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This is the first time that an article by the Orthodox teacher and public figure Alexandra Alekseevna Ershova (née Shteven, 1865–1933) is published. In 1885–1895 in Nizhny Novgorod province, А. A. Ershova opened about 50 literacy schools for peasant children, made reports on public education at zemstvo congresses, corresponded with famous teachers, public and government officials such as S. A. Rachinsky, N. N. Neplyuev, Prince D. I. Shakhovsky, L. N. Tolstoy, K. P. Pobedonostsev and others. A. A. Ershova took genuine interest in the issues of school, education and upbringing even after her marriage, when her main concern was raising seven children, managing the Lebyazhye estate in Tula province, helping M. D. Ershov, her husband who was a member of the State Council and the last pre-revolutionary governor of Voronezh in state affairs. The article was written in the period after the February Revolution, but before the October coup in conditions when the Provisional Government’s decree “On Freedom of Conscience” was in force, enabling people to choose their own religion. The Universal Education Project provided for the transfer of all church schools to the Ministry of Public Education and the abolition of the compulsory teaching of the Law of God in schools. The author of the article raises the issue of the need to retain religious instruction at school, gives examples of the most beneficial effect of religion on education, and comes out as an apologist for the Christian faith.

Copyright of Journal of Ilahiyat Researches / Ilahiyat Tetkikleri Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores how Hernando de Talavera (1428–1507), the first bishop of Granada, used the cast sculptures of the Virgin commissioned by Queen Isabella the Castile (1451–1504), for the parishes of the Albayzín, the Morisco quarter, as an essential tool for his missionary activity among Granada’s native Islamic population. It enquires how Talavera granted these Marian cast sculptures a central role in the Albayzin’s liturgical celebration, mediating their interpretation by devotional texts, such as his Marian liturgical works or his translation and commentary of the Vita Christi of the Franciscan Francesc Eiximenis (1327–1409), through which he wished to present these images as representations of an ‘Islamicate’ vision of Mary, as an enlightened prophetess who would function as the ideal preacher to instruct the newly converted Morisco population in the principles of their new faith. [ABSTRACT FROM AUTHOR]

This paper discusses how the sixteenth-century Athonite monk Pachomios Rousanos (1508-1553) constructs his vision of "orthodoxy in faith," "heterodoxy" and "orthopraxy" in an age dominated by intense confessional polarization and adaptation of the Greek Orthodox to the Ottoman rule. Through his corpus of polemical works, the Greek theologian endeavoured to impose as authoritative his own vision about which beliefs and ritual practices are to be held correctly by the community of believers. In his attempt at social disciplining, Rousanos criticized what he considered "heterodox" religiouspractices, deviant teachings from the Orthodox norms, and deplored the low level of religious instruction among both theclergy and simple believers. As a tireless traveller into the Eastern Mediterranean lands, he was able to diagnose in situ many of the religious issues of the Orthodox during the first half of the sixteenth century and proposed remedies for the spiritual edification of the community of believers. [ABSTRACT FROM AUTHOR]

Amerikalı Katolik din eğitim teorisyeni James Michael Lee’nin, din eğitiminin bilimler arasındaki yeri problemine odaklanan ve makro teorik bir din eğitim yaklaşımının (sosyal bilim) temellerini ortaya koyan bu eser, din eğitiminin mahiyeti, temel ilkeleri, metodolojisi ve özellikle teolojik (ilahiyat) bilimden farkı ile ilgili önemli meseleleri kapsamlı, sistematik ve bilimsel bir şekilde ele almak suretiyle açıklığa kavuşturmaktadır. İlk yayınlandığında, özellikle döneminin hâkim teolojik din eğitim paradigmasına muhalif görüş ve iddialar ihtiva etmesi sebebiyle Hristiyan din eğitim camiasında (ABD) geniş bir yankı uyandıran bu eser, muhtevası ve problem konusu itibariyle alanında yazılmış ilk ve tek eser olması bakımından büyük bir öneme sahiptir. Yazarın bu eserdeki temel tezi, din eğitiminin bilimler arasındaki yerinin, teoloji (ilahiyat) değil sosyal bilimler olduğudur. Farklı teorisyenlerce temeli atılan ancak Lee’nin bir makro teoriye dönüştürdüğü bu yaklaşım, din eğitimini, teolojinin bir dalı olmaktan ziyade teoloji ile ilişkili ancak temelde öğretme-öğrenme sürecinin ampirik gözlemine dayalı deneysel bir faaliyet olarak tanımlar. Yaklaşımını temellendirmek için sıkı bir teolojik bilim eleştirisi yapan ve döneminin sosyal bilim paradigmasına uygun bilimsel verilerden yoğun bir şekilde faydalanan yazar eserinde sosyal bilim yaklaşımını ve antitezi olarak konumlandırdığı teolojik yaklaşımı ve sınırlılıklarını etraflıca analiz etmekte ve bu suretle din eğitiminin neden sosyal bilim disiplini olarak konumlandırılması gerektiğini kendine özgü bakış açısıyla ortaya koymaktadır.

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This book, by the American Catholic religious educationist James Michael Lee, focuses on the issue of the place of religious education among the sciences. It reveals the foundations of a macro-theoretical approach to religious education and clarifies the crucial issues related to its nature, basic principles, methodology, and especially its difference with theology by dealing with it comprehensively, systematically, and scientifically. The book had a wide repercussion in the Christian religious education world in the US when it was first published, mainly because it contained opinions and claims against the dominant theological religious education paradigm at the time. It has a great importance in terms of its content and problem subject and it is the first and only work written in its field. The main thesis of the author is that the place of religious education among the sciences is not theology, but social sciences. The social science approach, founded by different theorists but transformed into a comprehensive macro theory by Lee, defines religious education as an experimental activity related to theology but based on the empirical observation of the teachinglearning process, rather than a branch of theology. The author, who makes a strict theological science critique to ground his approach and makes extensive use of scientific data in accordance with the social science paradigm of his period, analyzes the social science approach and the theological approach thoroughly, which he positions as its antithesis, and gives a unique perspective on why religious education should be positioned as a social science discipline. [ABSTRACT FROM AUTHOR]

For some, religious education is a possibility to exercise religious freedom in its positive dimension, especially the freedom to receive a religious teaching. Others perceive religious education as a threat to negative religious freedom, namely the freedom not to be indoctrinated with religious matters. For a long time, the tension between these two aspects was resolved by providing an opt-out clause: anyone who does not want to attend religion classes can simply deselect this subject. Throughout decades, the settled case law by the European Commission of Human Rights and the European Court of Human Rights confirmed that providing such a clause is sufficient. However, this continuous line of jurisprudence was broken by the case of Grzelak v. Poland (15 June 2010). The Court determined in this case that exercising one's right to opt out can constitute a human rights violation in itself, since it entails a disclosure of the pupil's religious or non-religious orientation and discriminates him or her by the non-attendance of religion classes against the attending pupils. More recent judgements no longer impose requirements as strict as in Grzelak, which would render a system of exemption practically impossible to implement. [ABSTRACT FROM AUTHOR]

Copyright of Social Pedagogy / Pedagogika Społeczna is the property of PEDAGOGIUM Wyzsza Szkola Nauk Spolecznych w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Koszalinsko-Kolobrzeskie is the property of Wydawnictwo Naukowe Uniwersytetu Szczecinskiego / University of Szczecin Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Values Education is the property of Journal of Values Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Caring sensibly for our health means caring for the supreme gift that is life, bestowed on us by God. Physical activity is an essential part of a healthy lifestyle, affecting not only physical fitness, but also helping to maintain the so-called psychological well-being promoting spiritual development. Every teacher employed in a modern school should also be a facilitator of physical activity among pupils. Naturally, religion teachers can also become involved in educational activities in the health domain by implementing programmes promoting active lifestyles. This assumption should be reflected in the latest religion teaching documents containing fundamental principles and indications that provide structure to the teaching of religion, as well as in textbooks. The aim of this study is to indicate the provisions concerning physical activity in the most recent documents programming the teaching of religion, which are: the Core Curriculum for Catechesis of the Catholic Church in Poland, Program for teaching Roman Catholic Religion in kindergartens and schools, and selected textbooks on religious education published by Wydawnictwo Katechetyczne Sp. z o.o. in Warsaw. Based on the analysis of the indicated documents and textbooks, conclusions and postulates are proposed for the correlation of school religious instruction with education in order to promote health-oriented attitudes among students.

The article concerns the issue of religious instruction in Polish state schools, especially its inspiration from the Bible as the primary source of the transmission of faith. When religious education classes were introduced in schools, a confessional model of their performance was adopted, thus leading to establishing closer ties with churches and religious associations as well as developing personal faith. The methodology of my research was based on analysing the current anchoring of the teaching of religion in the Polish state law and the guidelines of the Catholic Church. Next, the 2018 Core Curriculum for the Catechesis of the Catholic Church in Poland, related to the reform of the Polish education system and the completely new situation resulting from the liquidation of the junior high school stage of education, was used to show biblical guidelines for religious instruction and a set of methodological tools that guarantee its effectiveness. Confessional religion classes are currently organized in all government-run schools in Poland, and according to recent statistical data they significantly contribute to their better functioning. Consequently, there is a need to appeal for the continuation of religious education in schools and its modification based on multimedia technology, and there is a necessity to overcome the tendency to remove classes of religion from Polish public schools.

The debates surrounding the reform of national education in Britain and Ireland in the mid-nineteenth century were often framed as a binary struggle between the religious establishment, which sought to retain control of the national schools, and dissenters who viewed education reform as an important step towards dismantling the state churches’ traditional privilege and control over society. In Scotland, however, the picture was somewhat more complicated. While the 1843 Disruption, which split the Church of Scotland in two, was viewed by many within the nonestablished churches as a victory for dissent, the church that formed out of it – the Free Kirk – retained its belief in national and state-supported religion. This establishmentarian stance led the majority of the Free Church to oppose the creation of a non-denominational education system proposed by Scotland’s voluntary dissenters, and indeed some within their own church, and especially one which failed to secure a place for religious instruction in the national schools. This article assesses how the fractious ecclesiological context of Scottish Presbyterian dissent influenced the direction of the education debates, particularly over religious instruction, in the almost three decades between the Disruption and the eventual passing of the 1872 Education (Scotland) Act. The education debates tended to reflect broader trends within Scottish dissent after 1843, offering dissenters the opportunity to unite against the weakened establishment in the aftermath of the Disruption, while also highlighting and often exacerbating the ideological divisions which hindered the emergence of a truly unified dissenting movement in Scotland for almost thirty years. [ABSTRACT FROM AUTHOR]

The aim of this study is to clarify the issue of whether faith can be taught, which is one of the important issues of religious education as a discipline, within the framework of James Michael Lee's social scientific approach to religious instruction. In the article the authors, first, examine basic concepts of Lee's social scientific approach such as faith, learning, teaching, and the understanding of God, and then, investigate the views of the theological approach advocates that faith cannot be taught. Finally, the article elaborates Lee's view that faith can surely be taught from the perspective of social scientific religious instruction. The article concludes that some meanings attached by the parties to the main concepts such as faith, learning, and teaching and to God understanding in the context of His relationship with the human being and the world are the determinants in the emergence of different claims that faith can be taught or not. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of Theology / Roczniki Teologiczne is the property of Towarzystwo Naukowe KUL & Katolicki Uniwersytet Lubelski Jana Pawla II and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)