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Relevant bibliographies by topics / Religious education. Moral education (Secondary) Moral education (Secondary) Religious education

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Academic literature on the topic 'Religious education. Moral education (Secondary) Moral education (Secondary) Religious education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Religious education. Moral education (Secondary) Moral education (Secondary) Religious education"

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Warren, Heather A. "Character, Public Schooling, and Religious Education, 1920-1934." Religion and American Culture: A Journal of Interpretation 7, no. 1 (1997): 61–80. http://dx.doi.org/10.1525/rac.1997.7.1.03a00030.

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Over the past five years, the American public has witnessed a flurry of interest in “character” and “character or moral education.” In 1992, William Kilpatrick wrote a book that attracted widespread attention, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education. A year later, William Bennett's best-selling anthology of remedial readings appeared, The Book of Virtues. More recently, Gertrude Himmelfarb published a book on the Victorian golden age of morals. At the same time, within the educational field, a subprofession of consultants devoted to charact

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Mortier, Freddy. "Separate Values Education and Moral Development in Flemish Secondary Schools." Journal of Moral Education 24, no. 4 (1995): 409–26. http://dx.doi.org/10.1080/0305724950240404.

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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Hedayati, Nasibeh, Elina Kuusisto, Khalil Gholami, and Kirsi Tirri. "Moral conflicts in Iranian secondary schools." Journal of Beliefs & Values 40, no. 4 (2019): 464–76. http://dx.doi.org/10.1080/13617672.2019.1618151.

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Kačarić, Ninoslav. "Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju." Inovacije u nastavi 34, no. 2 (2021): 162–73. http://dx.doi.org/10.5937/inovacije2102162k.

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The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development,

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Nurhadi, Nurhadi, and Muhammad Irhamuddin Harahap. "Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)." PALAPA 9, no. 1 (2021): 137–81. http://dx.doi.org/10.36088/palapa.v9i1.1065.

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Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are t

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Sultana, Dr Munazza, and Dr Syed Abdul Ghaffar Bukhari. "Factors of Ethical Decline and Religious Measures to Overcome." Journal of Islamic and Religious Studies 5, no. 1 (2020): 85–98. http://dx.doi.org/10.36476/jirs.5:1.06.2020.17.

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This article aims to investigate the causes and factors involved in the moral decline of youth and its solution in the light of Islamic teachings. It is generally observed that the students studying at various education levels, especially undergraduate students of universities are seriously lacking in moral values and their ethical conduct is not satisfactory. Research shows that factors of bad conduct include, less emphasis on the moral conduct of students at secondary and higher secondary levels, lack of parent’s interest in building their children's attitude and least efforts by the religio

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Okunoye, Job Oluremi. "Effective Christian Religious Education in Nigerian Secondary Schools as a Mechanism for Sustaining Democracy in Nigeria." Christian Education Journal: Research on Educational Ministry 16, no. 2 (2019): 241–58. http://dx.doi.org/10.1177/0739891319833695.

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Nigeria is a nation that is morally and spiritually sick and her democracy is bedeviled with moral, social and political disorders. This article examines the role of Christian religious education in Nigerian secondary schools for the sustenance of democracy. There is a need to emphasize Christian religious education which upholds the principles of peace, non-violence and fair play in politics and elections into offices.

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Karolina, Asri, Wilyam Afsiska, Beni Azwar, Cikdin Cikdin, and Eka Yanuarti. "Peran Orangtua Penambang Emas Dalam Menanamkan Pendidikan Agama Islam Pada Anak Dikelurahan Kampung Jawa." Edification Journal 3, no. 1 (2020): 1–22. http://dx.doi.org/10.37092/ej.v3i1.206.

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The purpose of this study is to describe the condition of Islamic religious education in children of gold miners in the Kampung Jawa Village, find out the role of parents in instilling Islamic religious education especially moral education in their children, helping the problematic role of parents in instilling Islamic religious education in particular moral education in children in Kampung Jawa Village. This type of research is qualitative research. The type of data used in this study are primary and secondary data. The subjects in this study were the village chief, religious leaders and gold

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Kryshmarel, Viktoriya. "Religious education in secondary schools in Ukraine: the place and influence of the Catholic component." Ukrainian Religious Studies, no. 66 (February 26, 2013): 355–63. http://dx.doi.org/10.32420/2013.66.283.

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Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools (approximately 15% of

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Dissertations / Theses on the topic "Religious education. Moral education (Secondary) Moral education (Secondary) Religious education"

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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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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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Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.

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Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the

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Smoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Pienaar, Albert Andrew. "Die verborge kurrikulum as bestuursopgaaf in die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/11185.

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M.Ed. (Education Management)<br>Schools receive detailed curricula from the Department of Education. The successful application of these curricula is mainly the task of the headmaster. In the school another curriculum, namely the hidden curriculum, also functions. Coming to grips with the hidden curriculum is, however, no easy task, seeing as it involves the conveying of values and norms which is, to a great extent, in the hands of the teachers of the school. The headmaster, as managerial leader, is responsible for both the successful application of the formal curriculum and the hidden curricu

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Books on the topic "Religious education. Moral education (Secondary) Moral education (Secondary) Religious education"

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

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M, Devitt Patrick, and Cassidy Eoin G, eds. Moral decision making: Religious education in the leaving certificate. Veritas, 2005.

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Nwabichie, Remigius O. Religion for morality in education: A handbook for religion and moral education in secondary schools. [s.n.], 2000.

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Bagnell, Jeff. Effective teaching of religious and moral education: Personal search : Roman Catholic schools. Learning and Teaching Scotland, 2001.

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Religious Education Council for England and Wales. Working Party. Religious and moral education in secondary schools: A working partyreport from the RE Council for England and Wales. Religious Education Council for England and Wales, 1985.

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Taylor, M. Louise. Towards freedom: A resource book for teachers of religious and moral education for the 16-18 age range. A.M.D.G. Multimedia Productions, 1997.

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Mokrosch, Reinhold. Gewissen und Adoleszenz: Christliche Gewissensbildung im Jugendalter : Empirische Untersuchungen zum Wert- und Gewissensbewusstsein Jugendlicher, analysiert im Lichte der Geschichte christlicher Gewissensvorstellungen. Deuscher Studien Verlag, 1996.

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Morality and youth: Fostering Christian identity. Sheed & Ward, 1993.

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9

Sjödin, Ulf. En skola, flera världar: Värderingar hos elever och lärare i religionskunskap i gymnasieskolan. Plus ultra, 1995.

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Symposium "Ethik / Werte und Normen als Ersatzfach in den Schulen" (1991 Munich, Germany). "Herausforderung Ethikunterricht": Ethik, Werte und Normen als Ersatzfach in der Schule. Diagonal-Verlag, 1991.

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Book chapters on the topic "Religious education. Moral education (Secondary) Moral education (Secondary) Religious education"

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"Religious Education and Moral Education." In Learning to Teach RE in the Secondary School. 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. 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. Routledge, 2013. http://dx.doi.org/10.4324/9780203717424-23.

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Fleming, Mary K. "Social, Moral and Religious Education." In Teaching The ‘Slow’ Learner in The Secondary School. Routledge, 2021. http://dx.doi.org/10.4324/9781003174301-1.

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Usman, Lantana M. "Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch050.

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In northern Nigeria, widows' identities and status are defined within the mores, norms, traditional religions, and legal institutions of the cultures of the community. The ethnic cultural laws are oppressive and retrogressive. The nexus of these cultural pressures trigger discriminatory practices that deny school attending widows' access, and completion of primary and secondary levels of education, leaving them literacy bankrupt and unskilled to fend for themselves and their children. These experiences motivated an all women Community Based Organization (CBO) to establish a Widows Training School to educate widows in vocational skills and basic literacy and numeracy. This paper examines research that was conducted with a sample of former graduates and attendees of the Widows Training School (WTS). The study is based on a qualitative educational research orientation, and the case study design. Multi-modal data were derived from Focused Group Interviews (FGIs) and Non Participant Observation (NPO) with a sample population of the widows. Data analysis engaged the qualitative process of transcription, categorization, and generation of codes that were merged into major themes, and presented in the as socio cultural status of the widows in the community; historical foundation, nature and curriculum implementation of the school; and the facets of sustainable learning outcome of the widows.

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