M.Ed. (Didactics) / Please refer to full text to view abstract

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M.Ed. (Curriculum Studies) / Various observations by the researcher aroused an interest to investigate the position of Religious Education on Black Senior Secondary level. This study may in part be seen as a model as to why this subject has been introduced in Black Secondary schools. This study is also designed to enquire as to why the subject is taken as an examination subject in some schools and not in others.

A intenção deste trabalho é apresentar uma ferramenta relativamente nova no cenário da Educação formal para um tema igualmente novo no cenário do ensino de História. Nesta dissertação foi realizada uma pesquisa para descrever como histórias em quadrinhos e História das Religiões se relacionam e podem ser utilizadas em sala de aula para produção de conhecimento. A pesquisa buscou em programas do governo federal e na Lei de Diretrizes e Bases da Educação Nacional o fundamento para a necessidade de aprofundamento e uso deste tema e ferramenta na sala de aula. Fazendo um levantamento histórico do uso dos quadrinhos na Educação e da forma como ensino de História das Religiões é apresentado em sala de aula, principalmente pelos livros didáticos do ensino fundamental e médio. Por fim, apresentam-se modelos de atividades que podem ser utilizadas pelo docente para desconstruir pré-conceitos que estereotipam e distorcem a religião e auxiliam numa construção que visa conceitos de tolerância e alteridade. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-06-21T13:06:45Z No. of bitstreams: 1 Dissertacao Daniel Clos Cesar.pdf: 3362563 bytes, checksum: eb06fbadb45388b1a1ef5688972b74d3 (MD5) / Made available in DSpace on 2016-06-21T13:06:45Z (GMT). No. of bitstreams: 1 Dissertacao Daniel Clos Cesar.pdf: 3362563 bytes, checksum: eb06fbadb45388b1a1ef5688972b74d3 (MD5) Previous issue date: 2016-06-21 / La intención de este trabajo es presentar una herramienta relativamente nueva en el ámbito de la educación formal de un tema igual de nuevo en la enseñanza de ajuste de la historia. En esta tesis se realizó una encuesta para describir cómo los cómics y Historia de las religiones están relacionados y se pueden utilizar en el aula para la producción de conocimiento. La investigación buscó en los programas del gobierno federal y Ley de Directrices y Bases de la Educación Nacional de las bases para la necesidad de seguir y utilizar este tema y una herramienta en el aula. Haciendo un repaso histórico de la utilización de los cómics en la educación y cómo las religiones de enseñanza de la historia se presenta en el salón de clases, especialmente los libros de texto de educación primaria y secundaria. Por último, se presentan actividades de plantillas que pueden ser utilizadas por los maestros para deconstruir las ideas preconcebidas que estereotipo y distorsionar la religión y ayudar en la construcción destinada a los conceptos de tolerancia y la alteridad.

A intenção deste trabalho é apresentar uma ferramenta relativamente nova no cenário da Educação formal para um tema igualmente novo no cenário do ensino de História. Nesta dissertação foi realizada uma pesquisa para descrever como histórias em quadrinhos e História das Religiões se relacionam e podem ser utilizadas em sala de aula para produção de conhecimento. A pesquisa buscou em programas do governo federal e na Lei de Diretrizes e Bases da Educação Nacional o fundamento para a necessidade de aprofundamento e uso deste tema e ferramenta na sala de aula. Fazendo um levantamento histórico do uso dos quadrinhos na Educação e da forma como ensino de História das Religiões é apresentado em sala de aula, principalmente pelos livros didáticos do ensino fundamental e médio. Por fim, apresentam-se modelos de atividades que podem ser utilizadas pelo docente para desconstruir pré-conceitos que estereotipam e distorcem a religião e auxiliam numa construção que visa conceitos de tolerância e alteridade. / La intención de este trabajo es presentar una herramienta relativamente nueva en el ámbito de la educación formal de un tema igual de nuevo en la enseñanza de ajuste de la historia. En esta tesis se realizó una encuesta para describir cómo los cómics y Historia de las religiones están relacionados y se pueden utilizar en el aula para la producción de conocimiento. La investigación buscó en los programas del gobierno federal y Ley de Directrices y Bases de la Educación Nacional de las bases para la necesidad de seguir y utilizar este tema y una herramienta en el aula. Haciendo un repaso histórico de la utilización de los cómics en la educación y cómo las religiones de enseñanza de la historia se presenta en el salón de clases, especialmente los libros de texto de educación primaria y secundaria. Por último, se presentan actividades de plantillas que pueden ser utilizadas por los maestros para deconstruir las ideas preconcebidas que estereotipo y distorsionar la religión y ayudar en la construcción destinada a los conceptos de tolerancia y la alteridad.

In this critical evaluation of the National Policy on Religion and Education (Republic of South Africa 2003) , I will invite a multiplicity of voices and opinions from various disciplines and discourses - a Bakhtinian carnival of heteroglossic play . As opposed to the official feast, one might say that carnival celebrated temporary liberation from the prevailing truth and from the established order; it marked the suspension of all hierarchal rank, privileges, norms, and prohibitions. Carnival was the true feast of time, the feast of becoming, change, renewal. It was hostile to all that was immortalised and completed (Bakhtin 1984:10). In this time of postmodern carnival, official 'Truth' is constantly questioned and treated with suspicion and replaced by new and unofficial truths (Scott 1986; Hiebert 2003). God (if not religion) has been proclaimed dead and yet at the same time seems to be more alive than ever. This is a time when 'all the conventional norms and protocols are suspended, as the common life is invaded by a great wave of riotous antinomianism which makes everywhere for bizarre mésalliances' (Scott 1986:6). And the presiding spirit of blasphemy finds its quintessential expression in the ritual of the mock crowning and subsequent decrowning of the carnival king - who is the very antithesis of a real king, since he is in fact often a slave or a jester. In short, everything is topsy-turvy, and the disarray thus engenders an uproarious kind of laughter (Scott 1986:6). In his presidential address to the American Academy of Religion in 1986 titled 'The house of intellect in an age of carnival: some hermeneutical reflections', Scott (1986:7) explores the impact of the "multiplicity and fragmentation and diversity" facing 'the house of intellect', and identifies the challenge of not resorting to the safety of 'any sort of reductionism, [but] how to understand and interpret the multitudinous messages and voices that press in upon us, each clamouring for attention and for pride of place'. After acknowledging the polyphony surrounding Religionswissenschaft on the one hand and on the other hand rejecting any hermeneutical attempts at a 'totalistic' synthesis, Scott proposes moving among the different 'modalities' of interanimation between [the various] modes of discourse' (Ricoeur quoted by Scott 1986:11). Scott (1986:15) closes his address by appealing for continued conversations and dialogue among discourses and 'scatterings' of truth (1986:15) as a hermeneutical method that would take the plurality and heteroglossia of this time in history seriously. This thesis is an attempt - a personal but also a scholarly and academically responsible attempt - to plot many of the voices and contexts that would help to evaluate the specific understanding of the role of the study of religion in the broader contexts of citizenship in a postmodern age where nationalities, nation states and allegiances are constantly in flux and complex. This thesis is also submitted as proof of the validity of my own voice as one of many voices in and surrounding the house of intellect in an age of carnival. / Religious Studies and Arabic) / D. Litt. et Phil. (Religious Studies and Arabic)

The problem of this study was to analyze the teaching of religion in the state universities of Texas. The purposes of the study were (1) to describe instructors of religion, (2) to describe programs of chairs of religion, and (3) to examine the points of view of administrators who regulate Bible Chairs. The findings of the study are presented in five chapters. Chapter I is an introduction delineating the procedure taken in the study. Chapter II is an historical review of the literature and supplemental data. Chapter III outlines the process of data collection. Chapter IV contains a presentation of findings from university catalogs, instructors' information sheets, and data from questionnaires.

In this critical evaluation of the National Policy on Religion and Education (Republic of South Africa 2003) , I will invite a multiplicity of voices and opinions from various disciplines and discourses - a Bakhtinian carnival of heteroglossic play . As opposed to the official feast, one might say that carnival celebrated temporary liberation from the prevailing truth and from the established order; it marked the suspension of all hierarchal rank, privileges, norms, and prohibitions. Carnival was the true feast of time, the feast of becoming, change, renewal. It was hostile to all that was immortalised and completed (Bakhtin 1984:10). In this time of postmodern carnival, official 'Truth' is constantly questioned and treated with suspicion and replaced by new and unofficial truths (Scott 1986; Hiebert 2003). God (if not religion) has been proclaimed dead and yet at the same time seems to be more alive than ever. This is a time when 'all the conventional norms and protocols are suspended, as the common life is invaded by a great wave of riotous antinomianism which makes everywhere for bizarre mésalliances' (Scott 1986:6). And the presiding spirit of blasphemy finds its quintessential expression in the ritual of the mock crowning and subsequent decrowning of the carnival king - who is the very antithesis of a real king, since he is in fact often a slave or a jester. In short, everything is topsy-turvy, and the disarray thus engenders an uproarious kind of laughter (Scott 1986:6). In his presidential address to the American Academy of Religion in 1986 titled 'The house of intellect in an age of carnival: some hermeneutical reflections', Scott (1986:7) explores the impact of the "multiplicity and fragmentation and diversity" facing 'the house of intellect', and identifies the challenge of not resorting to the safety of 'any sort of reductionism, [but] how to understand and interpret the multitudinous messages and voices that press in upon us, each clamouring for attention and for pride of place'. After acknowledging the polyphony surrounding Religionswissenschaft on the one hand and on the other hand rejecting any hermeneutical attempts at a 'totalistic' synthesis, Scott proposes moving among the different 'modalities' of interanimation between [the various] modes of discourse' (Ricoeur quoted by Scott 1986:11). Scott (1986:15) closes his address by appealing for continued conversations and dialogue among discourses and 'scatterings' of truth (1986:15) as a hermeneutical method that would take the plurality and heteroglossia of this time in history seriously. This thesis is an attempt - a personal but also a scholarly and academically responsible attempt - to plot many of the voices and contexts that would help to evaluate the specific understanding of the role of the study of religion in the broader contexts of citizenship in a postmodern age where nationalities, nation states and allegiances are constantly in flux and complex. This thesis is also submitted as proof of the validity of my own voice as one of many voices in and surrounding the house of intellect in an age of carnival. / Religious Studies and Arabic) / D. Litt. et Phil. (Religious Studies and Arabic)

This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators. / Educational Studies / D.Ed. (Didactics)

This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators. / Educational Studies / D.Ed. (Didactics)