On its foundation in 1842, St. Francis Xavier's College, Liverpool was both the first Catholic secondary school for the middle classes and the first Jesuit day school in Britain. Served in its early years primarily by Jesuit masters from Stonyhurst, it inherited educational traditions dating back to the foundation of the English Jesuit college at Saint-Omer in Flanders in 1593. As the earliest British manifestation of the renaissance of Jesuit day schools throughout nineteenth century Europe, St. Francis Xavier's College developed initially along continental lines, imbibing the spirit of the centuries-old Jesuit Ratio Studiorum, revised in 1832. By 1875 a new era had begun to dawn as the needs of one of the largest commercial and industrial centres in the British Empire forced the Jesuits to examine critically the type of education being dispensed in their Liverpool college. Rapidly the curriculum was extended away from its traditional base rooted in the Classics to embrace scientific and technical training. As a result of this development St. Francis Xavier's was, by 1883, the largest school, boarding or day, run by the English Jesuits. Thereafter stress was increasingly to be laid on the pursuit of academic excellence, with public examinations as the chief criterion of success. Drawing on a wide variety of archival sources in England, France, Belgium and in Rome, the study sets out to show the way in which the college developed during its first sixty years; how those developments were viewed from -the headquarters of the Society of Jesus in Rome; and how the English Jesuits had to adapt to changing demands both from their Superior General in Rome and from economic and parental pressures at home. Finally, an attempt is made to demonstrate how the development of St. Francis Xavier's College influenced the foundation of a network of day schools run by the English Jesuits

The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.

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This study analyses the problems of moral education within Christian religious education in Kenya. It focuses on the displacement of African traditional education by the Western missionary ideology. The latter's influence on Christian religious education is deeply rooted in official commissions, reports and teaching programmes. A separation of moral education from Christian religious education in Kenya is suggested. The moral developmental approach of Piaget and Kohlberg is proposed as a basis for this separate moral education.

Taken from start of introduction : The purpose of this study is to analyse (1) the aims, objectives and assumptions of religious education in present-day Catholic and secular traditions, (2) to examine comparatively the similarities and dissimilarities of approach to religious education by each tradition and (3) to explore some of the issues relating to spiritual development as they arise in religious education in Catholic and secular traditions. It is the underlying thesis of this study that it is in comparing the approaches of each tradition to understanding religious education that it becomes possible to reach a fuller knowledge of what the concerns of religious education are, both in themselves, and also in the approaches and assumptions of the two traditions which are here examined.

<p> The importance of financial literacy was illuminated after the financial crisis of 2008. The disruption also illuminated the fact that many people had been trying to function within an economy by making decisions that they were ill-equipped to make due to a lack of knowledge and understanding. Some of the decisions that people made had repercussions that sent them into dire straits. Many people were struggling financially, others felt hopeless, and some sought out solace by going to a faith-based organization. Consequently, there is a dire need to master and teach financial literacy and our culture must be reshaped to be responsive to the scarcity of financial educational opportunities. Faith based organizations have accepted the clarion call to develop financial literacy programs to meet the needs of their parishioners. Faith based organizations look at people as living souls needing a helping hand out of a critical situation.</p><p> Accordingly based upon the lived experiences of pastor leaders, the purpose of this study is to determine how successful financial literacy practices provided by faith-based organizations can serve as a roadmap to change financial behavior. This roadmap can serve parishioners and other faith-based organizations that would like to provide a similar type of financial literacy program. Accordingly, the purposes of this study is to identify (a) challenges and obstacles that pastors of financial literacy face on their leadership journey, (b) the strategies and practices pastors of financial literacy use to overcome the challenges in their leadership journey, (c) the ways in which pastors of financial literacy measure their leadership success, (d) the recommendations pastors of financial literacy have to offer other faith-based organizations that want to develop a financial literacy program. Through semi-structured interviews, this descriptive phenomenological study was to determine the strategies and best practices of teaching financial literacy in faith based organizations. A total of 15 pastors agreed to be a participant in this research study. There were a total of 38 themes that emerged from the respondents interviewed. There are very few scholarly research studies that address financial literacy within the church. This study will fill the gap and be a major contributor to the literature. Additionally, this study will give insight into how financial literacy should be addressed in the church informing pastoral leaders of the best practices and strategies.</p><p>

The subject of this thesis is the influence of encounter on the religious understanding of a group of primary age children in inner city Leicester. The research focuses on a minority of non-Muslim children in a predominantly Muslim area, and is informed by small discussion groups in which the children were free to explore and share their own ideas. The study begins by presenting a view of children as active in the construction of their own lives. The young participants' contributions to the discussions are related to other theoretical positions on children's religion and a cognitive and language-based approach is advocated. A progressive, developmental model of children's religious thinking is rejected in favour of a model that allows multi-directional movement to and fro between different faith styles in response to a number of contextual factors. Detailed textual analysis of the transcribed conversations reveals the inffuences of social encounter on the children's understanding. It also recognises the creativity of the children's religious thinking when their perspectives are brought into dialogical relationship with the viewpoints of others. As they assimilate words and discourses from their wider environment, the children adapt them and employ them for their own ends. Their social context of religious plurality supplies a bank of understandings and associations. From this they select and negotiate meanings to suit the requirements of the immediate communicative context of the discussions. The outcome of the process is the children's ongoing theological engagement with questions of religious identity and belief

The Canadian province of Ontario has a long and complicated history with religion in its K-12 education system, culminating in a status-quo where public funding is provided to schools offering either a mandatory, confessionally Roman Catholic form of religious education or a non-mandatory, secular form of “education about religion”. In an effort to better understand the present state of religion-related instruction in Ontario public education, this study examines the representation of religion across relevant portions of the Ontario secondary school curriculum that are shared by both Roman Catholic and secular public schools. Content analysis showed that insofar as mandatory teaching elements are concerned, the curriculum engages with religion across a range of different subject matter contexts but also entirely within courses that Ontario high school students are not required to take. Of particular note is the representation of religion as having apparently no bearing on the principle thrust of Canadian history since 1945. Spirituality, as well as other matters which might reasonably be considered religion-adjacent, are represented as being integral components of Indigenous Canadian cultures, with the distinctive term “world view” frequently employed as an analogue for such topics in this context.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2534. Adviser: Nancy B. Hertzog. Includes bibliographical references (leaves 127-131) Available on microfilm from Pro Quest Information and Learning.

This study investigates how the genre of movies known as ”biblical films” should be used in education of religion, specifically the version practiced in Swedish upper secondary schools. The problem as stated is that the biblical film has become a common tool for teachers, without a deeper or even general knowledge of what the biblical film consists of and promotes. Using a deductive method within a qualitative framework, this study compiles and analyses the existing scientific literature regarding the properties of the biblical film and the use of film in education of religion. The result is a series of conclusions based on deductive reasoning, drawing from the analysed work. These conclusions state that the biblical film is a tool for teaching about the theological content of christianity, as well as the transcendent aspects and, to some degree, the ethical aspects of religion. The study also concludes that the biblical film should not be used to teach students in religious history, and also not to represent the religions of judaism and islam. With these conclusions, the study creates a tool for teachers to practice while using biblical film in education of religion, and also points to related areas waiting to be studied in the future.