Search Results (14)

Background: Children with learning disability (LD) often experience a poor quality of life (QOL) compared to their peers without a known history of LD. Coping strategies are known to play a role in influencing their QOL. Objectives: This study aims to compare the QOL and coping strategies between children with and without LD. Additionally, it seeks to evaluate how coping strategies impact the QOL of children with LD in the Eastern Governorate of Saudi Arabia. Method: A representative sample of 6 to 18-year-old children with (n = 97) and without (n = 89) LD were recruited from different schools. The Short Form-12 (SF-12) health survey was used to assess both physical and mental health components, while the validated Coping Orientation to Problems Experienced Inventory (Brief-COPE) measured coping strategies. Data analysis included descriptive statistics (mean, standard deviation, percentage), independent t-tests, Spearman’s correlation, and binary logistic regression. Results: The results reveal that participants with LD show poor QOL in terms of role functioning, bodily pain, general health, vitality, social functioning, role emotion, and mental health in comparison to non-disabled children. Participants with LD show greater reliance on substance abuse and religious coping than non-disabled children. The results clearly indicate a fairly to moderately strong correlation between the physical component summary and all approaches to coping strategies except religious coping. Of all the approaches to coping methods, we observe a weak correlation among denial (r = −0.17, p < 0.05), substance abuse (r = −0.15, p < 0.05), and behavioral disengagement (r = −0.18, p < 0.05) with the mental component summary aspect of QOL. The results of logistic regression analysis indicate that grade (OR = 3.79; p = 0.01) is significantly related to LD. The physical component summary score is significantly associated with denial (β = −0.33, CI = −6.87–−2.19, p < 0.01), and substance abuse (β = −0.14, CI = −4.96–0.40, p < 0.05), while the mental component summary is significantly associated with active coping (β = −0.30, CI = −4.50–0.76, p < 0.01), behavioral disengagement (β = −0.20, CI = −4.48–0.30, p < 0.05), and humor coping strategy (β = 0.22, CI = 0.06–4.55, p < 0.05). Conclusion: These findings are relevant to researchers, psychologists, special educators, teachers, and clinicians, given the need to understand the coping variables to improve the QOL of these learning-disabled children. Full article

The domain of education deals with the issue of the possibility of a person’s development so that the person would learn to become more human through the educational process. An integral part of a person’s development is first and foremost the dimension of an individual’s integration into society. Education for values plays an indispensable role in education. The technical aspect of education—as John Macmurray described it—has its foundation in instrumental rationality, aiming at the realization of utilitarian values in order to achieve the necessary social cooperation for the purpose of an easier coexistence. That so-called instrumental conception of life has given birth to a special type of the contemporary human being, homo faber. If, however, we strive to achieve the complete development of a human being through education, which is more fully realized only in the communion of people in the forms of friendship, fellowship and love, this instrumental conception requires enrichment through a communitarian conception of life, aimed at the realization of intrinsic values. In that sense, this article explores the contemplative and relational aspects of education from the perspective of religious education, which, according to John Macmurray, are based on the emotional level of rationality which results in the acquisition and adoption of intrinsic individual and inter-individual values. The aim of this article is to show that when it comes to education, these values are best conveyed through narratives. The article also attempts to shed light on the way students internalize and personalize intrinsic values through their emotional familiarity with the narratives, and especially with the value of reciprocity, which is key to authentic religious practice, and thus also to ethical awareness, which is important for the formation of moral awareness and character of a human being. Furthermore, the article explores the extent to which narratives as a form of religious knowledge are important in religious education, and in which they contribute to the formation of students’ opinions, attitudes and identities as transmitters of religious truths. Narratives notably carry a strong potential for the spiritual transformation of one’s personal and social life in such a way that they can motivate students to accept and realize certain religious and moral practices through experiential touching of values. Examples of narratives used in religious education textbooks in secondary schools in Croatia reveal how much they actually contribute to the goals of religious education in terms of education for intrinsic individual and inter-individual values. Full article

Papua, Indonesia, is a region of cultural and religious diversity. However, in facing social challenges, the development of youth character has become a critical issue. The Research and Development Centre for Religion, Ministry of Religious Affairs, Republic of Indonesia, conducted a survey of secondary schools. In 2021, the high school student index in Papua Province was below the national average. The aim of this study is to investigate the relationship and level of correlation between religiosity and integrity among youth in Papua. We employed Christian biblical figures as models to illustrate their methods of developing and maintaining moral and ethical attributes. The method used is a quantitative approach with descriptive and correlational techniques. The findings indicate a significant positive correlation (0.629) between the religious dimension and the integrity dimension. This demonstrates a strong relationship between these two dimensions. The conclusion of this study essentially implies that there is a beneficial and strong relationship between religious discipline and integrity. This suggests that the two dimensions work together to shape and develop the personality of the younger generation. Full article

This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers’ confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools. Full article

This paper explores a missing link in the literature on welfare reform in the U.S.—the effects on positive health and social behaviors of adolescents, who represent the next generation of potential welfare recipients. Previous research on welfare reform and adolescents has focused almost exclusively on negative behaviors and found that welfare reform led to decreases in high school dropout and teenage fertility among girls, but increases in delinquent behaviors and substance use, particularly among boys. Using nationally representative data on American high school students in 1991–2006 and a quasi-experimental research design, we estimated the effects of welfare reform implementation on eating breakfast, regular fruit/vegetable consumption, regular exercise, adequate sleep, time spent on homework, completion of assignments, participation in community activities or volunteering, participation in school athletics, participation in other school activities, and religious service attendance. We found no robust evidence that welfare reform affected any of these adolescent behaviors. In concert with the past research on welfare reform in the U.S. and adolescents, the findings do not support the implicit assumption underlying welfare reform that strong maternal work incentives would increase responsible behavior in the next generation and suggest that welfare reform had overall adverse effects on boys, who have been falling behind girls in terms of high school completion for decades. Full article

Since the 1960s Australian Jewry has doubled in size to 117,000. This increase has been due to migration rather than natural increase with the main migration groups being South Africans, Russians, and Israelis. Of the three, the South Africans have had the most significant impact on Australian Jewry—one could argue that this has been transformative in Sydney and Perth. They have contributed to the religious and educational life of the communities as well as assuming significant community leadership roles in all the major Jewish Centres where they settled. This results from their strong Jewish identity. A comparative study undertaken by Rutland and Gariano in 2004–2005 demonstrated that each specific migrant group came from a different past with a different Jewish form of identification, the diachronic axis, which impacted on their integration into Jewish life in Australia, the synchronic axis as proposed by Sagi in 2016. The South Africans identified Jewishly in a traditional religious manner. This article will argue that this was an outcome of the South African context during the apartheid period, and that, with their stronger Jewish identity and support for the Jewish-day- school movement, they not only integrated into the new Australian-Jewish context; they also changed that context. Full article

Background: The COVID-19 pandemic hit the world with severe health consequences, affecting some populations more than others. One understudied population is the academic community. This study, part of a larger project looking at COVID-19 in Sweden and internationally, aims to understand the individual and collective dimensions of resilience among academics in Sweden during the early wave of the pandemic. Method: A quantitative research design was applied for this cross-sectional study. We used simple random sampling, administered through an online survey, on academics at Swedish universities (n = 278, 64% women). We employed the CD-RISC 2 (the Connor–Davidson Resilience Scale) to measure personal/individual resilience, additional items for social/collective resilience, and a meaning-making coping instrument (meaning, control, comfort/spirituality, intimacy/spirituality, life transformation). Results: The results revealed a strong level of personal/individual resilience among men (M = 6.05) and a level just below strong among women (M = 5.90). By age group, those 35–49-year-olds showed strong resilience (M = 6.31). Family was the dominant social/collective resilience factor, followed by friends, nature, work/school, and, lastly, religion/spirituality. There was a positive and significant correlation between self-rated health and personal/individual resilience (r = 0.252, p = 0.001) and positive but weak correlations and negative significant correlations between personal/individual resilience and religious coping methods. Conclusions: During the pandemic, the family took priority in meaning-making, which is an interesting change in a strong individual-oriented society such as Sweden. Full article

The COVID-19 pandemic has been spreading worldwide with more than 246 million confirmed cases and 5 million deaths across more than 200 countries as of October 2021. There have been multiple disease clusters, and transmission in South Korea continues. We aim to analyze COVID-19 clusters in Seoul from 4 March to 4 December 2020. A branching process model is employed to investigate the strength and heterogeneity of cluster-induced transmissions. We estimate the cluster-specific effective reproduction number $R_{\mathrm{eff}}$ and the dispersion parameter $\kappa$ using a maximum likelihood method. We also compute $R_m$ as the mean secondary daily cases during the infection period with a cluster size m. As a result, a total of 61 clusters with 3088 cases are elucidated. The clusters are categorized into six groups, including religious groups, convalescent homes, and hospitals. The values of $R_{\mathrm{eff}}$ and $\kappa$ of all clusters are estimated to be 2.26 (95% CI: 2.02–2.53) and 0.20 (95% CI: 0.14–0.28), respectively. This indicates strong evidence for the occurrence of superspreading events in Seoul. The religious groups cluster has the largest value of $R_{\mathrm{eff}}$ among all clusters, followed by workplaces, schools, and convalescent home clusters. Our results allow us to infer the presence or absence of superspreading events and to understand the cluster-specific characteristics of COVID-19 outbreaks. Therefore, more effective suppression strategies can be implemented to halt the ongoing or future cluster transmissions caused by small and sporadic clusters as well as large superspreading events. Full article

Conspiracy narratives and speculative rumors of a conspiracist nature are intermittently popular in youth culture, as well as in political discourse. The general motivations of conspiracy beliefs relate to essential needs (for knowledge, to feel safe and secure, to feel good about oneself and one’s group), but evidence shows these needs are not actually served by conspiracy beliefs. Conspiracy theories tend to be explanations that conflict with best academic knowledge, and belief in them leads to less support for democratic processes and institutions. They play a role in political polarization, and they are used in identity-protective cognition. They may both express and arouse “strong feelings and divide communities and society”. Conspiracy theories as a general topic thus satisfy general criteria for controversial issues. At the same time, they are particularly interesting because they hover between the superficially and the inherently controversial: although in practice often resistant to contradictory evidence, they generally appeal to reason and evidence. While they sometimes are rooted in deep religious and religion-like beliefs, we argue that this makes them good cases for practicing analytical skills that could better serve all the needs above. Since cases and topics can cover the gamut from the subject-related to the cross-curricular and civic behavior, and the skills should be broadly transferable, using conspiracy theories as a topic has a high possible upside. However, conspiracy theories in a school setting have not yet been a topic of much research. This article takes as its starting point interviews with teachers and preliminary investigations of adolescents, before presenting an outline of possible didactic tools for teachers based on the general findings of effective interventions on conspiracy beliefs and related issues. Full article

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. Full article

In the Netherlands, state and religious schools are equally financed by the government. Parents are free to choose a school that optimally fits their moral values as well as their idea of a good education. As a result, there is a huge variety of schools, which include those orthodox Reformed schools that form part of the so-called Bible Belt culture. We elaborate on the complex relation between this religious culture and liberal, secular society by focusing on education. Occasionally, there is severe criticism of schools based on a strong religious identity (so-called strong religious schools), especially when it comes to their allegedly inadequate contribution to citizenship education. In order to add a historical perspective and a reflection on the arguments to the debate, our central research question is: ‘How can the founding and existence of orthodox Reformed schools in the Dutch liberal and secular society be explained and justified?’ Starting with a historical explanation of why the orthodox Reformed founded their own schools in the 1920s, we elaborate on philosophical arguments that can justify the existence of orthodox Reformed schools in a liberal, secular society. Full article

There is much emphasis today on inclusion and diversity in educational systems. As the place of religious belief remains a significant factor in such debates, there is a need for shared understanding of the language and purpose of Religious Education in schools. Given the substantial international footprint of Catholic schools, the conceptual framework of Religious Education in Catholic schools merits serious scrutiny. The Catholic Church’s written teaching on education has a strong focus on the contemporary school as a site of intercultural dialogue. The related teaching on Religious Education in schools, however, remains underdeveloped, with strong voices debating the desirability, or otherwise, of a strong focus on ‘faith formation and practice’ as an outcome of Religious Education. Problematically, terms like ‘Religious Education’ have inconsistent translations in the official documents of the Catholic Church, leading to a plurality of understandings internationally of the ultimate aim of the subject. A presentation of the linguistic inconsistency between English and Italian translations of documents of the Holy See reveals the scale of the challenge. This unsatisfactory arrangement needs reform. Rooted in a close critical study of Catholic teaching on education, the article presents two arguments designed to initiate the reform process: (a) the Catholic Church’s settled teaching on Religious Education must develop greater internal cohesion before it can make a meaningful contribution to intercultural dialogue, and (b) an International Directory of Religious Education, written collegially by qualified lay people and clergy, will build stronger foundations for shared understanding of the aims and scope of Religious Education among key stakeholders in Catholic schools. This shift in direction will harmonise Religious Education expectations in Catholic schools, and offer firmer ground for dialogue with those who manage and teach Religious Education in so-called ‘non-denominational’ schools. Full article

Muslim schools are an important element of education in Indonesia. The school was in place long before Indonesia’s independence in 1945. Schools educate Indonesian Muslim children to understand and practice religion while promoting a sense of nationalism. Thanks to Muslim schools, Indonesian Muslims are recognized as being moderate. Recently, however, the moderate nature of Indonesian Islam is challenged by the spirit of conservative Islam. The question is how Muslim schools play their roles in the discourse of moderate versus conservative Muslims. This study identified five issues that are largely discussed among Indonesian Muslims: Islam and state, Muslims–non Muslims relations, non-mainstream Islam, gender, and media. Knowing that there is a strong relationship between society and education, i.e., religious education, it is important to see the relationship between schools and society including how the current conservative trend in Indonesian Islam is being taught at schools. This study explored how the curriculum of (Islamic) religious education potentially contributes toward the development of Indonesian conservative Muslims and how religious education teachers view sensitive issues concerning conservative Islam. To answer these questions, the analysis of religious education curricula and the interviewing of teachers serve as the primary methods of data collection. Four religious education teachers from different provinces of Indonesia were interviewed to reveal their opinions on various religion-related issues. This paper discusses how Islamic education in Indonesia has been designed to present moderate Islam but, at the same time, faces a number of challenges that try to turn religious education into conservative religious doctrines. Full article

Outlined below are selected results of a 5-year long national survey which investigated the knowledge, values and attitudes of 430 Year 11 and 12 Muslim students in eight Muslim High schools towards the mainstream Australia and Australians society. The findings reflect a wide spectrum of responses with a strong implication that much work is needed to bring about an appropriate degree of adjustment. Providing awareness sessions to students and parents—both non-Muslims and Muslims—which address critical social, religious and cultural issues including stereotyping and inclusivity, is key. Full article