Education and learning have ever been at the core of The Church of Jesus Christ of Latter-day Saints. Throughout its history that now extends nearly one hundred ninety years, the Church has made numerous attempts to provide educational opportunities for its members. Some attempts have failed, and others were met with some success—though limited, to be sure. In hindsight, most of these efforts were simply laying the foundation for something far greater. At the dawn of the twenty-first century, the groundwork for global Church education had been laid, and the seeds planted. Beginning with a pilot administered through BYU-Idaho, a program known as “Pathway” grew into a worldwide effort that is successfully providing educational opportunities to individuals distanced from such occasion. The Church-affiliated university also created a robust online program, that coupled with Pathway, was providing a largely affordable, yet high-quality education to Church members and even a few other individuals across the globe. Not without its barriers, Pathway and the BYU-Idaho online degree program worked to overcome legal and other limitations in order to create and expand a vigorous offering across cultures, time, and space. Recently, these programs have given root to what is now a global education initiative, collaborating a united effort from each institution affiliated with the Church Educational System.

This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented. / Teacher Education / M. Ed. (Didactics)

李小玲撰. / 據稿本複印. / Thesis (M.A.)--香港中文大學. / Ju gao ben fu yin. / Li Xiaoling zhuan. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 表一至卅六的目錄　　　　　 --- p.V / 圖一至三的目錄　　　　　　 --- p.X / 附錄一至四的目錄　　　　　 --- p.XI / 鳴謝 --- p.XII / Chapter 第一章 --- 引言 / Chapter 一、一 --- 青少年心態 --- p.1 / Chapter 一、二 --- 教育署的行動 --- p.4 / Chapter 一、三 --- 各界對「學校德育指引」的回應 --- p.5 / Chapter 一、四 --- 傳播中心的錄影帶製作 --- p.7 / Chapter 第二章 --- 擴散的理論與研究 / Chapter 二、一 --- 擴散的定義　　　　　 --- p.9 / Chapter 二、二 --- 擴散研究面對的批評　 --- p.11 / Chapter 二、三 --- 擴散理論的再思　　　 --- p.20 / Chapter 二、四 --- 從過往研究看新事物的界定 --- p.24 / Chapter 二、五 --- 從過往研究看新事物的分類 --- p.28 / Chapter 二、六 --- 新事物的（認知）屬性 --- p.32 / Chapter 第三章 --- 研究目的及方法 / Chapter 三、一 --- 宗教德育錄影帶節目這新事物 --- p.35 / Chapter 三、二 --- 進行這項研究的原因　　 --- p.39 / Chapter 三、三 --- 研究方法　 --- p.44 / Chapter 三、三、一 --- 實地觀察 --- p.45 / Chapter 三、三、二 --- 調查 --- p.55 / Chapter 第四章 --- 研究假設及結果 / Chapter 四、一 --- 一般性資料 --- p.60 / Chapter 四、二 --- 租用者決定租用錄影帶節目所經過的階段 --- p.62 / Chapter 四、三 --- 租用者租用錄影帶節目的原因 --- p.69 / Chapter 四、四 --- 不租用者不租用錄影帶節目的原因 --- p.73 / Chapter 四、五 --- 影響教師會否租用錄影帶節目的因素 --- p.76 / Chapter 四、六 --- 本研究所受到的限制　　 --- p.96 / Chapter 第五章 --- 結論 --- p.102 / 註釋 --- p.109 / 表一至卅六 --- p.132 / 圖一至三 --- p.150 / 附錄一至四 --- p.153 / 參考書目 --- p.179

A constatação da necessidade da presença do Ensino Religioso na escola, como base para a formação integral do ser humano, nos provocou uma motivação para a construção desta pesquisa, que procura em uma perspectiva de investigação, através de um estudo bibliográfico, mostrar a importância da presença do Ensino Religioso, cujo objetivo principal é compreender a proposta atual do Ensino Religioso na escola e a sua importância na formação integral do ser humano. São observados os fundamentos históricos e legais do Ensino Religioso no Brasil, a partir de um breve panorama, fazendo uma leitura de textos de autores que abordam a evolução do tema na LDBEN e nas constituições brasileiras desde o início da República, onde se podem constatar as raízes históricas desse entrelaçar de interesses; logo em seguida procura entender a proposta atual para o Ensino Religioso, a partir da Constituição de 1988. A legislação comprova e apresenta na atualidade o Ensino Religioso no espaço público e laico, como disciplina facultativa. Nesta dissertação é apresentado também o resultado de uma pesquisa do mapa do Ensino Religioso no Estado da Bahia. É feita uma análise da construção do conhecimento religioso, a partir dos PCNER (Parâmetros Curriculares Nacionais do Ensino Religioso), fazendo um paralelo dos ciclos da vida com a educação por ciclos e, da convivência com a diversidade e novas tendências procurando mostrar que a escola e o Ensino Religioso podem ser um espaço de entendimento e respeito ao outro. Também são analisados os fundamentos pedagógicos e metodológicos do Ensino Religioso em termos de currículo, formação docente e práxis. / Observing the need for the presence of Religious Education in the school as a base for the holistic formation of the human being, provoked in us a motivation for the construction of this research which seeks, through a perspective of investigation through a bibliographic study, to show the importance of the presence of Religious Education. The main goal is to understand the current proposal of Religious Education in the school and its importance for the holistic formation of the human being. The historical and legal foundations of Religious Education in Brazil are observed based on a brief panorama of the reading of texts of authors who dealt with the evolution of the theme in the LDBEN and in the Brazilian constitutions from the beginning of the Republic, where one can perceive the historical roots of this intertwining of interests; after this we seek to understand the current proposal for Religious Education based on the 1988 Constitution. The legislation proves and presents the current situation of Religious Education in the public and lay space as an optional discipline. This thesis also presents the results of a research of the map of Religious Education in the State of Bahia. An analysis is made of the construction of religious knowledge based on the PCNER (Parâmetros Curriculares Nacionais do Ensino Religioso [National Curricular Parameters of Religious Education]), making a parallel of the life cycles with the cycles of education and, of the communal interaction with diversity and new tendencies seeking to show that the school and Religious Education can be a space of understanding and respect for the other. The pedagogical and methodological foundations of Religious Education are also analyzed in terms of curriculum, teacher training and praxis.

This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented. / Teacher Education / M. 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)

The aim of this study is to deal with the theoretical and philosophical aspects of Christian education and to evaluate the realisation thereof in Gazankulu schools. Concepts dealing with the study, such as education, Christian education, learning, teaching, pedagogy, religion and Christianity are firstly discussed. A brief background of the area of study is also given. Secondly a philosophical orientation is given in which an attempt is made to answer the question 'What is philosophy?'. Important aspects of a Christian philosophy is also established and philosophical categories, the nature and aims of Christian education are discussed. Christian schooling are thirdly discussed, especially Christian schooling as it ought to be. Important aspects thereof, such as major learning goals and components of the education situation are dealt with. The position and status of scripture teaching in school, as well as the position of religious education in Gazankulu are outlined. In the fourth place, an empirical study to evaluate the stand of Christian education in Gazankulu schools, are discussed. This study involved principals, parents, pupils and teachers. Finally conclusions are given and certain recommendations regarding Christian education are made. / Die doel van hierdie studie is om die teoretiese en filosofiese aspekte van Christelike onderwys te deurgrond en om die realisering van hierdie aspekte in skole in Gazankulu te evalueer. Begrippe wat met die studie te make het, soos opvoeding, Christelike onderwys, onderrig-leer, pedagogie, geloof, en Christelikheid, word bespreek. 'n Beknopte oorsig van die studiegebied word ook gegee. Daar word tweedens 'n filosofiese orientering gegee, waarin daar gepoog word om vrae soos 'Wat is filosofie?' te beantwoord. Belangrike aspekte van 'n Christelike filosofie word ook bespreek en filosofiese kategoriee, die aard van en doelstellings met Christelike onderwys, word aangespreek. Christelike onderwys, en veral Christelike onderwys soos dit behoort te wees, word derdens bespreek. Belangrike aspekte daarvan, soos die onderrigleerdoelstellings en die komponente van die opvoedingsituasie word aangeraak. Die plek en status van Bybelonderrig in Gazankulu word ook beskryf. In die vierde plek word 'n empiriese ondersoek om die stand van Christelike onderwys in Gazankulu te evalueer, bespreek. Hierdie ondersoek het hoofde, ouers, leerlinge en onderwysers betrek. Laastens word daar tot sekere gevolgtrekkings gekom, en aanbevelings gemaak ten opsigte van Christelike onderwys. / Educational Studies / M. Ed. (Philosophy of Education)

by Yan-chun Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves [90-91]

Made available in DSpace on 2016-04-25T19:20:38Z (GMT). No. of bitstreams: 1 Janice Machado Ribeiro Rodrigues.pdf: 1475606 bytes, checksum: bd39f7308c7aa92d44d2e76db1d6436e (MD5) Previous issue date: 2015-12-14 / Religion, much at the contrary to what many might think, raises rash debates in the global scientific community, given its importance for understanding human behavior, extending the boundaries of the Sciences of Religion (SR), as a scientific locus of Religious Education (RE), research object of this study, which has been analyzed in two private Catholic schools, to consider the influences of denomination and secularization in developing their teaching practices from the LDB 9.394 / 96, and if it is still able to influence the building up of their students religiosity. Both are traditional schools, which have contributed to the writing of the history, both educational and Catholic Christian, not only of the city itself but of the entire region of the north of Minas Gerais, as reference schools. In order to accomplish that, it has been necessary a scientific and epistemological approach to the subject, which has contributed to its mapping in the region, the county of Montes Claros / MG, where it is located the State University of Montes Claros, with undergraduate and graduate studies in SR, a relatively new subject area in the context of the courses offered. In order to address the problem which has motivated and structured this work, it have been developed historical reflections about the religious phenomenon, RE s object of study, as well as the influences that denomination and secularization have on it during the Brazilian society s development of modernization. The general purpose has been answered by the comparative analysis of empirical research data, that is, the questionnaires answered by the two institutions students enrolled in the last series of basic education and high school, where it has pointed out the importance of the RE and that it is still able to influence the students religiosity, even considering the existing influences of secularization, which has also been recognized by them. As for the hypotheses, they served to confirm that Catholic institutions suffer the influences of denomination, however, they are open to the modernity that has entered the school through the doors of the teaching practices which have been developed, but, above all, they seek to adequate the subject to the directions that have been established by the PCNs, state and federal guidelines and resolutions, changing it to the extent that it is found justification in the SR. Challenges still exist, because as a subject, the RE is established in the teaching field, which requires, in addition to methodologies, content and teachers able to develop it. The solution found in those schools was to seek in the SR, the theoretical foundation and the teachers specialized in the area, committed to the civic education of independent students / A religião, ao contrário do que muitos pensam, congrega arrojados debates no meio científico mundial, dada a sua importância para a compreensão do comportamento humano, alargando as fronteiras das CRE, como locus científico do Ensino Religioso, objeto de pesquisa deste estudo, analisado em duas escolas católicas da rede particular, quanto às influências da confessionalidade e secularização no desenvolvimento de suas práticas pedagógicas, a partir da LDB 9.394/96, e se o mesmo ainda é capaz de influenciar a construção da religiosidade dos seus educandos. Ambos são educandários tradicionais, que contribuíram com a escrita da história tanto educacional quanto cristã católica, não só do município em si, mas de toda a região norte mineira, como escolas referência. Para tanto, fez se necessário um olhar cientifico e epistemológico sobre o mesmo, o que contribuiu para seu mapeamento na região, o município de Montes Claros/MG, onde se encontra localizada a Universidade Estadual de Montes Claros, com o curso de graduação e pós-graduação das CRE, uma área disciplinar relativamente nova, no quadro de cursos oferecidos. No intuito de responder à problemática que motivou e estruturou este trabalho, desenvolveram-se reflexões históricas acerca do fenômeno religioso, objeto de estudo do ER, bem como das influências que a confessionalidade e a secularização exercem sobre ele no decorrer do estabelecimento da modernização da sociedade brasileira. O objetivo geral teve resposta na análise comparativa dos dados da pesquisa empírica, questionários respondidos por alunos matriculados nas últimas séries da educação básica e do ensino médio das duas instituições, onde se percebeu a importância do ER e que o mesmo ainda é capaz de influenciar a religiosidade dos educandos, mesmo considerando as existentes influências da secularização, também reconhecida por eles. Quanto às hipóteses, as mesmas serviram para confirmar que as instituições católicas sofrem as influências da confessionalidade, porém, são abertas à modernidade que adentrou no ensino pelas portas das práticas pedagógicas desenvolvidas, mas que, acima de tudo, buscam a adequação dessa disciplina conforme os direcionamentos estabelecidos pelos PCNs, diretrizes e resoluções estaduais e federais, transformando-a na medida em que se buscam fundamentos nas CRE. Desafios ainda existem, pois como disciplina, o ER se estabelece no campo do ensino, o qual exige, além das metodologias, conteúdos e docentes capazes de desenvolvê-lo, cuja solução encontrada nessas escolas foi buscar nas CRE a fundamentação teórica e os docentes especializados na área, comprometidos com a formação cidadã de educandos emancipados

This research study explores the ways in which children from diverse family backgrounds can construct or reconstruct their God representations. These were probed by using 'object relations theory' and 'matemal deprivation theory' as means of further gaining insight into children's initial formulations of interpersonal and emotional relationships and how these were translated into the way they imagined God to be for themselves, given their age-group. Parallels were drawn between the interface of psychology and theology by using theories on faith development. There is a clear acknowledgment that there are certain steps of development that individuals go through in their growth at both psychological and spiritual levels. This confirms that there is a need for these two disciplines to draw from each other as means of creating conducive climate to allow for an integrated approach towards formulations of spiritual development among children. Through the use of questionnaires the children were given the opportunity to explore images of God and to also express these in the form of a drawing. The content analysis of this study demonstrated that there were no distinct differences on how children perceived God between abandoned children being raised in an institutional setting and those children being raised by biological parents. This finding highlighted the fact that there are other factors that impact children's spiritual development. These include care, nurture and emotional security. This study contributes to future research on developing new theologies by children, thus enabling them to play a central role in formulating contextual and relevant curriculums on religious education. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.