Relevant bibliographies by topics / Religious education Education, Secondary

Contents

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

Academic literature on the topic 'Religious education Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Religious education Education, Secondary"

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Wright, Kathryn. "Religious education in the secondary school." British Journal of Religious Education 37, no. 3 (July 29, 2015): 331–33. http://dx.doi.org/10.1080/01416200.2015.1069098.

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Estivalèzes, Mireille. "The Role of Religious Studies in French Secondary Education." NTT Journal for Theology and the Study of Religion 61, no. 4 (November 18, 2007): 343–52. http://dx.doi.org/10.5117/ntt2007.61.343.esti.

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Abstract Despite the fact that there is no religious education in public secondary schools in France, there is a twenty-year-old public debate on the lack of religious knowledge among pupils and the need to provide them with more information to help them understand their cultural heritage and the multireligious societies they live in. What is the context of laïcité at school? What are the issues in religious education? How are religions taught? What is the place of religious studies at university and is it useful in teacher training? What are the practical difficulties of such teaching?
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Hookway, Susanna. "Citizenship Education and Religious Literacy." Journal of Education and Christian Belief 4, no. 1 (March 2000): 23–35. http://dx.doi.org/10.1177/205699710000400106.

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CONSENSUS IS INADEQUATE as a basis for values in the framework for Citizenship Education in Secondary Schools in England. In contrast, Religious Education has a distinctive contribution to make through giving students an informed vision based on religious literacy. This is discussed with reference to ‘capital letter words’ which are invested with meaning by coherent world-views. RE gives pupils points of reference beyond consensus, enabling them to understand both their own and other world-views, equipping and motivating them to live as effective citizens. The Warwick Project and the Stapleford Project are evaluated as examples of this contribution.
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Nursobah, Asep, and Andewi Suhartini. "Religious Enculturation in Islamic Education." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 359. http://dx.doi.org/10.14419/ijet.v7i3.21.17187.

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In Islamic education, enculturation implemented through the actualization of the behavior of learners in everyday life in school community. Enculturation values of islamic education is an attempt to embody of the values of the Islamic religion in the everyday behavior of learners, especially in schools. The research methode was descriptive, located in Purwakarta district West Java Province, Indonesia, with a sample of 6 the State Secondary School (SMPN), conducted in 2016. The data collection was done by using a questionnaire enclosed and semi-enclosed and equipped with observation and interviews. Data analyzed with quantitative and qualitative approach to describe and explore with categorization and interpretation. The research found that enculturation process of Islamic values in schools conducted through three important activities. Those are: (a) stages of values socialization; (b) habituation of behavior in accordance with the values; (c) enforcement of the rules for the establishment of appropriate behavior with values. Enculturation of Islamic values in schools through socialization, habituation to behave as well as enforcement of school discipline is proven to control the behavior of students in Islamic education. The enculturized values as a religious value (feel oneself being watched by God), affection to peers, respectful to teachers, pious conducted through habituation, such as reading the Quran, read the Divine Name, pray before and after learning, familiarize greeting and other religious activities in school environment is proven to strengthen Islamic religion learning process for students. Those enculturation of religious values was able to control everyday behavior of students in the school. The focus of this research is the habituation of good behavior in Islamic religion education through the enculturation of religious culture in the state secondary school. This research contributes to the development of the growth of good behavior through the enculturation values of the Islamic religion in the school.
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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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Gredelj, Stjepan. "Figures and wording on religious education." Filozofija i drustvo, no. 19-20 (2002): 279–304. http://dx.doi.org/10.2298/fid0209279g.

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Introduction of religious education and or education for citizenship in the first classes of elementary and secondary schools in Serbia in 2001 autumn had caused numerous controversies in public. This decision of power holders in Serbia was realized no matter of numerous voices of resistance among experts and a split within the public opinion. In the text are presented results of one public opinion poll which indicate ambivalence in the public opinion concerning this issue.
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Moulin, Daniel. "Religious identity choices in English secondary schools." British Educational Research Journal 41, no. 3 (August 8, 2014): 489–504. http://dx.doi.org/10.1002/berj.3151.

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Alabdulhadi, Maali Mohammed Jassim. "Religious tolerance in secondary Islamic Education textbooks in Kuwait." British Journal of Religious Education 41, no. 4 (March 4, 2019): 422–34. http://dx.doi.org/10.1080/01416200.2019.1585329.

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Kallioniemi, Arto. "Adult Senior Secondary School Students’ Concepts concerning Religious Education." British Journal of Religious Education 24, no. 3 (June 2002): 208–22. http://dx.doi.org/10.1080/0141620020240305.

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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 3, 2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.

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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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Dissertations / Theses on the topic "Religious education Education, Secondary"

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O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).
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Fancourt, Nigel Peter Michell. "Self assessment in religious education." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1108/.

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This research investigates the nature of pupil self-assessment in religious education. It considers the implications of theories of self-assessment as assessment for leaming for self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on assessment has claimed that selfassessment is essential in formative assessment, to combat the negative effects of summative assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect selfassessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' assessment careers. Reflexive self-assessment: As a result of analyzing the data on assessment and religious education an original form of self-assessment is proposed. Reflexive self-assessment is a subject-specific model of self-assessment, linked to interpretive approaches. This harmonizes classroom self-assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of self-assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour.
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Smith, D. L. "What does religious education achieve? : an investigation into the effect of secondary school pupils' experience of religious education on their attitude to religion." Thesis, University of Wales Trinity Saint David, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683379.

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Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.

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Nixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.

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The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.
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Tang, Sui-sim Cecilia. "Students' perception of religious education : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183880.

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Lam, Yim-chong, and 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.

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Radmacher-Smith, Leslie A. "A Quantitative Study Measuring the Relationship between Mindset and Psychological Well-Being among High Achieving College-Bound Students Attending Private Christian High Schools in Orange County, California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975420.

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The culture of American education that is largely predicated on acquiring the proverbial golden ticket for entrance to an esteemed college has produced the most anxious, stressed, and sleep-deprived generation ever (Jones & Jones, 2006). As students strive to graduate from high school with perfected profiles that impress and garner admission to these colleges, high school success and educational practices are typically focused on achievement as reflected by test scores, grades, college acceptance results, and scholarship offers (Zins, Bloodworth, Weissberg, & Walberg, 2004). As a result, instead of prioritizing process-oriented learning that is associated with a growth mindset, achievement performance measures focus on extrinsic rewards often linked with a fixed mindset such as grades, scores, rankings, and awards (Dweck, 2006). As students pursue accolades and marks of achievement, various aspects of learning are supplanted including risk, struggle, persistence, resilience, and growth, often at the expense of character, values, integrity, and psychological well-being (Guang, Hanchao, & Kaiping, 2016).

The study revealed the relationship between mindset and psychological well-being for a sample of 123 high achieving, college-bound senior students attending private, college-preparatory Christian high schools in Orange County, California. It also reviews the factors related to the college admission process that affects and shapes the life experiences of these students. Quantitative data reveal the relationships and themes related to mindset and psychological well-being and offer insight and strategies that may promote positive, healthier outcomes for college-bound students as well as topics for future research. This study adds to the current body of knowledge related to implicit theories of intelligence, mindset, adolescent psychological well-being, and social emotional learning.

Furthermore, this study is relevant because it reveals the underlying factors related to the emotional needs of today’s adolescents, providing teachers, counselors, and school administrators with important information that may influence vision, goals, policies, and instruction. The results of this study support the need to reevaluate the effects of the college admission process on adolescent mindset and psychological well-being.

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Boyle, Patricia. "Exploring Potential Connections between Philadelphia-Area Catholic High School Experiences and Graduates' Later Life Pathways| Are These Schools Helping to Shape Service-Oriented Citizens?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600942.

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As the continuous search for educational alternatives in Philadelphia intensifies, one only has to look at the current landscape, our surrounding communities, and fiscal pressures to appreciate the need for better alternatives to our public system. This study examines one such “alternative,” though long-standing education model, Philadelphia’s Catholic schools. Within these schools, perhaps we have leaders and a system that may be positioned to play an even greater role in providing a set of experiences that may impact the later life pathways of graduates, potentially predisposing them to community or civic service interests in their adult lives. I have completed an analysis of recollections of Catholic high school graduates across multiple graduation eras and collected insights from their narratives, to help illuminate those potential connection points. Further, unlike many previous longitudinal and correlational studies, in both Catholic and secular schools, I have conducted qualitative research to map earlier student experiences to current-day life practices and dispositions. Through surveys, one-on-one interviews and a focus group with graduates of Philadelphia’s area high schools, I am surfacing findings to determine if graduates are embracing certain values from their experiences and whether and how this may have helped shaped their civic and community interests years later.

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Lek, Lauren. "Using a grounded theory approach| Capturing the history and culture of the charism of the Sisters of St. Joseph of Carondelet in sponsored secondary schools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248690.

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This grounded theory study explored the experiences of lay faculty, administration and Sisters of St. Joseph of Carondelet (CSJ) to capture how the spirit of the CSJ continues in the organizational culture of their sponsored secondary schools. Since 1950, CSJ in the Los Angeles Province, have experienced a very similar decline as other orders of religious across the United States. In order to preserve the culture and history of the CSJ in their sponsored secondary schools, the researcher conducted twenty semi-structured interviews to capture the lived experiences of those currently serving, and those who have served, on the four secondary school campuses.

Utilizing the literature on preserving organizational culture from Edgar Schien, and Lee Bolman and Terrance Deal, the research seemed to conclude that this charism has been preserved even through transitions to lay leadership. A series of seven distinct themes emerged indicating that a CSJ school: consistently incorporates the gospel values into all aspects of the school community; seeks out opportunities to model service to the dear neighbor in how faculty, staff and students serve one another, and in turn impact the broader community; serves a diverse population of students and intentionally creates a culture of unity and support, and a sense of belonging, to cultivate a community of acceptance, love and sisterhood; fosters an environment of excellence through the intentional actions of teachers and leaders to be capacity builders, assisting all young women to become all of “which woman is capable”; recognizes the essential role that leadership plays in fostering a gospel-driven, nurturing environment, evidenced in the faculty, staff and sisters as models; is marked by a spirit of joy and fun that is tangibly felt among the students, the faculty and staff, and throughout the entire school community, and recognizes the challenges with living out the gospel values and being called to building a spirit of unity and love.

The results of the study suggest that the organizational school culture has been able to preserve the charism of the Sisters of St. Joseph of Carondelet, echoing their foundational spirituality dating back to 1650 Le Puy, France.

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Books on the topic "Religious education Education, Secondary"

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Committee, Professional Council for Religious Education Examinations. Secondary/tertiary religious education. Isleworth, Middlesex: CEM/PCFRE, 1987.

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Science, Department of Education and. General education: Religious education : draft. Dublin: Stationery Office, 2000.

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Citizenship through secondary religious education. London: RoutledgeFalmer, 2003.

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Debates in religious education. New York, NY: Routledge, 2011.

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Québec (Province). Ministère de l'éducation. Protestant moral and religious education: Secondary 1. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1986.

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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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Bee, Paul. Assessment in secondary religious education: A workbook. Cheltenham: Cheltenham & Gloucester College, Religious Education Unit, 1991.

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Religious education in the secondary school: Prospects for religious literacy. London: D. Fulton, published in association with the Roehampton Institute, 1993.

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Great Britain. Scottish Education Department. Inspectors of Schools. Religious observance in primary and secondary schools. Edinburgh: H.M.S.O., 1989.

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Noonan, Eileen F. Books for religious education in Catholic secondary schools. Haverford, Pa. (461 W. Lancaster Ave., Haverford 19041): Catholic Library Association, 1986.

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Book chapters on the topic "Religious education Education, Secondary"

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Ucan, Ayse Demirel. "Applying the Framework of Critical Religious Education and Variation Theory to Islamic Religious Education." In Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 44–69. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-3.

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Carmody, Brendan. "Religious Education in Irish Secondary Schools: A Future?" In Irish and British Reflections on Catholic Education, 211–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_17.

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Dastgahian, Beheshteh Shakhsi, and Ebrahim Khodadady. "Religious orientation and English language achievement in secondary education." In Transformation and Empowerment through Education, 135–52. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429431050-8.

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Duffy, Veronica Rose. "The Images of God of Middle Secondary School Adolescents: Implications for Religious Education." In International Handbooks of Religion and Education, 1253–64. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_88.

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Ucan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons." In Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 93–145. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-5.

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Ucan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons." In Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 146–89. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-6.

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"Religious Education and Moral Education." In Learning to Teach RE in the Secondary School, 195–207. Routledge, 2005. http://dx.doi.org/10.4324/9780203976326-25.

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Watson, Brenda. "Religious education and moral education." In Learning to Teach Religious Education in the Secondary School, 164–81. Routledge, 2017. http://dx.doi.org/10.4324/9781315768519-11.

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"Religious Education and moral education." In Learning to Teach Religious Education in the Secondary School, 209–26. Routledge, 2013. http://dx.doi.org/10.4324/9780203717424-23.

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"Genocide through religious education." In Citizenship Through Secondary Religious Education, 91–95. Routledge, 2003. http://dx.doi.org/10.4324/9780203380758-18.

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Conference papers on the topic "Religious education Education, Secondary"

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Oganesyan, Sergey S. "Issues Related To Religious Education In Modern Secondary Schools." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.56.

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Adebola Adebola Aduke Kosoko-Oyedeko, Ganiat, and Gloria Olushola Adedoja. "Sensitizing Nigerian Secondary School Teachers on the Available Web-Based Tools Suitable for Instructional Delivery in Christian Religious Studies." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1671.

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Aritonang, Hanna Dewi, Bestian Simangunsong, and Adiani Hulu. "Love Your Enemy: A Christian Response to Embrace Others." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.240.

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This article addresses the issue of conflict between religious communities that cause enmity amid society. Hostilities must be overcome and resolved in accordance with the call of Christianity to live in love and peace. The study used the qualitative paradigm as the method of the research and the descriptive-analyses as the writing method by describing the research problems based on data collected from related publications.One of the powerful messages of Jesus's teaching is "Love your enemies." It’s one of the greatest challenges in life. Jesus Christ gave an important doctrine about loving the enemy because love is more powerful than evil, hurtful deeds. Loving the enemy means canceling hostilities and violence, but instead, it promises acceptance of each other. The title of this study is "love your enemies": A Christian Response to Embrace Others. As the title of this study is "love your enemies," the reason for the selection of this article is because the author sees that "loving the enemy is a commandment from God that must be obeyed. This research question emphasizes how to realize "loving the enemy" amid hostility. This paper argues that Jesus's command to love the enemy is a proper Christian lifestyle choice in the midst of hostility. We use CS Song thoughts, which elaborated with other scholars' views on theology, loving, and embracing others. The purpose of the research was to gain understanding and build a theological reflection on Jesus' commandment to love the enemy. In this article, we first briefly discuss the portrait of life among religious people in Indonesia. Secondly, we discuss the conflict between religious people in Indonesia. Finally, we apply the command of Jesus to love our enemy as a Christian lifestyle in the midst of hostility to construct harmony amid hostility. We propose the command of Jesus to ‘love your enemy’ as a response to establishing sustainable peace by embrace others. Finally, the Christians must become a loving community because God so loved us, and we also ought to love and embrace others.
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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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Zulkarnain, Zulkarnain, and Samsuri Samsuri. "Religious Leaders and Indonesian Religious Harmony." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.23.

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Anwar, Saepul. "Tolerance Education Through Islamic Religious Education in Indonesia." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.95.

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Suhardini, Asep Dudi, Kama Abdul Hakam, and Asep Herry Hernawan. "Ineffectiveness of Religious Education as Character Education in Islamic Higher Education." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.072.

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Maimun, Agus. "Islamic Religious Education Research in the Islamic Higher Education." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009917207800786.

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Selanno, Semuel. "Prenatal Life Education Based on Family Christian Religious Education." 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.11-12-2019.2302145.

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Bučar Ručman, Aleš. "Družbene vezi, solidarnost, različnost in družbena vključenost: primerjava ruralnih in urbanih skupnosti v Sloveniji." In Varnost v ruralnih in urbanih okoljih: konferenčni zbornik. Univerzitetna založba Univerze v Mariboru, 2020. http://dx.doi.org/10.18690/978-961-286-404-0.10.

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The urban population represents the smallest share of the people in Slovenia, as most of them live in rural areas. Despite the migration of people from rural to urban areas, which increased in the period after the Second World War, Slovenia did not develop large urban centres as Western countries. Slovenia followed the idea of polycentric development with moderate urban population growth in smaller urban centres. The primary purpose of this text is to present the essential characteristics of rural, urban and suburban communities in Slovenia and understanding of solidarity and communal life of diverse social groups? The author uses a literature review and a secondary analysis of already collected data in two surveys (Safety in Local Communities, 2017; Slovenian Public Opinion 2016/1) to present the characteristics. With the help of these research data, the author explains the structure of the population in urban, suburban and rural areas (education, employment, religion, ethnicity), and further analyses interpersonal relationships, connections, mutual assistance, acceptance of diversity and perceptions of security/threat.
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Reports on the topic "Religious education Education, Secondary"

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Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221030.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12077.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6140.

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Bazzi, Samuel, Masyhur Hilmy, and Benjamin Marx. Islam and the State: Religious Education in the Age of Mass Schooling. Cambridge, MA: National Bureau of Economic Research, May 2020. http://dx.doi.org/10.3386/w27073.

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Stol, Jacqueline Stol, Rebecca Houwer Houwer, and Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Zubiri, Asma Zubiri, and Pauline Rose Rose. Equitable Financing of Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36866.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. The Impact of Free Secondary Education: Experimental Evidence from Ghana. Cambridge, MA: National Bureau of Economic Research, June 2021. http://dx.doi.org/10.3386/w28937.

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