Gotowe bibliografie tematyczne / German religious philosophy and education

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „German religious philosophy and education”

Autor: Grafiati
Data publikacji: 26 lipca 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "German religious philosophy and education"

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Belov, Vladimir N., and Alexandra S. Perepechina. "Hermann Cohen and Jewish Religious Education." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 40, no. 3 (2024): 526–35. https://doi.org/10.21638/spbu17.2024.313.

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The eminent philosopher and Jewish intellectual Hermann Cohen (1842–1918) lived his life in accordance with the principles and ideas he developed in his philosophical and religious thought. His work fell during the German Empire, a difficult historical era for Jewish society, when anti-Semitism and immature liberalism were gaining ground. In the history of Jewish philosophy, Cohen’s writings stand out as systematized and rationally grounded. The article presents a range of biographical facts that had a direct influence on the religious and philosophical views of the founder of the Marburg scho
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Furmanik, Martin. "Spišskí Nemci v rokoch 1920 – 1937." Kultúrne dejiny 13, no. 2 (2022): 248–72. http://dx.doi.org/10.54937/kd.2022.13.2.248-272.

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The study deals with various areas of life of Spiš Germans (Zipsers) during the period of the first Czechoslovak Republic, specifically between 1920 and 1937. The first part of the study discusses the political activities of Germans in Spiš. The greatest attention is paid to the Zipser German Party (Zipser deutsche Partei) and the Carpathian German Party (Karpatendeutsche Partei), because these parties were voted for by most Germans in Spiš. To a lesser extent, this part is devoted to other parties that the Germans from Spiš (Zipsers) voted for. Part of this section are tables showing which pa
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Pirner, Manfred L. "Public Religious Pedagogy: Linking Public Theology, Social Theory and Educational Theory." International Journal of Public Theology 11, no. 3 (2017): 328–50. http://dx.doi.org/10.1163/15697320-12341497.

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Abstract This paper addresses the relationship of public theology and education, a field of research that has been neglected in theology as well as in educational theory and religious pedagogy. It does so by firstly analyzing the discourse in the public sphere at the intersection of theology and religious education in Germany, and secondly by drawing on the social theories of John Rawls and Jürgen Habermas to provide a framework for relating public theology and (religious) education. In the German context the rediscovery and revaluing of the political dimension of public religious education ha
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Bartz, Janieta, and Thomas Bartz. "Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom." Education Sciences 8, no. 4 (2018): 196. http://dx.doi.org/10.3390/educsci8040196.

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worl
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Altmeyer, Stefan, and Daniel Dreesmann. "The Importance of Religion for the Evaluation of Everyday Ecological Decisions by German Adolescents." Worldviews: Global Religions, Culture, and Ecology 24, no. 3 (2020): 285–307. http://dx.doi.org/10.1163/15685357-20203001.

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Abstract Although previous research has addressed the relationship between religion and ecology in a variety of ways, little is known concerning how religious orientation affects concrete everyday ecological decisions, although these are centrally important for environmental education. Being interested in elucidating the preconditions of ecological learning in Biology and Religious Education in schools, the authors have developed an approach based on maximum concretion with regard to the ecological decision in which the influence of religion should be evaluated. With this goal in mind, they co
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Reicher, Rosa. "‘Go out and learn’." European Judaism 51, no. 2 (2018): 124–33. http://dx.doi.org/10.3167/ej.2018.510218.

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Abstract This article deals with Shakespeare’s reception among German Jewish youth in the early twentieth century. The Jewish youth movements played an appreciable role in Jewish education and culture. The various Jewish youth movements reflected the German Jewish society of the time. Despite the influence of the German youth movement, the young people developed their own German Jewish Bildung canon. Many young Jews in Germany perceived Bildung as an ideal tool for full assimilation. Bildung placed an emphasis on the Jewish youth as an individual, and so served as an ideal tool for full assimi
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Schenker, Dominik, and K. Helmut Reich. "Oser/Gmünder's Developmental Theory of Religious Judgement: Status and Outlook." Archive for the Psychology of Religion 25, no. 1 (2003): 180–94. http://dx.doi.org/10.1163/157361203x00138.

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The first publication of “Stages of Religious Judgement” (RJ) dates back two decades (Oser, 1980). This, then, is an appropriate time to review major milestones reached since, and to attempt a look into the future. The reception of Oser's writings on psychology of religion and religious education in the English, French, and German literature was reported previously (Bucher & Reich, 1999). We assume here that RJ theory is familiar (Oser & Gmünder, [1984], 1991; updated summary in Oser & Reich, 1996). The present three parts are: A. Empirical studies, B. Cognitive development and rel
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Kleinhempel , Ullrich R. "Reflections on the position paper at the conference of the DVRW (German Ass. for Science of Religion), Bayreuth 2023, calling for integrated teaching of ‘religion’ for all students in Germany." Sociology International Journal 7, no. 6 (2023): 272–77. http://dx.doi.org/10.15406/sij.2023.07.00357.

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In Germany, Austria, and to some extent in Switzerland, denominational instruction in religion or secular ethics at schools is the legally enshrined norm. Considering that these countries comprise about 100 million inhabitants, with Germany being the by far most populous nation in the EU, this is of cultural significance outside of the German-speaking realm too. A philosophy of inclusion of the Churches and recognised religious communities into the social life and education is pursued, that is legally entrenched in constitutions (notwithstanding the religious-philosophical neutrality of the st
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Hildesheimer, Meir. "Religious Education in Response to Changing Times Congregation Adass-Isroel Religious School in Berlin." Zeitschrift für Religions- und Geistesgeschichte 60, no. 2 (2008): 111–30. http://dx.doi.org/10.1163/157007308783876064.

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AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compare
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Azarov, K. V. "Tolstoy and Wittgenstein on education." Abyss (Studies in Philosophy, Political science and Social anthropology), no. 3 (September 15, 2023): 85–92. http://dx.doi.org/10.33979/2587-7534-2023-3-85-92.

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Tolstoy deeply influenced Wittgenstein. They both shared an anti-foundationalist position on many philosophical questions. Not surprisingly, Tolstoy and Wittgenstein’s views on education were germane. They both advocated a creative free educational process. The two can be compared to how educational philosophy develops out of anti-foundationalist premises. The article shows the Tolstoyan influence in non-religious spheres of Wittgenstein’s thought, particularly in Wittgenstein’s view on education.
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Rozprawy doktorskie na temat "German religious philosophy and education"

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Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.

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This research was undertaken in the light of Foucault's theories and methodologies of language with particular reference to Discipline and Punish as applied to education. The opening section gives a detailed review of these methodologies and the way they will be applied to the various areas of educational practice. There is detailed consideration of the relationship between church and state from the early nineteenth century up until the Education Act, 1944, with particular reference to religious and educational discourse. This is followed by a study of the principles underlying the teaching of
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Akinde, Adebisi. "Religious conflict in Nigeria : a role for religious education." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3575.

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Felderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.

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This thesis is a study of a divide in Philosophy, in particular one which pertains to its nature and method. The divide, which is shown to be deep and unbridgeable, is explored through four important topics in the Philosophy of Religion, specifically through: (a) the religious interest in immortality, (b) the understanding of myth as a form of religious communication, (c) the belief in miracles, and (d) the practice of prayer. It shows that depending on which understanding of the nature and methodology of Philosophy prevails, very different views of religion emerge. It further shows that there
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Hand, Michael John. "Is religious education possible? : an examination of the logical possibility of teaching for religious understanding without religious belief." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:e7395208-3666-4227-be0f-b99e8c7639d5.

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The present thesis is a contribution to an unresolved debate in philosophy of education about the logical coherence of a particular account of Religious Education. The account of Religious Education at issue, which I call the liberal account, prescribes the teaching of religious understanding without religious belief. It stipulates that the aim of Religious Education is to teach pupils the meaning of religious propositions while leaving open the question of their truth. Underpinning the account are the assumptions that (i) no religious proposition is known to be either true or false and (ii) i
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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. Subsequ
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Kalve, Peter. "The aims and presuppositions of religious education in Catholic and secular traditions : a comparison, with reference to spiritual development and religious education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3488.

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Taken from start of introduction : The purpose of this study is to analyse (1) the aims, objectives and assumptions of religious education in present-day Catholic and secular traditions, (2) to examine comparatively the similarities and dissimilarities of approach to religious education by each tradition and (3) to explore some of the issues relating to spiritual development as they arise in religious education in Catholic and secular traditions. It is the underlying thesis of this study that it is in comparing the approaches of each tradition to understanding religious education that it becom
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Baron, Debra Mayconich. "Social and emotional learning| An argument for religious pluralism." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566515.

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<p> The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior." </p><p> It is my
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Wu, Ziming. "An inquiry into the concept of religious development, with special reference to its implication for religious education in the United Kingdom." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363421.

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Golf, Jeffrey. "Reviving the spirit in the practice of pedagogy : a scientific perspective on interconnectivity as foundation for spirituality in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0019/MQ54991.pdf.

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Thrower, Michael F. A. "The Hegelian objective mind in education." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285133.

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Książki na temat "German religious philosophy and education"

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D'Andrea, Fabio. L'uomo mediano: Religiosità e Bildung nella cultura occidentale. FrancoAngeli, 2005.

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Erwin, Claudia. Verfassungsrechtliche Anforderungen an das Schulfach Ethik/Philosophie. Duncker & Humblot, 2001.

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Privalov, Nikolay. The philosophy of the economy. Moral Economics. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1946203.

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The textbook systematically combines topical issues of methodological and philosophical foundations of economics, taking into account the achievements of classical political economy, the German historical school, institutionalism and non-economic disciplines (history, political science, sociology, cybernetics, biology, psychology, law, etc.). The main methodological principles of interdisciplinary communication are consistency, focus on achieving social balance and morality. The instruments of scientific research are adapted to the cultural traditions of Russia by taking into account the insti
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1927-, Smith Marion, ed. Religious Education. Hodder& Stoughton, 1994.

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1944-, Carr David, and Haldane John, eds. Spirituality, philosophy and education. RoutledgeFalmer, 2003.

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Astley, Jeff. The philosophy of Christian religious education. Religious Education Press, 1994.

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Hirsch, Samson Raphael. Jewish education. P. Feldheim, 1992.

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Sealey, John. Religious education: Philosophical perspectives. Allen & Unwin, 1985.

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1724-1790, Basedow Johann Bernhard, ed. Methodischer Unterricht der Jugend in der Religion und Sittenlehre, der Vernunft ; beigebunden ist, Methodischer Unterricht in der überzeugenden Erkenntnis der biblischen Religion. Olms, 1987.

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Iheoma, E. O. The philosophy of religious education: An introduction. Fourth Dimension Pub., 1997.

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Części książek na temat "German religious philosophy and education"

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Eboh, Marie Pauline B. "Education, Religious." In Encyclopedia of African Religions and Philosophy. Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_114.

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Damian, Constantin Iulian. "History and Philosophy of Religions in Orthodox Theological Schools." In Religious Education. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_11.

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Easton, Christina, Angela Goodman, Andrew Wright, and Angela Wright. "Critical Religious Education and philosophy." In Critical Religious Education in Practice. Routledge, 2019. http://dx.doi.org/10.4324/9781315648989-5.

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Euchner, Eva-Maria, and Kathrin Hackner. "Islamic Religious Education in German State Schools." In Islamic Religious Education in Europe. Routledge, 2021. http://dx.doi.org/10.4324/9780429331039-9.

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Tillson, John. "Rival Conceptions of Religious Education." In International Handbook of Philosophy of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_74.

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Nili-Freudenschuß, Tamara. "Islamic Religious Education in German-Speaking Countries." In Wiener Beiträge zur Islamforschung. Springer Fachmedien Wiesbaden, 2024. https://doi.org/10.1007/978-3-658-45791-4_4.

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Barnes, L. Philip. "British and German religious education in dialogue." In Religionswissenschaft. transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839457801-020.

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Kertz-Welzel, Alexandra. "Aesthetic Education: Anglo-American and German Perspectives." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-287-532-7_678-1.

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Filipsone, Anta. "The Integral Philosophy of Ken Wilber and Religious Education." In International Handbooks of Religion and Education. Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_8.

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Boschki, Reinhold. "Catholic Religious Education in German Schools: An Ecumenical and Interreligious Perspective." In Global Perspectives on Catholic Religious Education in Schools. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_16.

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Streszczenia konferencji na temat "German religious philosophy and education"

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Skorokhodova, Tatiana. "Axial Age Heritage in Religious Philosophy and Culture of the Bengal Renaissance." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.190.

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Kryshtop, Ludmila E. "Self-determination of Philosophy in the Age of German Enlightenment as the Basis of Contemporary Understanding of Philosophy." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.292.

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Yusupov, Renat Nursakhievich. "N.A. Berdyaev and His German Contemporaries on the Method of Philosophy of History." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.083.

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

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The report is devoted to the refl ection of Serbian gram-marians on the metalanguage. Тheir task was to quickly create mandatory textbooks as part of the Sagan reform on the Habsburg lands. In particular, the report demonstrates how Vuyanovsky and others manages to integrate the Sla-vonic authoritative content into the German educational template.
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Chistyakova, Olga V. "Tourism as Knowing of Other (Ethnic and Religious Contexts)." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.032.

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Lukyanova, Galina. "Religious Factor in the Context of the “East-West” Confrontation." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.008.

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Boiliu, Noh, Christina Samosir, and Andreas Nugroho. "Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27." 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.11-12-2019.2302086.

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Kryshtop, Ludmila E. "Oberhammer’s Hermeneutics and the Variety of Religious Experience: Contemporary State and Philosophical Background." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.020.

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Kryshtop, Ludmila E. "Religious Hermeneutics of G. Oberhammer: An Experience in the Study of Implementation Human Existence." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.013.

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Cao, Xianrui. "Research on the Scientificity of Marx’s Dialectics Thought in “German-French Yearbook”." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.016.

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