Search Results (95)

In 2021, the National Centre for Religious Studies in New Zealand published the new religious education curriculum for Catholic schools in Aotearoa New Zealand. While in many ways, very like other religious education curricula, from its naming in Māori before English, Tō Tātou Whakapono Our Faith shines a light on the role of culture and language in the transmission and expression of faith. This paper is written in two parts. Part 1 of this paper provides an examination of the key curriculum documents and website to find that Tō Tātou Whakapono Our Faith is unique in three ways. First, it enjoys a level of security in the dominant presence of Catholics in the Catholic school, guaranteed by the Integration Act of 1975. Second, it offers flexibility in approach, necessary for a curriculum with national status, and finally, it demonstrates an extraordinary commitment to the inclusion of Māori culture and language. Part 2 of this paper takes up the inclusion of Māori culture and language to offer a response to the call that Māori need to be allowed to develop a theology from within their own culture and language. It proposes that the introduction of a new hermeneutical lens in the study of scripture, one that would replicate the practice of the Bible authors who drew freely on their own experience and language to speak of God, could provide a simple but effective way of developing such a theology. It is in Part 2 that the significance of the subtitle of this paper will become apparent. Full article

This article examines how student voice informed the development of Tō Tātou Whakapono Our Faith, the national Religious Education (RE) curriculum for Catholic schools in Aotearoa, New Zealand. Through student-submitted RE questions and 63 informal Zoom-based “Interschool Catholic Yarns” with over 400 senior students over several years, the National Centre for Religious Studies gathered valuable insights into student experience and expectations. These contributions influenced RE curriculum content, nuance, and priorities. Emphasising accessible engagement with young people, the two outlined approaches align with Catholic commitments to synodality and formation. This article demonstrates that engaging student voice is both possible and necessary in designing RE that is meaningful, faithful, and grounded. Full article

Mental illness relapse among teachers presents a growing public health concern, particularly in under-resourced settings, where social and structural factors often go unaddressed. This study aimed to explore challenges outside the workplace that contribute to mental illness relapse among public school teachers in Limpopo Province and how they cope with them. Guided by the Stress-Vulnerability Model, a qualitative explorative phenomenological design was employed. Fourteen participants with a documented history of existing mental illness and mental illness relapse were purposively selected across four different hospitals. The data were collected through in-depth, face-to-face semi-structured interviews until data saturation was reached. The interviews were audio-recorded, transcribed verbatim, and analysed using Tesch’s open coding method. The findings revealed unstable home environments, community-level stigma, inadequate institutional support, and systemic barriers to mental healthcare access. Moreover, the participants rely on family members for support and on spiritual practices to cope, highlighting gaps in formal support systems. Addressing these overlooked challenges is critical to reducing relapse resulting from social and systematic challenges, promoting mental health equity, and sustaining teacher resilience in underserved communities. This study calls for collaborative efforts from policymakers, educational institutions, healthcare providers, and community leaders, including faith-based organisations, to develop integrated mental health strategies. Such strategies can promote mental health equity, reduce stigma, and support sustainable teacher well-being in vulnerable communities. Full article

There are many different perspectives on what the spiritual aspect of education entails, as well as how it should be addressed in a professional context. Spirituality has been defined as a central aspect of children’s overall development in Denmark since the Primary School Act of 1993, but at the same time public schools in Denmark are secular institutions not affiliated with any particular faith and a non-confessional spiritual education. This article addresses the concept of spiritual education of children in a Danish post-secular context by presenting and discussing different studies, knowledge, and definitions on children’s spirituality, as well as spiritual education of children and spiritual care for children. We point to the importance of the concept of “dannelse” or “bildung”, Hans-Georg Gadamer’s concept of “the basic movement of spirit”, and Hannah Arendt’s concepts related to “the life of the mind”, and thus what is meant by spiritual education. We conclude how educators, parents, and healthcare professionals should facilitate spiritual education through the perspective of “dannelse”, and we present a model for doing so through spiritual dialogue and relationships. Full article

Born the seventh son of a Louisiana preacher in 1942 and becoming the co-founder of the Black Panther Party in 1966, Huey P. Newton evidenced a complex, changing, and contradictory synthesis of faith and facts until his death in 1989. Focusing on 1960s’ U.S. Black Nationalism as materialist, Maoist, and Marxist in its appeals to objectivity, rationality, and positivist science, some scholars have presented Black Nationalist contempt for religion as pacifying and counter-revolutionary. Conversely, others have focused on the religious-like nature of formally secular 1960s’ Black Nationalism, even framing it as a “form of piety” and a “politics of transcendence”. Between these bookends, the Black Panther Party and Huey P. Newton have simultaneously been characterized as both “anti-religious” and as possessing an “innate spirituality”. I attempt to reconcile these divergent interpretations through an analysis of Newton’s worldviews (culled from his graduate school papers, published articles and books, and speeches and interviews). Newton frequently described aspects of the human condition as partially spiritual and in so doing, regularly married dialectical materialist variants of anti-capitalism, Black Nationalism, and ethno-racial self-determinism with “mystical” and theological aesthetics, concepts, stories, and styles from a variety of religious and philosophic traditions. These “paradoxical pieties” included, but were not limited to, the embrace and critique of spiritual existentialism and transcendentalism; deism and theosis; Christian hermeneutics; Zen Buddhism; and Vedic and Pranic Hinduism. Full article

The philosophy of the Huayan school is founded on the dharmadhātu (法界) as its fundamental ontology, embodying the boundless truth of the cosmos and human existence. It seamlessly integrates the philosophical doctrine of the “perfect interpenetration and non-obstruction of Buddhist teachings”, while expounding the vast tenets of “principle (理), phenomena (事), wisdom (智), and practice (行),” all of which are encompassed within the comprehensive framework of the “four stages of faith–understanding–practice–realization (信解行证)”. The idea of “four dharmadhātus” (四法界), which was first systematically formulated by Master Chengguan, is considered one of the core doctrines of Huayan thought. However, contemporary scholarship has yet to provide a thorough elucidation of the relationship between the one true dharmadhātu (一真法界) and the four dharmadhātus, nor has it sufficiently addressed the notion that the four dharmadhātus are not merely a theoretical construct but also a genuine realization—a stage in the practice of spiritual cultivation. This study first explicates the conceptual significance of the four dharmadhātus, then analyzes the Huayan patriarchs’ interpretations of the one true dharmadhātu and the four dharmadhātus. It further explores the path to awakening through the interpenetration and non-obstruction of the four dharmadhātus and highlights the integration between the empirical world and the ideal world of Buddhist teachings. Ultimately, it argues that every realm and every stage within the dharmadhātu is perfectly complete and seamlessly interconnected. Full article

“Moral shocks” are unexpected events or pieces of information that so deeply challenge one’s basic values and sense of the world that they profoundly reorient a person’s understanding of life and even self. Yet those who experience significant moral shocks rarely participate in related activism and instead experience grief as highly privatized and apolitical, a reality that serves the status quo and most powerful. This article considers how religious resources can help metabolize private grief into public lament and catalyze political grievance. Analyzing the rise of gun control activism after an elementary school mass shooting in Nashville, Tennessee, I argue religious resources help metabolize moral shocks into social change in five significant ways: (1) cultivating practiced, purposeful pathos, (2) offering collective lament, (3) building networked resiliency materially and theologically, (4) risking new alliances of accompaniment, and (5) storying hope. This case analysis contributes to a broader claim for political theology: Christianity can be understood as a movement based on a moral shock. This framing then animates practices of care to accompany those in moral distress and help disciple grief into a movement of faith that resists death-dealing political and social policy. Full article

In the mid-to-late Ming Dynasty, Yunqi Zhuhong 雲栖祩宏 and Ouyi Zhixu 蕅益智旭 integrated Zen thought and Pure Land Buddhism based on the fusion of various Buddhist sects, which facilitated the transition to Chan Jing He Yi (integration of Zen and Pure Land Buddhism 禪淨合一). In this context, Journey to the West 西遊記, published in the late Ming Dynasty, reflects the characteristic of Chan Jing He Yi (integration of Zen and Pure Land Buddhism 禪淨合一). Based on the historical fact that the monk Xuanzang 玄奘 journeyed to India to seek Buddhist scriptures during the Tang Dynasty’s Zhenguan period, four relatively complete literary works that recount the stories of this westward journey were published over nearly a thousand years, from the Tang Dynasty to the Ming Dynasty: Da Ci En Si San Zang Fa Shi Zhuan 大慈恩寺三藏法師傳, Da Tang San Zang Qu Jing Shi Hua 大唐三藏取經詩話, the Journey to the West drama 西遊記雜劇, and Journey to the West. The Buddhist ideas in these four works went through a transformation from advocating yoga theory 瑜伽論 to advocating belief in Vaisravana 毗沙門天王信仰 and then to focusing on the “mind nature 心性” theory of Zen Buddhism. Finally, in Journey to the West, Buddhist thought is aimed at achieving rebirth in the Western Pure Land and supplemented with Chan Buddhist practices, which are aligned with the trend of Chan Jing He Yi (integration of Zen and Pure Land Buddhism 禪淨合一). In Journey to the West, the concepts of Ming Xin Jian Xing (find one’s true self 明心見性) and Ji Xin Ji Fo (the mind is the Buddha 即心即佛) differ from the Zen Buddhism concept of seeing one’s own nature. Instead, it requires seeking other Buddhas and ascending to the Western Pure Land to meet Amitabha Buddha in order to achieve complete spiritual cultivation. This had changed from the Wei Xin Jing Tu (mind-only Pure Land 唯心淨土) theory advocated by Zen Buddhism to the Xi Fang Jing Tu (Western Pure Land 西方淨土) theory advocated by the Pure Land School. The numerous depictions of Pure Land cultivation methods, such as Cheng Ming Nian Fo (chanting the name of Amitabha Buddha 稱名念佛), Chi Jie (commandment keeping 持戒), and the Pure Land reincarnation-type Guanyin faith 淨土往生型觀音信仰, also appear in Journey to the West, reflecting the profound influence of Chan Jing He Yi 禪淨合一 in the mid-to-late Ming Dynasty on Journey to the West. Full article

Current efforts toward inclusion in education have resulted in a strong emphasis on personalized learning. This article argues that biblical images of congregations and dealing with needs can inspire moves toward a hospitable community life in schools. Biblical keywords help us imagine how inclusive school practices can be shaped. Attention is given to safety, care and mercy, equivalence, justice, gifts, and carrying the load of others. Based on a theological exploration, the author calls for a number of moves: from the individual to the community, from instrumentalism to realism, from access to the school climate, from organization to pedagogy, and from risk to trust, as well as widening the lens from pupils to staff. A definition of hospitable education is proposed that stresses the equal importance of building communities in classrooms and among staff. For both parties, participants should influence the school climate by training themselves to appreciate a diversity of gifts and to be attentive to all kinds of needs. Full article

Public schools (K-12) are experiencing a remarkable decline in enrollment across Canada. More and more parents are choosing independent schools for their children’s education. Muslim parents, in particular, are transferring their children to Islamic schools as they are increasingly losing faith in public schools. Muslim students in the public school systems, wherever they are on the continuum of practice—from secular to orthodox—do not perceive their schools to be responsive to their religious beliefs, values, behaviours, and practices. However, Islamic schools are stuck in normative, secular, and reductive pedagogies, with most, if not all, Islamic teachers lacking training in Islamic pedagogy. This article is a conceptual exploration of various approaches to offering an Islamic teacher training program in Canada by an accredited university, including reintroducing the Islamic Teacher Education Programme (ITEP), which offered a one-year professional learning certificate. Another approach is establishing a stream in teacher education programs similar to the Catholic stream. The article serves as a stepping stone to initiate dialogue and collaborative efforts toward creating a comprehensive approach that includes all stakeholders tailored to the unique needs of Islamic school teachers in Ontario, Canada. Full article

(1) Background: Turning the lens away from national schooling, which has long been proven problematic for refugee populations, this comparative case study explores the educational opportunities that faith-based, tuition-free schools provide refugee youth living in protracted exile in low and middle-income neighboring countries. (2) Methods: Leveraging Shirazi and Jaffe-Walter’s concept of countertopography and Bartlett and Vavrus’s comparative case study, this article draws on ethnographic engagement (2017–2019) at “Cairo Christian Academy”, a Sudanese refugee school in Egypt, and qualitative interviews with teachers, administrators, and staff at “Beirut Covenant School” (2020–2021) in Lebanon to answer the following question: What is possible within private, faith-based, tuition-free schools—particularly schools that teach secular curricula and are open to children from all faith backgrounds, as these mirror some of the more egalitarian aspects of public education—which have absorbed refugee students as a part of their mission to care for others? (3) Results and conclusions: Our findings suggest that the funding structures, hiring practices, and moral underpinnings of these schools facilitate caring, loving environments for refugee youth while also providing educational opportunities unavailable to them otherwise in these host countries. Furthermore, our methodological approach explores ways to conduct research in contexts mired in multiple, overlapping crises. Full article

For over two decades, France’s Muslim population has faced a series of legal measures and hostile public narratives aimed at problematizing their faith. Notable examples include the 2004 national ban on “ostentatious religious symbols” in state schools, which prohibits obligatory religious dress in various settings. These individual instances are compounded by more recent broader policies, decisions, laws, and executive statements that negatively impact Muslim life. This paper examines France’s trajectory from a new perspective: A Muslim legal viewpoint. It argues that the French approach constitutes a two-step process of institutionalized Islamophobia, understood here as hostility towards Islam as a faith. First, the state redefines mainstream Islamic orthopraxy as “extreme”, pitting ordinary religious practices against averred Republican values. Second, it seeks to promote an alternative concept of a “French Islam”—one that aligns with France’s secular principles and is stripped of its religious essence—positioning it as the only acceptable framework for Muslims to practice their faith in France. We argue that this process is not about upholding laïcité or state neutrality; rather, invoking the latter serves as a smokescreen for the state’s Islamophobia. Full article

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools. Full article

Ideas about shared religious education are in need of further exploration in post-apartheid South Africa. This is necessary, considering the contributions from faith communities in their shared resistance to apartheid. While some sectors of the Christian community, and particularly the Dutch Reformed Church provided a religious justification for apartheid, other denominations, together with Muslim, Jewish, and Hindu communities struggled against this white supremacist ideology. In other ways, the neglect of the potential of shared religious education provides an apt commentary on how some within-faith communities responded to a democracy by retreating into faith identities, as made explicit in the proliferation of faith-based schools. It follows, however, that if religious communities can mobilise together to resist the apartheid state, then it should be possible for these same communities to unite to work towards the kind of transformed society envisioned in their struggle against apartheid. Hence, the interest of this article: if faith-based schools are an inevitable manifestation of democratic and pluralistic societies, then what can these schools share in terms of content and ethos towards advancing democratic values? How might a shared religious education facilitate and sustain the reform measures, necessary for social transformation in South Africa? Full article

This paper considers the legacy of the historic contribution of faith communities to education for the employment rights of teachers in schools with a religious character. The contribution of faith communities to state education was originally reflected in a settlement by which staffing could reflect the religious foundations of the school. This paper traces the development of the legal framework covering employment by religious ethos employers, in particular the introduction of more generous protection for religious equality at work. As a result, the position of teachers in faith schools in England has diverged significantly from that of staff employed by other religious ethos organisations. The anomalous position of teachers in faith schools arises because the legal position is dependent on the historical foundations of the school rather than on the current religious practice of the school. This situation is at odds with the wider legal framework in which protection against religious discrimination and the protection for freedom of religion must be justified with reference to the genuine and current religious needs of the organisation. The paper concludes with proposals for reform that maximise the rights of both teachers and communities of faith, without unduly restricting the rights of either. Full article