Developing a Framework for Research on Religious Identity Development of Highly Committed Adolescents

Visser-Vogel, Elsbeth; Westerink, J.F.; Kock, Jos de; Barnard, Marcel; Bakker, Cok

doi:10.1080/00344087.2012.660413

Cited by 17 publications

(30 citation statements)

References 27 publications

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“…Only recently has research begun to be conducted in order to understand the potential impact of Religious Education upon religious identity construction (Moulin, 2014;Streib, 2001;Thanissaro, 2012;Visser-Vogel et al, 2012). Studies with secondary school students who identified with Christianity, Islam or Judaism have found that their perspectives of Religious Education could resonate with the criticisms in the literature given above and were sometimes reported to challenge their beliefs, identifications and affiliations (Moulin, 2015, forthcoming 1 ).…”

Section: The Potential Impact Of Religious Education Upon Religious Imentioning

confidence: 92%

“…These issues were briefly considered by Garforth and are likely to be of importance to debates over religion in public education in other national contexts, but have been largely ignored by contemporary religious educators in England and elsewhere who have not focused on investigating the impact Religious Education may have upon religious identity formation. This oversight has been identified by those researchers who have sought to research processes of identity formation and their relation to Religious Education (Streib, 2001;Thanissaro, 2012;Visser-Vogel et al, 2012). This article was prompted by discussions with religious educators in the United States who argued for an English-style Religious Education in North American classrooms at the Religious Education Association Annual Conference held in Boston in 2013 (Groome, 2013).…”

Section: Introductionmentioning

confidence: 94%

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Doubts about Religious Education in public schooling

Moulin

2015

International Journal of Christianity & Education

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This article considers potential problems concerning Religious Education in public (state-funded) secondary schools in England in order to inform ongoing debates about religion in public education in the United States and elsewhere. Findings of empirical studies conducted in England are discussed in relation to arguments that critique Religious Education. It is argued that Religious Education as it is currently conceived and practised in England may be problematic for religious believers because it can misrepresent and critique religions, particularly Christianity. It is also suggested that the subject may be confused in its aims and purpose because it is not based upon any theological or religious authority. It is suggested that these problems may present challenges to religious identity formation among adolescents and therefore may be a cause of concern for religious communities.

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Section: The Potential Impact Of Religious Education Upon Religious Imentioning

confidence: 92%

Section: Introductionmentioning

confidence: 94%

Doubts about Religious Education in public schooling

Moulin

2015

International Journal of Christianity & Education

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“…In our research project on the religious identity development of highly religious Christian and Muslim adolescents, we carried out an in-depth interview study among 10 young Christian adults and 10 young Muslim adults. The framework for the project was reported in Religious Education by Visser-Vogel, Westerink, De Kock, Barnard, and Bakker (2012). The research contributes to the development theories formulated by Erikson (1968), Marcia (1966Marcia ( , 1980, McAdams (2005McAdams ( , 2008, and Schachter and Ventura (2008).…”

Section: Definitions and Interpretations Of Learningmentioning

confidence: 92%

What About Learning in Practical Theological Studies? Toward More Conceptual Clarity

Kock

2015

Sage Open

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Because learning is an important concept in the reflection on young people in faith practices, practical theological studies on the theme of learning profit from a clarification of the concept of learning. Therefore, current (empirical) research projects conducted by the Dutch Research Centre for Youth, Church, and Culture and educational and religious education literature on learning have been analyzed. The results provide an overview of utilized descriptions of learning, (theological) interpretations of learning, normative positions regarding learning, and strategic considerations toward (the promotion of) learning. Implications for future practical theological research into (faith) learning in the context of faith practices of young people are discussed.

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“…The ethogenic approach itself contributes to the growing work of qualitative researchers who seek to uncover the rich textures of youth lives and their social contexts (e.g., Baker 2005Baker , 2010Mercer 2008;Bischoff 2011;Miller, O'Grady, and McKenna 2013;Visser-Vogel, Westerink, de Kock, Barnard, and Bakker 2012). In the ethogenic approach, the focus, as in all qualitative research, is on listening and observing.…”

mentioning

confidence: 98%