This is an ethnographic study of a sample of Hindu students in a Further Education college. The students are all following a course leading to the Certificate of Pre- Vocational Education. The data consists of transcripts of informal interviews and of classroom teaching situations; and is analysed from the perspective of an interpretive paradigm. The purpose of the study is to reveal the methods used by the students in reaching an understanding of their own social world. The study seeks to construct a series of world views which reflect the ways in which the students perceive their own sense of reality. The research attempts to explore the views of students on several areas including religion and culture, their feelings about the education system, and their aspirations for employment and a career. Generally speaking, research studies in the sociology of education tend to focus on the schools sector, and it is the intention of this research to redress the balance somewhat in the direction of Further Education. Moreover, studies in multicultural education often describe their samples in non-specific ways such as "Asian students" or "ethnic minorities", and place little emphasis upon the social influences of specific religion and culture. By investigating a particular religious group it is hoped to encourage more studies which place an emphasis upon the importance of religion in defining the social life of Asian people. The study of this sample of Hindu students suggests that there exists a specifically Hindu perception of the world, and that the maintenance of this is of importance to the students. The students appeared to have a profound desire to succeed in the educational system, and to apply that success to particular vocational contexts. An apparently strong motivation to achieve something of value in life was sustained in part by a sense of parental support and interest. The students did not appear to be preoccupied with the racism which they encountered in society. It was also noted that the female students tended to reject firmly the traditional Hindu gender roles. Generally there was a tendency for these young people to develop considerably greater proficiency in spoken rather than written English. The thesis concludes with a reflexive account which seeks to describe the particular perspectives and approaches of the author in arriving at an understanding of the data.

Changes in religious and spiritual trends over the past few decades are contradicting previously held assumptions in academia pertaining to personal religious and spiritual definitions, identities and how these religious and spiritual identities are affected by higher educational attainment. In addition, there is limited research on how students may resolve cognitive dissonance if it develops due to discrepancies between their college experiences and their personal spiritual or religious convictions. The intent of this thesis is to explore the effects of college experience and higher educational attainment on students' religious and spiritual identities; to explore the growing trend to identify as 'spiritual, but not religious;' and to explore whether any changes in their religious and spiritual identity are as a result of adjustments spurred by cognitive dissonance. This study helps fill in gaps in current literature about the effects of higher education on religious and spiritual identity and their resolutions of cognitive dissonance.

<p>This work deals with the introductory course for immigrants (<em>Introduktionskurs för invandrare – IVIK</em>) in the Swedish municipalities. I have studied how the participants in this education are brought into a Swedish understanding of religion, both in the formal <em>SO</em> (social studies) and when it comes to informal transferring of values.</p><p>I have interviewed teachers and school leaders, interviews which I have then analysed.</p><p>To understand the educational environment, I have used Antonio Gramsci´s theory of hegemony, as I perceive it, as well as Michel Foucault´s ideas of power and knowledge.</p><p>I have found that fostering into a “Swedish” view on religion appears in the education, implicitly as well as explicitly, though the informants tend to have an ambivalent opinion as to how this should be carried out, and to which extent.</p> / <p>Detta examensarbete handlar om Introduktionskurs för invandrare (IVIK). Jag har undersökt hur eleverna i denna undervisning undervisas in i en svensk förståelse av religion, både i den formella undervisningen i Samhällsorienterande ämnen (SO) och mera informellt fostrande.</p><p>Jag har intervjuat lärare och skolansvariga, intervjuer som jag sedan analyserat.</p><p>För att förstå undervisningsmiljön har jag använt en självständig tolkning av Antonio Gramscis teori om hegemoni samt Foucaults idéer om makt och kunskap.</p><p>Fostran till ”svensk” syn på religion förekommer i undervisningen både implicit och explicit men att synen på <em>hur</em> och <em>hur mycket</em> är mera ambivalent.</p>

Thesis (doctoral)--Universität, Bonn, 2006. / Includes bibliographical references (p. [287]-300) and register.

This work deals with the introductory course for immigrants (Introduktionskurs för invandrare – IVIK) in the Swedish municipalities. I have studied how the participants in this education are brought into a Swedish understanding of religion, both in the formal SO (social studies) and when it comes to informal transferring of values. I have interviewed teachers and school leaders, interviews which I have then analysed. To understand the educational environment, I have used Antonio Gramsci´s theory of hegemony, as I perceive it, as well as Michel Foucault´s ideas of power and knowledge. I have found that fostering into a “Swedish” view on religion appears in the education, implicitly as well as explicitly, though the informants tend to have an ambivalent opinion as to how this should be carried out, and to which extent. / Detta examensarbete handlar om Introduktionskurs för invandrare (IVIK). Jag har undersökt hur eleverna i denna undervisning undervisas in i en svensk förståelse av religion, både i den formella undervisningen i Samhällsorienterande ämnen (SO) och mera informellt fostrande. Jag har intervjuat lärare och skolansvariga, intervjuer som jag sedan analyserat. För att förstå undervisningsmiljön har jag använt en självständig tolkning av Antonio Gramscis teori om hegemoni samt Foucaults idéer om makt och kunskap. Fostran till ”svensk” syn på religion förekommer i undervisningen både implicit och explicit men att synen på hur och hur mycket är mera ambivalent.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 257-267).

This thesis deals with the concept of freedom in the education of J. A. Comenius. The aim is to answer the question: How does Comenius understand freedom in education? The work briefly introduces Comenius's life and the time he lived in. Further, the concepts of didactics, education and philosophy of education are clarified. An analysis of selected pedagogical-didactic and philosophical-theological works is carried out with regard to the topic of work. Further, there are included the views of comeniologists, especially Jan Patočka. The conclusion of the thesis is the answer to the concept of freedom in education of Comenius on the basis of previous analysis and studies of secondary literature.

<p> Harmony Christian School in Rustenburg, South Africa is a missionary outreach program of Bethel Gospel Assembly, Inc., New York. The school was founded in 2006 to educate learners and develop in them a close attachment with God even as they attained high academic standard in their school work. However, while there were established measures of academic progress from grade to grade, there was no comparable measure of the spiritual growth of the students in terms of how closely they were attached to God in their relationship as a result of their exposure to consistent Bible Study. The Researcher thus created an intervention study using the Attachment to God Inventory to measure the level of attachment of the adolescent learners to God in the school. The study did show that there was an attachment relationship between the learners and God. The study also showed that as a result of their consistent exposure to Bible study, there was a shift to a closer attachment to God. The level of the shift was minimal but statistically significant at a low level of confidence. The study then offered ministry recommendations. </p><p>

Orientador: Nora Rut Krawczyk / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T01:30:10Z (GMT). No. of bitstreams: 1 Souza_DenisAlvesde_M.pdf: 1426350 bytes, checksum: 05146bb0e3c25473dc977fd63d326c67 (MD5) Previous issue date: 2014 / Resumo: O objetivo da pesquisa é analisar a participação das instituições religiosas nos serviços sociais (educação não formal) conveniados com a Secretaria Municipal de Assistência e Desenvolvimento de São Paulo (SMADS), com vistas a identificar a presença ou não da prática de proselitismo religioso e mecanismos de controle por parte do poder público. Assim, a pesquisa pretende contribuir para a ampliação do debate em torno da laicidade da educação através da modalidade de educação não formal. Para isto, tivemos, como objeto de análise, dois projetos educativos destinados ao atendimento de crianças e adolescentes. Estes projetos são oferecidos à sociedade paulistana por instituições religiosas (católica e evangélica) e são financiadas pelo poder público, através da rede de serviços sociais da Secretaria Municipal de Assistência e Desenvolvimento Social de São Paulo (SMADS). A constatação de proselitismo religioso nos projetos analisados mostrou que as instituições religiosas de maior representatividade no país possuem, além da escola pública, outra via estratégica para a disseminação de suas crenças: o serviço social público. Deste modo, procuramos estabelecer o nexo causal da predominância religiosa na composição do terceiro setor, no programa da SMADS, e na própria história do serviço social brasileiro, evidenciando uma antiga e atual dependência estatal em relação à Igreja Católica para o atendimento de demandas sociais. Finalmente, nos ocupamos em identificar os modos de intervenção religiosa na esfera pública, como impasses colocados ao estabelecimento de uma educação laica, tais como: a naturalização da receptividade dos valores morais cristãos pela sociedade, e a representatividade e o modo de fazer política no parlamento pelos evangélicos / Abstract: The objective of this research is to analyze the participation of religious institutions in social services (non-formal education) in agreement with SMADS. In addition, it aims to identify the presence of practicing religious proselytism and control mechanisms by the government. These projects are offered to the city of Sao Paulo by religious institutions (Catholic and Evangelical), and are financed by the government through the network of social services of the Municipal Social Welfare and Development of São Paulo (SMADS). This study shows that the proselytism of the greater religious institutions is not only present in the public schools; it has another strategic route for spreading religious beliefs: the public social service. Thus, we sought to establish the causal relation of religious dominance in the composition of the third sector, in the SMADS program, and in the history of Brazilian social service. We evidence an old and current state dependence on the Catholic Church for attending social demands. Finally, we are concerned with identifying the modalities of religious intervention in the public sphere. In this frame, we confront other dilemmas posed to the establishment of a secular school, such as the naturalization of receptivity of Christian moral values by society, as well as the manner of representing and carrying out politics in parliament by evangelicals / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Grounded in the qualitative tradition, the aim of this study was to explore how principals perceive the processes governing, tensions inherent in and consequences, of the secularisation of public schools in South Africa, against the backdrop of the old apartheid system. Principals are key informants who bridge the gap between the political arena and the individuals who are affected at the implementation level and therefore provide a valuable lens through which the process of secularisation can be explored. Eight principals, who had been in this position of leadership for at least eight years, participated in semi-structured interviews, which were then subjected to a thematic content analysis. Principals perceived the process as characterised by a lack of consultation and transparency, with no clear guidelines provided to them and no follow-through from the education ministry. They also perceived tensions in the manner in which principals continued to embrace Christian principles in the management of their schools. Tolerance and respect of different religions were identified as positive outcomes of secularisation but these were perceived to have been offset by the negative consequences of a moral collapse, an ungovernable school and a loss of identity among the students. Through exploring the nature of key socialising agents, in the educational arena, it became evident that the participants often conceptualised themselves as martyrs and perceived parents as morally neglectful. The changing role of the school, as an agent of religious education, was also explored. Overall, all the principals strongly agreed that despite the good intentions of the government in fostering a democratic society, the impact of secularisation had resulted in some unintended effects, including a negative impact on the moral development of the students. In sum they perceived that the negative consequences of secularisation outweighed the promises of the government’s overall secularisation vision.