little information about Sami culture, identity, religion and historypresented in the four textbooks used in schools of the majority culture and that these books seem to want students to think that the Sami are troublemakers but are and should be assimilated into the majority culture.
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Ekstrand, Donald W. "Introducing Christianity a supplementary textbook for secular college students in the U.S.A. /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Westh, Emanuelsson Berith. "Latinamerikansk befrielseteologi i fem läroböcker : En textanalytisk studie av fem läroböcker i religion för gymnasiet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33748.

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Den latinamerikanska befrielseteologin är en kristen teologi som har sitt ursprung i slutet av 1960 och vill befria de fattiga och förtryckta människor i latinamerika. Denna rörelse uppstod på grund av sociola orättvisor, fattigdom och mänskliga rättigheter i utvecklingsländer i Sydamerika och har kritiserats av den romersk-katolska kyrkan. Därför, från ett pedagogiskt perspektiv, är det en intressant fråga om denna teologi är representerad i läroböcker i religionsämnet. Syftet med denna studie är att analysera om den latinamerikanska befrielseteologin är presenterad i läroböckerna. Denna forskning bygger på fem läroböcker som har granskats genom en textanalys och en enkel kvantitativ analys för att besvara studiens frågor. Resultatet visar att latinamerikanska befrielseteologin presenteras i de analyserade läroböckerna, men mämns inte vid namn i de två senast skrivna.
The Latin America liberation theology is a Christian theology that originate in the late 1960s regarding the liberation of the poor and oppressed people of Latin America. This independent movement emerged due to issues of social injustice, poverty and humans rights in underdeveloped societies of South America and has been criticized by the Roman Catholic Church Therefore, from a pedagogical point of view, it is an interesting question if this theology is represented in teaching material when it comes to the subject religion. The aim of this study is to analyze if the Latin American liberation theology is expressed in Swedish schoolbooks. This research is based on five textbooks, which have been reviewed by a coparative textual analysis and a simple quantitative analysis to answer the study questions. The result shows that Latin American liberation theology is presented in the analyzed textbooks, but is not mentioned by name in the two most recently written ones.
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Olsén, Anna. "Religionsundervisning eller religiös undervisning? : En undersökning av kristendomens plats i religionskunskapen utifrån läromedel." Thesis, Kristianstad University, School of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6691.

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I den här uppsatsen kommer jag att undersöka vilken roll kristendomen innehar i religionskunskapen, jämfört med de andra världsreligionerna. Jag kommer att utgå från hermeneutiken för att tolka olika aspekter i tre olika läroböcker som används i religionskunskapsundervisning idag. Jag kommer först att titta på kristendomens inflytande över läroplanen från tidigt 1800-tal. Efter detta går jag igenom innehållet i de tre läroböckerna innan jag diskuterar resultaten. I en jämförelse där jag tittar på textomfång, urval av information konstaterar jag att  kristendomen framställs annorlunda jämfört med de andra religioner. Vissa uttryck liksom urval och komplexitet i framställningen antyder att kristendomen värderas högre än övriga världsreligioner i de utvalda läroböckerna.


In this essay I will investigate what role Christianity plays in religious studies, compared to other world religions. I will use hermeneutics to interpret different aspects of three textbooks, used in religious studies today. I will look at the Christian influence in the curriculum, dating back to the early 1800’s. After this I describe and summarize the textbooks’ main content, before I discuss my results. When comparing the volume and selection of information about Christianity versus other religions, I find that in the textbooks Christianity is portrayed somewhat different. Some expressions, as well as the selections of information and grades of complexity, implies that Christianity is valued higher than the other world religions in the selected textbooks.

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Ganz, Alexander. "Vem där? En studie i vilka individer som får stå som representanter i läroböcker i religion/Who’s there? A study of which individuals stand as representatives in Religion textbooks?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27830.

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Syftet med detta arbete är att se hur det multikulturella samhället speglas i de läromedel som används på skolorna idag. Undersökningen tittar på vilka individer som väljs ut som representanter för en hel religion och tar avstamp i ett genus och etnicitetsperspektiv. Läromedlen är alla utgivna under Lpo 94. Resultaten har kommit fram via en innehållsanalytisk och komparativ studie där individerna i läromedlen undersökts; saker som kön, etnicitet och innehåll i utsagorna har lyfts fram. De har därutöver komparerats mot varandra för att ge ett övergripande resultat och sammanställning. Sammanfattningsvis ges en bild av ett gott genus och etnicitetsperspektiv hos individerna i de läromedel som undersökts.
The aim of this study was to examine how the multi cultural society is reflected in the Religion textbooks used in schools today. The study looks at which individuals are chosen as representatives of a whole religion and it takes off in a gender- and ethnicity perspective. The textbooks have all been published under the curriculum of Lpo 94.The results were found with the use of a content analysis and a comparative analysis. These analyses have been used to look at the individuals in the textbooks and things like gender, ethnicity and content in their statements have been emphasized. In addition to that these things have been compared to one another in order to form a general compilation of the results. In conclusion, the image of the individuals examined in the textbooks proves to be of a fair gender- and ethnicity perspective.
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Odell, Jon. "Religionskunskapens samer : Hur och var framställs samerna och vilken plats får de?" Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32732.

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The purpose with this thesis is to study three theology teaching materials to analyze the Sami people involvements in these. A comparison has been made with Old Scandinavian religion since the textbooks I have studied are all placed in the same category. In the thesis, I will also investigate how the Sami and their religion is represented. I will research this from a qualitative and quantitative approach due the fact that reviews of today's learning material are limited and that teachers now have the responsibility to review this. Studies show, however, that eight out of ten teachers lack the proper time for these reviews. The theoretical approach I have used is Ninian Smarts seven dimensions of religion combined with post-colonialism. The Post-colonial theory is broad and has not been applied as a whole in this thesis, just its main concepts. These concepts are; essentialism, exoticism, stereotyping and ethnocentrism. The result from this thesis shows that you cannot for certain determine if the Sami religion has a larger or smaller presence compared to Old Scandinavian religions due to the fact that all three textbooks analyzed differ in this matter. One can also note that hints of a negative picture towards the Sami is still present judging by interpretations of certain concepts.
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Ljungqvist, Josefine. "Kristendom och islam, eller vi och de andra : En analys av två läromedel i religionskunskap för grundsskolans senare år." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6136.

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The aim of this study is to analyze how two different education books produce christianity and islam. The analyzed books is from 2003 and 2008 and the books are adapted for the last years of primary school. The meaning and translation of words is often a problem and can get the reader wrong understaning of the religion. The analyze include the perspective of this meaning and how the sacred things are described in each religion. The textanalyze is made with different criterias; the context, the pre- understanding and if the text is objectiv is some of the most important. The language is important too. Both books are produced in the occidental context which can be a problem when to describe islam. The religion is not the same here and preconcenptions can occure. When to put islam in an occidential context and describe it will not get an objecive describtion. Both books are focused on information and will get the reader as much data as posible.
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Grawem, Johan. "Är du fattig? Skyll dig själv! : En postkolonial analys av läromedel i religionskunskap och lärares attityder till läromedelsanvändning." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9646.

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I den här uppsatsen analyseras tre vanligt förekommande läroböcker i religionskunskap utifrån ett postkolonialt perspektiv i jakt på koloniala maktdiskurser. Passager där hinduism och hinduer målas upp som ”våran” motsats belyses och analyseras. Även delar innehållande etnocentrism i allmänhet och eurocentrism i synnerhet samt exotiserande beskrivningar lyfts upp i ljuset och diskuteras. I ett försök att koppla samman det teoretiska med det praktiska utfördes intervjuer med aktivt undervisande lärare. Det huvudsakliga målet med denna intervjustudie var att se hur stor risken är när ”förorenade” läroböcker används. Intervjustudien syftade således till att få en bild av i hur stor utsträckning läroböcker används i klassrumsmiljön och i planeringsprocessen av lektioner och hur ofta nya läroböcker köps in. Studiernas resultat är milt positiva. Även om ”gamla” koloniala tankar hittades i läroböckerna så verkar det som om den koloniala diskursen är försvagad i lärobokssammanhang, då de nyare läroböckerna hade färre koloniala spår än den äldsta som innehöll många. En annan del av studiernas resultat som kan ses som positivt är att lärares attityder kring läroboksanvändning verkar ha ändrats. Detta betyder att även om en lärobok innehåller koloniala diskurser så betyder det nödvändigtvis inte att de följer med in i elevens kunskaper. Detta är på grund av att läroboken numer ses som en informationskälla i mängden jämfört med dess tidigare roll som ”sanningsförmedlaren med stort S”.
In this paper three commonly used school textbooks for religion studies are analyzed using post-colonial theory in search for colonial power discourses. Passages where Hindu religion is described as “our” opposite are highlighted. Also occurrences of ethnocentrism in general and eurocentrism in particular as well as exoticism are brought to the light and discussed. In an effort to connect the theoretical with the practical an interview study is made with active teachers. The main goal is to see how big the risk, with using “tainted” textbooks, is. In the interview study questions about how large role textbooks plays in their classrooms and lesson planning and how often they bought new textbooks were asked. The results of the studies are mildly positive. Even though traces of old colonial thoughts were found in the school textbooks it seems as though the colonial discourse within the the textbooks sphere is weakened, since the newest of the textbooks analyzed did not have many colonial traces compared to the oldest one which had plenty. Another positive result of the studies is that teachers' attitudes towards textbook usage seems to have changed. This means that even though your textbook might have a colonial discourse there is no guarantee that it will stick on your students. Since textbooks now is seen as merely another source of information compared to its earlier status as The Source of Information.
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Books on the topic "Religion textbook"

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African traditional religions and culture in Botswana: A comprehensive textbook. Pula Press, 2002.

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Besant, Annie Wood. Sanātana Dharma: An advanced textbook of Hindu religion and ethics. 3rd ed. Theosophical Pub. House, 2000.

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Association for Supervision and Curriculum Development., ed. Religion in the curriculum: A report from the ASCD Panel on Religion in the Curriculum. Association for Supervision and Curriculum Development, 1987.

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Censorship: Evidence of bias in our children's textbooks. Servant Books, 1986.

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Canaan and Israel in antiquity: A textbook on history and religion. 2nd ed. Bloomsbury T & T Clark, 2013.

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Tobin, Gary A. The trouble with textbooks: Distorting history and religion. Lexington Books, 2008.

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D, O'Rourke Kevin, ed. Ethics of health care: An introductory textbook. 2nd ed. Georgetown University Press, 1994.

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Kappeler, Max. The dissolving of duality as presented in the 16th chapter of the Christian science textbook, "The Apocalypse". Kappeler Institute Pub., 1996.

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Ashbaucher, Reid A. Dispensational Theology: A Textbook on Eschatology in the Twenty-First Century. Reid Ashbaucher Publications, 2019.

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M, Hunsaker David, ed. The four freedoms of the First Amendment: A textbook. Waveland Press, 2004.

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Book chapters on the topic "Religion textbook"

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Štimac, Zrinka. "Religion as a Subject of Textbook Analysis: An Exemplary Overview." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_18.

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Fujiwara, Satoko. "‘Geertz vs Asad’ in RE Textbooks: A Comparison Between England’s and Indonesia’s Textbooks." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_13.

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Barb, Amandine. "»The Textbook Wars« – Die Herausforderungen bei der Integration von Religion in die Lehrpläne staatlicher Schulen in den USA." In Schulbuch und religiöse Vielfalt. V&R unipress, 2018. http://dx.doi.org/10.14220/9783737007481.29.

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Buchanan, Michael T. "Textbooks in Religious Education." In International Handbooks of Religion and Education. Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_52.

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Jogan, Maca. "of Religious Textbooks in Slovenia." In Education in Post-Conflict Transition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_8.

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Hildebrandt-Wypych, Dobrochna. "Religious Nation or National Religion: Poland’s Heroes and the (Re) Construction of National Identity in History Textbooks." In Globalisation and Historiography of National Leaders. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0975-8_7.

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Barišić, Srđan, and Vladimir Jevtić. "The Politicization of Religion and Ethnic Distance in Serbian School Textbooks." In Education in Post-Conflict Transition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_11.

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Savić, Svenka. "An Analysis of the Religious Education Textbooks in Serbia." In Education in Post-Conflict Transition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_12.

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Kriener, Jonathan. "Religious Pluralism or Multiplied Simple-Mindedness? School Textbooks for Religious Education in Lebanon." In Multiple Alterities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62244-6_9.

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Kuburić, Zorica. "The Analysis of the Textbooks for Orthodox Religious in Serbia." In Education in Post-Conflict Transition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_13.

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Conference papers on the topic "Religion textbook"

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Masruroh, Alvin, Ririn Setyorini, Afsun Nirmala, H. Hetilaniar, and Eka Amalia. "Teachers’ Perception toward the Ministry of Religious Affairs’ English Textbook: A Case Study." In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2283972.

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Obizhaeva, Marina. "Points of support for Serbian grammatical scholarship at the turning point from religious education to universal education." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.21.

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Abstract:
The report is devoted to the refl ection of Serbian gram-marians on the metalanguage. Тheir task was to quickly create mandatory textbooks as part of the Sagan reform on the Habsburg lands. In particular, the report demonstrates how Vuyanovsky and others manages to integrate the Sla-vonic authoritative content into the German educational template.
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Azwar, Azwar, Jarudin Jarudin, and Febri Yanti. "Islamic Religious Education TextBook Based on Contextual Teaching and Learning Model which Valid for Higher Education." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.76.

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