Religion, Education, and Secularism in International Agencies

Stambach, Amy; Marshall, Katherine; Andreescu, Liviu; Kwayu, Aikande Clement; Wexler, Philip; Hotam, Yotam; Fischer, Shlomo; Bilawi, Hassan El

doi:10.1086/657650

Cited by 14 publications

(9 citation statements)

References 22 publications

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“…Spiritual models highlight moral beauty because this represents what it means to have moral power in fighting against evil in society. Religious education is challenged by postsecularism and by the impacts of spiritualities and religions within the social sphere (Stambach et al, 2011).…”

Section: Challengesmentioning

confidence: 99%

A systematic review on spiritual modeling: Opportunities and challenges in religious education

Castillo

Sarmiento

2021

International Journal of Christianity & Education

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This article presents the challenges and possibilities of integrating spiritual modeling as an approach to religious education. Spiritual modeling is an emerging concept in the field of religious development, specifically in the social cognitive theory of Albert Bandura. A systematic literature review of the principles and concepts of spiritual modeling was conducted. Findings and recommendations are discussed in line with the current state of religious education, particularly in the context of Philippine Catholic schools.

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Section: Challengesmentioning

confidence: 99%

A systematic review on spiritual modeling: Opportunities and challenges in religious education

Castillo

Sarmiento

2021

International Journal of Christianity & Education

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“…This study benefits and draws from the work of many scholars who have identified promising questions and data sources (Graham, 1995;Hunter, 1984Hunter, , 2010Kwok, 1992;Stambach et al, 2011;Robert, 2002;Worden, 1986). The analysis is qualitative in nature, anchored by a case study of three 20th century Western Protestant teaching missionary women in China analyzed in juxtaposition to three 21st century counterparts.…”

Section: General Overviewmentioning

confidence: 99%

“…The moderated discussion in the February's issue of 2011 Comparative Education Review, which brought together six perspectives on "Religion, Education and Secularism in International Agencies" demonstrates the relevance of a historically-informed study on the intersection of faith and education. In the article, Katherine Marshall (Stambach et al, 2011) highlights the "central place" of religion in meeting global education challenges, noting that "religious institutions are responsible for a large share of educational offerings" (p. 112), so there is a "great need both for better understanding of religious roles in education and for religious leaders and communities to recognize how they might contribute to reaching important national and international education goals" (p. 113). She notes that the challenge for "education for all" demands stronger faith and secular partnerships and that robust education about religion and comparative religion needs to be addressed.…”

Section: Introductionmentioning

confidence: 99%

Gender, Identity, Missions, and Empire: Letters from Christian Teachers in China in the Early 20th and 21st Centuries

Wong

2012

Front Educ China

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This article presents the findings of a historically-informed comparative study that juxtaposes the lives of three missionary educators in China in the early 20th century with three Christian educators in China today. Data sources included hundreds of letters from the women written in China to their families and friends over several decades and transcripts of over a dozen interviews. Wenger's social theory of identity formation was used to analyze the data and address the questions of why they went to China, the intended and actual results, and the impact it had on the women and their identity construction. The findings show that although there were major differences across the two centuries, as was expected, there were surprisingly many similarities among the individual teachers, as are noted in the common communities of practice that emerged: "educator," "missionary," "gender advocate," "Chinese advocate," "leader," and "learner."

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“…Are secularism and religion inversely related or is their relationship more complex? (Stambach et al ., , p. 111). Leading scholars such as Habermas () and Taylor () even went as far as suggesting that these changes, in western (Habermas) or ‘north‐Atlantic’ (Taylor) consciousness, denote a new ‘post‐secular’ emergent society.…”

Section: Introductionmentioning

confidence: 97%

Bildung: Liberal Education and its Devout Origins

Hotam¹

2019

Journal of Philosophy of Education

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This paper revisits the admixture of secular and spiritual aspects in Bildung. It aims at re‐examining the intimate relations between the secular, rational and enlightened educational ideals, which were invested in the formation of the Bildung concept at the turn of the eighteenth century, and the religious, and mystical foundations of these ideals. The paper argues that Bildung should be regarded as a symbol of the unvarying presence of what sociologist Philip Wexler termed ‘mystical interactions’, that is, the manner in which mysticism becomes a resource for understanding the secular‐modern (rational) education. Rather than holding to a simple differentiation between rational, enlightened education and religiosity, the paper points to the entwining of reason and faith in Bildung. The importance of revisiting the mystical aspect of a secular and rational educational ideal may rest in suggesting that such an ideal cannot be exhausted by a one‐dimensional educational standpoint.

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Religion, Education, and Secularism in International Agencies

Cited by 14 publications

References 22 publications

A systematic review on spiritual modeling: Opportunities and challenges in religious education

A systematic review on spiritual modeling: Opportunities and challenges in religious education

Gender, Identity, Missions, and Empire: Letters from Christian Teachers in China in the Early 20th and 21st Centuries

Bildung: Liberal Education and its Devout Origins

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