Relevant bibliographies by topics / Religious education|Sociology

Contents

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

Academic literature on the topic 'Religious education|Sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Religious education|Sociology"

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Megawati, Megawati. "Implementasi Pendidikan Karakter Religius Oleh Guru Dalam Pembelajaran Sosiologi Di SMA YPK Pontianak." Jurnal Pendidikan Sosiologi dan Humaniora 11, no. 2 (October 29, 2020): 39. http://dx.doi.org/10.26418/j-psh.v11i2.42950.

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This study would determine the implementation of religious value in character education by teachers in sociology learning in SMA YPK Pontianak and find out the factors that influence the implementation of character education in religious values in sociology learning in SMA YPK Pontianak. The method used in this study was the descriptive method with a qualitative approach. The data sources of the study were the students of grade IIS and the sociology teacher of grade X IIS, interview, and observation’s result. The results of this study show that the implementation of religious value in character education in sociology learning involves greeting, pray before the lesson begins, the teacher implements character education in the learning process, appreciating religious diversity, the teacher also teaches about the religious dimensions, such relationship between individuals and individuals, individuals and God, individuals, and the environment, religious worship, prayer after the lesson ends. Factors that influence the implementation of the character education of religious values in SMA YPK Pontianak were the religious diversity and the inadequate facilities of house worship.
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Habib Abdillah, Seka Andrean, and Aulia Diana Devi. "Pendidikan Islam Dalam Perspektif Pendekatan Sosiologi." Al - Azkiya : Jurnal Ilmiah Pendidikan MI/SD 5, no. 2 (December 1, 2020): 143–49. http://dx.doi.org/10.32505/v4i1.1007.

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Sociological is the approach of the study of education, delivering to understand the relationship of sociology with education. This study aims to find out about Islamic education in the perspective of sociological approach. The research method used is library research, then analyzed and presented the results of data findings objectively. The results showed that the sociology of education has a diverse perspective, in line with the diversity that occurs in the perspective of sociology studies in general. The importance of a sociological approach in understanding religion, because there are many religious teachings related to social problems. The amount of religious attention to this social problem further encourages religions to understand social sciences as a tool to understand their religion. The way of understanding in the approach of the sociology of religion can be easy for those of us who are still too lay because religion is derived also because of social interests. The sociological approach as an educational sociological approach consists of individual approach, social approach, and interaction approach.
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Soehadha, Moh. "DISTINGSI KEILMUAN SOSIOLOGI AGAMA (Sejarah Perkembangan, Epistemologi, dan Kontribusi Praksis)." Jurnal Sosiologi Agama 12, no. 1 (December 6, 2018): 31. http://dx.doi.org/10.14421/jsa.2018.121-02.

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Sociology studies of religion today have developed in various Islamic colleges in Indonesia. As a science developed in universities, the sociology of religion is built with a strong epistemological foundation. Unlike the sociology of religion developed from sociology in public universities, the sociology of religion in Islamic higher education is also influenced by the Comparative Science of Religion or the Study of Religions. The following article describes the development of religious sociology studies at the UIN Sunan Kalijaga which is distinctive. The distinction of the study of the sociology of religion is influenced by the history of the development of religious sociology study programs and the praxis of religious sociology to solve social and religious problems in Indonesia. Studi sosiologi agama dewasa ini telah berkembang di berbagai perguruan tinggi agama Islam di Indonesia. Sebagai ilmu pengetahuan yang dikembangkan di perguruan tinggi, maka sosiologi agama dibangun dengan landasan epistemologi yang kuat. Berbeda dengan sosiologi agama yang dikembangkan dari ilmu sosiologi yang ada di perguruan tinggi umum, sosiologi agama di perguruan tinggi agama Islam juga dipengaruhi oleh Ilmu Perbandingan Agama atau Studi Agama-agama. Tulisan berikut mendeskripsikan tentang perkembangan studi sosiologi agama di UIN Sunan Kalijaga yang bersifat distingtif. Distingsi kajian sosiologi agama tersebut dipengaruhi oleh sejarah perkembangan program studi sosiologi agama dan kebutuhan praksis sosiologi agama untuk menyelesaikan problem sosial keagamaan di Indonesia.
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Wahyuni, Indah. "Membangun Pluralisme Siswa Melalui Pendidikan Agama Islam Di Sekolah Non Muslim." AKADEMIKA 8, no. 2 (December 31, 2014): 180–90. http://dx.doi.org/10.30736/akademika.v8i2.84.

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The implementation of Islamic Religious Education (PAI) in the non- Muslim schools could be different from one another. Some schools have provided PAI for Muslim students and taught by a Muslim teacher in the form of a subject, but some other schools have provided Islamic education in the form of Islamic activities. School policy in providing Islamic education for Muslim students is not entirely based on the mission of ideology and adherence to legislation, but rather based on the social mission, especially the school marketing. The problems of Islamic Religious Education in non-Muslim schools are quite diverse, the problems are, among others, ideology, sociology and culture. While, the micro factors inhibiting PAI in non-Muslim schools are ; (1) inadequate religious facilities, (2) learning methods that are less appropriate to the context, (3) learning materials that are not in accordance with the initial ability of students, (4) the MORA involvement that is not intensive, and (5) low student input. The ideals of Islamic religious education in non-Muslim schools should be carried out based on multicultural consideration, namely education that is not doctrinaltextual, but gives students an understanding about different religions and value systems. Islamic religious education should use doctrinal-contextual approaches by taking into consideration the value systems and teachings of other religions
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Gunnarsson, Gunnar J. "Facing the New Situation of Religious Education in Iceland." Religions 11, no. 10 (October 20, 2020): 537. http://dx.doi.org/10.3390/rel11100537.

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Over the last two decades, Iceland has faced rapid societal changes in many ways, and cultural and religious diversity has grown faster than ever before. This has influenced the curricula of religious education. In 2011/2013, drastic changes were made to the National Curriculum Guide, and the curricula of individual subjects were merged into larger entities. Religious education thus became a part of the social studies curriculum, together with history, geography, sociology, life skills, ethics and philosophy. The aim of this article is to explore and discuss the influences of the societal changes in Iceland on religious education in compulsory schools. As little research exists on the consequences of the changes made to the curriculum for the practice of religious education, the focus will also be on some of the research that can shed light on the changing conditions of religious education in Iceland, such as Icelanders’ attitudes towards religion, and parents’ attitudes towards religious education in compulsory school. Particular attention will be paid to research into young people’s views towards the growing cultural and religious diversity in Iceland. The aim is to understand better the new situation of religious education in Iceland and the changes that have been made to the National Curriculum Guide.
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Böwadt, Pia Rose. "Religious Education in Denmark: Towards a More Multifaceted Subject?" Religions 11, no. 11 (October 29, 2020): 561. http://dx.doi.org/10.3390/rel11110561.

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The article deals with religious education in Denmark, especially the impact of philosophy of life in the curriculum. It will address the question of whether “Christian Studies” has become more multifaceted, or whether it is really a Christian upbringing/existential upbringing in disguise. The article begins with a presentation of the religious, political, and the pedagogical landscapes in Denmark. Subsequently, it examines the impact of the “Philosophy of Life” elements, which form part of the subject taught under “Christian Studies” (Kristendomskundskab). This is followed by an analysis of the new legal framework for “Christian Studies”, which now highlights areas, such as comparative religion or sociology of religion. It also examines the work of the committee, formed by the former Minister of Education in spring 2019, which had the task of revitalizing the curriculum of “Christian Studies” in the Danish school system.
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Wilde, Melissa J., Patricia Tevington, and Wensong Shen. "Religious Inequality in America." Social Inclusion 6, no. 2 (June 22, 2018): 107–26. http://dx.doi.org/10.17645/si.v6i2.1447.

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Sociology has largely ignored class differences between American religious groups under the assumption that those differences “are smaller than they used to be and are getting smaller all of the time” (Pyle & Davidson, 2014, p. 195). This article demonstrates that profound class differences remain amongst American religious groups. These differences are as large as—or larger than—commonly examined forms of inequality such as the gender pay gap and the race achievement gap. Using the most popular categorization of American religious groups, we find that regardless of the particular measure examined (years of education, income, socioeconomic index score, and proportion of members with at least a bachelor’s degree) Jews and Mainline Protestants are at the top of the socioeconomic ladder and Evangelical Protestants, both black and white, are at the bottom. Furthermore, religious group significantly predicts both years of education and the overall socioeconomic standing of respondents by itself with basic controls. Likewise, both socioeconomic indicators and education significantly predict the likelihood of being in a specific religious tradition on their own with basic controls. Some religious groups, namely Evangelical Protestants at the low end and Jews and the high end, are relatively educationally homogeneous. Others, such as Catholics, Mainline Protestants and the nonreligious are much more educationally heterogeneous. The picture is the same when socioeconomic heterogeneity is examined, except that Mainline Protestants emerge as more clearly advantaged socioeconomically. In sum, religious inequality remains in America, it is robust, and it appears to be quite durable.
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Horowitz, Bethamie. "New Frontiers: “Milieu” and the Sociology of American Jewish Education." Journal of Jewish Education 74, sup1 (December 5, 2008): 68–81. http://dx.doi.org/10.1080/15244110802493370.

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Silhol, Guillaume. "Régler l’heure de religion : l’enseignement de la religion catholique comme dispositif administratif entre les écoles publiques italiennes et l’Église catholique." Social Compass 66, no. 2 (March 26, 2019): 198–210. http://dx.doi.org/10.1177/0037768619833311.

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This article deals with Catholic religious education in Italian State schools from a political-sociology perspective. The ‘hour of religion’ works as an arrangement, not limited to classrooms, that involves practices of control across State schools and ecclesiastic administrative bodies. The school’s management of this arrangement leads to practical negotiations between teachers and personnel, related to its legitimization as a subject of ‘religious culture’. However, bureaucratic rationalization also occurs in Church dioceses, through the management of human resources and periodic checks of teachers’ ‘proofs’ of faith. Catholic religious education appears then as a case study of the informal, hybrid regulation of religion in the ‘grey areas’ of State institutions.
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Rodionov, S. N., and R. P. Shevtsov. "On Religious Subjects in School Education." Russian Education & Society 50, no. 10 (October 2008): 6–15. http://dx.doi.org/10.2753/res1060-9393501001.

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Dissertations / Theses on the topic "Religious education|Sociology"

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Anderson, Paul D. Jr. "Rural Urban Differences in Educational Outcomes: Does Religious Social Capital Matter?" University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1430749911.

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Ball, Roger. "Healthy marriage initiative| A community centered religious educational analysis." Thesis, Fordham University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113659.

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This research looks at HMI through the context of marriage and family life of Pentecostal faith communities and how a religious educative and ministerial lens can strengthen such programs in local churches. Through historical and secondary analyses, the researcher examines the history, evolution and examples of recent HMI evaluations. The study is informed by, recent sociological studies, feminist theology and religious education experts. The work proposes how Healthy Marriage Initiatives within congregational settings can be strengthened through religious educative, spiritual, and pastoral responses to marriage and family life within faith communities.

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Horne, Emily A. "Sexual Education across the United States: Are we doing it right?" Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/676.

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Since the early 20th century, students across the United States have been learning sexual education in public classrooms. Although American society has made many advancements and social changes since then, the curriculum of sexual education has remained stagnant. It continues to stress the concept of “social hygiene,” promoting white, heterosexual norms while demoralizing adolescent sexuality (McCarty-Caplan 2013). Since the 1980’s, the federal government has created three federally funded programs to promote abstinence-only sexual education. Although there are no federal laws or policies that dictate states or districts must provide sexual education, the programs have pressured the boards and districts to teach what the federal government is promoting. Most importantly, these ideologies are being pushed on to the government by the Religious Right. This study examines the attitudes towards sexual education and the attitudes towards topics that are associated with the curriculum. The findings imply that religion and political identification play the largest role in influencing these attitudes, which explains the current state of sexual education.
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Griffin, Lonnie F. III. "An Analysis of Print Media Reporting of Established Religions and New Religious Movements." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1057.

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This thesis reports findings from a content analysis of 720 newspaper articles and 3,052 newspaper article cases focused on the issue of print media bias. Sunday editions of three major newspapers were drawn from the six-year period 1998-2003 for analysis. Prior research has uncovered print media bias in reporting of religious groups, and this thesis examines the substance of those claims pertaining to both established religions and new religious movements. Research findings show that established religions and their members are typically described in favorable or neutral terms, while new religious movements and their members are consistently described with pejorative terms. However, specific established religion members received the overwhelming majority of negative religion member descriptors. Articles focusing on established religion members were found to contain the bulk of visual aides accompanying the articles. Newspaper articles discussed incidents of violence by and/or against specific religious groups of both types of religion with a high frequency. Also, newspaper article themes and angles were found to be important for conveying the content of the articles. Additionally, an appendix is included that analyzes the treatment of religion, established religions and their members, and new religious movements and their members in sociology textbooks.
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Sherin, Kenneth Mark. "Preparing for Rural Ministry| A Qualitative Analysis of Curriculum used in Theological Education to Prepare Clergy for Ministry in a Rural Context." University of Missouri - Columbia, 2013.

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Gaspar, Antony J. "The Impact of Catholic High School Education| Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592167.

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This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.

This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.

The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae's young adult life.

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Knowles, Douglas R. "Evaluating the use of cultural transposition in making discipleship materials understandable to a multicultural group." Thesis, Nyack College, Alliance Theological Seminary, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687877.

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As people groups have immigrated to the United States, churches have struggled to keep up with the demands of discipleship. Culture, language, and communication have proved to be formidable challenges, particularly when the written materials used to disciple people are construed with an inherent American bias. This research project sought to address this ministry problem by utilizing the concept of cultural transposition. By having a multicultural work group transpose a portion of American-based discipleship materials, this project attempted to determine whether the transposed materials are more understandable to a multicultural church congregation than the original. The study also analyzed the interactions among the transposition group to identify common problems that culture groups experience in understanding American-based materials.

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Alraheli, Arwa. "Negotiating Religious Diversity| A Qualitative Inquiry of the Perspective and Experiences of Muslim Parents in Southern California." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840831.

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There is an abundance of research concerning diversity issues in American classrooms. However, researchers have not provided enough attention to religious goals of Muslim parents and their experiences with educational institutions. For this qualitative study, the researcher interviewed 15 Muslim parents, eight females and seven males, to explore how participants’ experiences and expectations influence the way they negotiate their religious needs with schools/preschool in Southern California. The results showed that cooperation and negotiations were key strategies adopted by Muslim parents to maintain relationships with educational organizations. Schools accommodated religious practices when requested and parents negotiated their needs when necessary. Findings also showed that participants connected the school’s role with academic learning and that teachers lacked accurate knowledge of Islam. There was a sense of restraint among participants. Participants did not want to share the name of their child’s school/preschool or materials shared by the school.

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MacDonald-Dennis, Christopher. "Competing narratives : the interplay between racial and ethno-religious identity among Ashkenazi Jewish undergraduate anti-racist peer educators /." Ann Arbor, MI : University Microfilms, 2005. http://proquest.umi.com/dissertations/preview/3193920.

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Pyke, Alice. "Assessing and understanding young people's attitudes toward religious diversity in the United Kingdom." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57929/.

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The increased presence of religious diversity among the population of the United Kingdom, particularly over the past century, is particularly noticeable through population studies such as the national census, and tangible signs including the increase in public celebrations of religious festivals, the increase in the presence of religious dress and food, and the increase in construction of religious architecture for faiths other than the historic religion of Christianity. This change in the United Kingdom signifies the need to assess and understand attitudes toward this evident religious diversity among young people living in the United Kingdom. This dissertation is contextualised and conducted through a studentship role on the Young People’s Attitudes Toward Religious Diversity Project, funded by the AHRC/ESRC as part of the Religion and Society Programme, conducted by the Warwick Religions and Education Research Unit. This mixed methods project employed quantitative methods to profile students aged 13- to 15-years in the different nations and school types of the United Kingdom, alongside findings from qualitative focus group interviews among 13- to 16 year-old students. The findings draw two conclusions; first, that attitudes toward religious diversity vary according to nation, with students in London and Northern Ireland exhibiting signs of particular difference in attitudes from the students in the other nations of the United Kingdom; and second, that attitudes toward religious diversity vary according to school type. The mixed methodology of the research in the setting of the United Kingdom, the comparison of nations and school types, and the large scale on which the research was conducted all offer an innovative contribution to scholarship within the field of the social scientific study of religion. The conclusions also contribute to a better understanding of the national contexts of the United Kingdom and the different values which the different methods of educating young people in the United Kingdom can promote.
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Books on the topic "Religious education|Sociology"

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Explorations in religious instruction. Birmingham, Ala: Religious Education Press, 1999.

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Values, religions and education in changing societies. Dordrecht: Springer Verlag, 2010.

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Religion-Identität-Bildung: Ein Konzept religiöser Selbstbildung. Freiburg im Breisgau: Kreuz, 2012.

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International Seminar on Religious Education and Values (1998 : Carmarthen, Wales), ed. The fourth R for the third millennium: Education in religion and values for the global future. Dublin: Lindisfarne Books, 2001.

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Religion, education, and post-modernity. London: RoutledgeFalmer, 2004.

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Markaz Dirāsāt al-Waḥdah al-ʻArabīyah (Beirut, Lebanon) and Jamʻīyah al-ʻArabīyah li-ʻIlm al-Ijtimāʻ, eds. al-Dīn fī al-mujtamaʻ al-ʻArabī. Bayrūt: Markaz dirāsāt al-Waḥdah al-ʻArabīyah, 1990.

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Alexander, Hanan A. Commitment, character, and citizenship: Religious education in liberal democracy. New York: Routledge, 2012.

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Lebanese - but how?: Secular and religious conceptions of state and society at Lebanese schools. Würzburg: Ergon Verlag, 2011.

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The emergence of the community kollel: A new model for addressing assimilation. Ramat Gan: the Rappaport Center for assimilation research and strengthening Jewish vitality, Bar Ilan University, 2006.

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Ferziger, Adam S. The emergence of the community kollel: A new model for addressing assimilation. Ramat Gan: the Rappaport Center for assimilation research and strengthening Jewish vitality, Bar Ilan University, 2006.

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Book chapters on the topic "Religious education|Sociology"

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Matarazzo, Carmine. "Education, Sociology of." In Encyclopedia of Sciences and Religions, 693. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1304.

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Smith, Christian. "How the Sociology of Education Can Help Us Better Understand Religion and Morality." In Frontiers in Sociology of Education, 281–84. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1576-9_20.

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Salami, Oladipo. "12. Islamic Religious Education, Identity and the Arabic Language Among University Students in Southwestern Nigeria." In Language Maintenance, Revival and Shift in the Sociology of Religion, edited by Rajeshwari Vijay Pandharipande, Maya Khemlani David, and Miriam Eisenstein Ebsworth, 170–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788926676-013.

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Imbachi, Carlos Andrés. "Sociology of Religion and Religious Education." In Approaches to the Nature and Epistemological Foundations of Religious Education in Colombian Schools, 67–86. Ediciones USTA, 2019. http://dx.doi.org/10.2307/j.ctvr33dht.7.

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Mannheim, Karl. "On Religious Experience and Rationalization." In Sociology as Political Education, edited by David Kettler and Colin Loader, 133–40. Routledge, 2018. http://dx.doi.org/10.4324/9781351326049-6.

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Dinham, Adam, Alp Arat, and Martha Shaw. "Religion and belief in university teaching and learning." In Religion and Belief Literacy, 103–12. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.003.0007.

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This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.
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Anthony, F. Heath, John Ermisch, and Duncan Gallie. "Introduction." In Understanding Social Change. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263143.003.0001.

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At the beginning of the twenty-first century, Britain is in the process of rapid social change. There are major changes going on in the patterns of family formation, there is a growing rate of childbirth outside marriage, and the so-called second demographic transition should be noted as well. This book aims to understand and explain the social mechanisms that underlie some of the major features of contemporary social life. It discusses how sociology makes important contributions to public debate about education, gender inequalities, ethnic disadvantage, unemployment and new religious movements.
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Orlova, Anna Vladimirovna. "Religion in education and/ or religious education." In Sociology and Society: Traditions and Innovations in the Social Development of Regions, 4980–88. Russian Society Of Sociologists of FCTAS RAS, 2020. http://dx.doi.org/10.19181/kongress.2020.585.

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Saunders, Max. "Human Sciences." In Imagined Futures, 169–218. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198829454.003.0004.

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This chapter focuses on the ways in which the scientific paradigm gets invoked and applied across a range of volumes dealing with topics other than science; specifically those that tend now to get grouped together under the heading of the human sciences. The influence of the logical positivism of the Vienna School is considered, not only on To-Day and To-Morrow but on Ogden’s other major publishing ventures. Volumes on criminology, the sociology of religion, psychical research, Eastern civilization, politics, education, and sexual morality are explored. Also considered are those volumes offering resistance to the scientific paradigm, notably one by Robert Graves on humour, and another on nonsense. Concludes with a discussion of the place of psychology—conceived by Ogden as the master-discipline—in the series.
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Conference papers on the topic "Religious education|Sociology"

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

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

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Ghazali, Adeng Muchtar, Abdul Rozak, Maslani Maslani, A. Heris Herwawan, and Asep Muhyiddin. "Methodology of the Study of Religions and Its Contribution to Religious Harmony in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007092300320039.

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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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Ulfiah, Ulfiah, Andika Nur Farida, and Sulasman Sulasman. "Religious Coping and Stres in Academic Context." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110710491054.

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Budiyono, Budiyono, Wawan Kokotiasa, Yuni Harmawati, and Yoga Ardian Feriandi. "Social Cohesion in Society: A Study on Inter-Religious Harmony." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007094601570165.

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Fakhruddin, Agus, Ace Suryadi, Kama Abdul Hakam, and Encep Syarief Nurdin. "Values Analysis of Islamic Religious Education (IRE) Policies at Higher Education in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007092400400043.

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Perbowosari, Heny. "The Inculcation of Religious Humanist Values to Build the Elementary School Students’ Character." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007113612241228.

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Umar, Mardan, and Feiby Ismail. "Internalization of Peace Value through Religious Education - Sociological Review on Chinese Muslim Family in Manado." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007102405830590.

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Halim, Harifuddin, Rasyidah Zainuddin, and Fauziah Zainuddin. "Social Sufism: Alternative in Solving Human Problem (Study of Religious Action at Jamaah Tabligh Group)." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.102.

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