Search Results (125)

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 study investigates the complex relationship between levels of religiosity and attitudes toward secularization among individuals receiving higher religious education in Türkiye. Secularization is defined as the diminishing influence of religion in public life and the rise of critical attitudes toward religious norms, a process that accelerated particularly during the modernization period following the establishment of the Republic. The primary aim of the research is to analyze whether there is a significant relationship between secular attitudes and the perceived influence of Islam among theology faculty students. The study employs a quantitative, descriptive survey design and includes a sample of 380 undergraduate, graduate, and doctoral students from the faculties of theology at Kocaeli, Sakarya, Marmara, and Istanbul universities. Data were collected using the “Perceived Influence of Religion Scale” and the “Secular Attitude Scale,” both of which demonstrated acceptable reliability (Cronbach’s Alpha = 0.70). Demographic variables such as age, gender, marital status, parental education level, type of education (formal or distance), and economic status were also incorporated into the analysis. The findings revealed statistically significant differences based on marital status, parental education level, type of education program, and previous educational background. For instance, single students reported perceiving a higher influence of religion compared to their married counterparts, while students with fathers who held university degrees perceived a lower influence of religion. These results offer valuable insights into how modern social transformations influence religious attitudes and practices. Full article

The call to decolonize South African university curricula continues to shape academic discourse, highlighting the urgency of integrating African Indigenous Knowledge Systems (AIKSs) into theological education. While Western epistemologies have long dominated theology in Africa, this article argues for a paradigm shift by positioning public theology as a viable framework for engaging AIKS in meaningful and transformative ways. The article examines how AIKSs—expressed through oral traditions, communal spiritualities, and indigenous ethics—can enrich theological discourse, enhance contextual relevance, and address issues such as social justice, identity, and community cohesion. Drawing on the decoloniality discourse, this study critically explores the epistemological, institutional, and pedagogical challenges hindering integration and proposes concrete strategies including curriculum reform, faculty training, and community-based theological formation. The article contributes to the decolonization of theological education by offering a context-specific framework that repositions AIKSs as legitimate theological resources. In doing so, it advances a model of public theology that is inclusive, rooted in African realities, and responsive to the transformative needs of Southern African societies. Full article

The process of secularization was long considered irreversible and characteristic of all contemporary culture. Nonetheless, more recent approaches view it as strictly linked to Western religiosity and in relation to a process of de-secularization and post-secular orientations regarding the sacred. For Romanian Orthodox theologians, secularization represents more of a trial than a danger. The current article presents the results of qualitative research regarding the religiosity of future graduates of Orthodox vocational theological high schools in Romania. The students enrolled in the research were asked to graphically represent God and briefly explain their drawings. The data were theoretically coded and compared with the canonical attributes of God as acknowledged by Orthodox theology. The results indicated the canonical correctness of students’ representations of divinity. Orthodox vocational high school education proves to be effective in imposing the Christian dogmatic line to the detriment of popular religiosity characterized by old pre-Christian beliefs and practices. Full article

There is an ongoing debate about whether Christian theology has had positive or negative effects on the natural environment. Included in this debate is the role of Christian missions acting in colonial environments. This article investigates the relationship between Protestant agricultural missions and their environments, using the documents of the first World Missionary Conference (Edinburgh 1910) and the third World Missionary Conference (Tambaram 1938), as well as several related documents. Although the history of agricultural missions can be backtracked into the 19th century, they were not regarded as an independent branch of missions until the early twentieth century. In 1910, neither the home boards of Protestant missions nor the older generation of missionaries had any vision for agricultural missions, and traditional culture—including agriculture—was seen as superstitious and full of heathen beliefs. However, agricultural missions developed rapidly in the decades between Edinburgh and Tambaram and broadened into rural missions due to a change in vision. The deplorable rural areas of the younger Christian churches called for ‘rural reconstruction’, and rural missions were welcomed as the most important agents to undertake this challenge. The environment of the church and countryside was enlarged and, by 1938, included economic and social environments, known as the fourth dimension of the church and missions after preaching, education, and medical care. Full article

Overcoming its self-referential preoccupations, theology today is urged to exit into the public square characterized by multiple types of diversity. One of the crucial public domains in which religions have played a significant role is education. In the contemporary multireligious Indian context, the question that arises is whether we can consider Salesian pedagogy as public religious pedagogy, that is, if educators affiliated to neighbour religions can share the Salesian/religious pedagogy in Salesian educational institutions. It is our contention that the prism of public theology can shed some light on such a possibility. With this intent, we first elucidate the configuration of public theology amidst religious pluralism focusing successively on public practical theology of education, public religious education, and public religious pedagogy. This is then followed by a synthesis of Salesian pedagogy and the research design of a qualitative study on its lived experience among Hindu and Muslim educators, namely, professors in Salesian colleges, teachers in Salesian schools, and social collaborators in Salesian study centres of Tamil Nadu, India. Lastly, based on the emerging findings we highlight the relevance and advancement of Salesian pedagogy as public religious pedagogy. Full article

This study investigates the integration of Artificial Intelligence (AI) in Religious Education (RE), a field traditionally rooted in spiritual formation and human interaction. Amid increasing digital transformation in education, theological institutions are exploring AI tools for teaching, assessment, and pastoral engagement. Using a critical literature review and analysis of institutional case studies, the paper examines the historical development of AI in education, current applications in general and theological contexts, and the ethical challenges it introduces, especially regarding decision making, data privacy, and bias as well as didactically grounded opportunities such as AI-mediated dialogic simulations. The study identifies both the pedagogical advantages of AI, such as personalization and administrative efficiency, and the risks of theological distortion, overreliance, and epistemic conformity. It presents a range of real-world implementations from institutions like Harvard Divinity School and the Oxford Centre for Digital Theology, highlighting best practices and cautionary approaches. The findings suggest that AI can enrich RE when deployed thoughtfully and ethically, but it must not replace the relational and formational aspects central to RE. The paper concludes by recommending policy development, ethical oversight, and interdisciplinary collaboration to guide responsible integration. This research contributes to the growing discourse on how AI can be aligned with the spiritual and intellectual goals of RE in a rapidly evolving digital age. Full article

Studies on youth theology, although a relatively new research field, offer various theoretical frameworks and methodological approaches concerning young people’s theological thought structures. These studies not only illuminate the process of religious identity formation among youth but also provide an opportunity to reassess the pedagogical and practical dimensions of religious education. In particular, analyses of the intersections of youth theology with family, educational, and religious contexts offer practitioners of this field new perspectives and horizons not only at the theoretical but also at the practical level, contributing to a more inclusive and effective structuring of religious education. The main purpose of this study is to present the contributions of youth theology to the theoretical and practical dimensions of religious education in an analytical framework. In this context, the focus of this study is to examine how the perspectives offered by youth theology on the religious identity construction, spiritual development, and social roles of young individuals can shape the content, methods, and practices of religious education. In this regard, examining the relationship between the pedagogical dynamics of youth theology and religious education aims to provide a theoretical enrichment to the literature and innovative approaches to practical applications. This study was designed with the case study method, which is one of the qualitative research designs, and the document analysis technique was used as a data collection tool. The research data were analyzed using the descriptive evaluation method. This approach enabled the research to be handled in an in-depth and systematic manner and to present the relevant data in a meaningful way. This study, which deals with the phenomena of youth and theology in relation to each other, aims to examine the interactions between these phenomena in depth. In the concluding section, various educational models for religious education targeting young individuals are proposed, offering practical recommendations derived from a theoretical framework. These recommendations aim to highlight the potential contributions of youth theology to religious education, serving as a guiding resource for future research and applications. Full article

Environmental challenges have become essential to study in today’s world because of the technical advancements and human achievements that have promoted an overestimation of human capabilities. This study explores the evolving relationship between humanity and nature through the lens of Catholic Church teachings, particularly the Laudato Si’ encyclical call for an “ecological conversion” (LS). It traces the historical transition from anthropocentrism to an ecological consciousness, examining theological perspectives and contemporary environmental ethics. A key focus is the role of liberation theology in shaping environmental justice. Key themes include the transition from anthropocentrism to a more comprehensive understanding of human–nature interactions, as well as the impact of liberation theology on environmental justice. Grounded in a qualitative research approach, this study investigates the potential of educational programs in Lebanon’s unique socio-cultural context to foster ethical and sustainable environmental practices. Through thematic analysis, this research highlights the concept of ecological conversion—a transformative shift in lifestyle and spirituality rooted in the principles of integral ecology. The findings show that educational initiatives based on Catholic Church teachings can successfully promote environmental stewardship and social justice. This article contributes to the discussion of environmental ethics by emphasizing the significance of an ecumenical and holistic approach, advocating for a synergy of spiritual beliefs and practical activities to confront the ecological issue. It concludes that achieving lasting environmental transformation requires collaboration, solidarity, and a collective commitment to the common good. 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

A pastor and academic theologian is invited to perform a devotional service at a marksmen’s festival in a small German village. Unaccustomed to this kind of festive culture, he also finds himself confronted with theological and ethical questions: Is it possible to provide a place of shooting with rifles and pistols with a prayer service and thus shape it liturgically as a place of God’s blessings? One could also ask: is it not necessary for theology to engage with communal forms of festivity, not just theoretically, but performatively, if Christianity itself is fundamentally festive? According to practical-theological reasoning, occasional services, i.e., celebrations of life rites, accompanying liminal situations and transitionary events of human life are growing in variety and importance and “new occasional services” are being developed. Also, the church and (public) theology continuously search and find their role in civil society. After all, there are many life situations in which God’s blessing should be clothed in a festive garment. But in which way is the marksmen’s festival to be considered? Two theologians explore these questions—autoethnographically and theoretically—and thus shed light on the marksmen’s festival as a theological topic. Full article

Over the past decades, interfaith dialogue has emerged as a key strategy for peacebuilding in conflict-affected areas, particularly in Mindanao, Philippines. This study examines the role of a faith-based movement in fostering interfaith dialogue and promoting peace in the region. Drawing from contemporary theological models of religion, this study explores how different approaches to dialogue shape interfaith engagement. Using a single case study methodology, the research highlights the contributions, challenges, and best practices of an interfaith movement actively working towards peacebuilding. The findings suggest that faith-based movements serve as crucial mediators in interfaith relations by fostering mutual understanding, facilitating community-led peace initiatives, and addressing sociopolitical challenges. This study concludes by offering insights into the future of interfaith dialogue in the Philippines, emphasizing the need for sustained collaboration among religious communities, policymakers, and civil society actors. Full article

The post-modern era is characterized by a structural religious pluralism, whereby the public dimension of religion has re-emerged as a prominent feature after the relative obscurity of the modern period. In the context of Christianity, the contribution of religion to the common good has been reflected upon in the extensive and profound field of Public Theology. Since its inception in the 1980s, this vast area of studies has encompassed a wide range of topics, including politics, civil society, economics, social issues, and justice. However, the interreligious dimension of public theology appears to be less developed. This is linked, firstly, to the discovery of the public dimension of neighbouring religions and, secondly, to the clarification of the relationship between this and Christian Public Theology. It is evident that the focus of this discussion is the development of a Comparative Public Theology as Interreligious Public Theology. This is a theology that considers the comparative study of religions in a pluralistic context, with the public aspect as its background. On this basis, the contribution has two main aims. Firstly, to identify the field of interreligious public theology, and secondly to concretise it by exploring the field of education from an interreligious and public perspective, i.e., as a contribution to the common good. Full article

Drawn from a wider study, the research reported here utilised a phenomenology of practice to investigate Australian early childhood teachers’ perceptions of constructed spaces that enhance the Christian education of children. The study was conceptually framed by the notions of constructed space, affordance theory and a theology of the built environment. Four participants were interviewed using Zoom, and their transcripts analysed using a phenomenological framework. The analysis indicated that the constructed space yielded five types of affordances—emotional space, embodied space, physical space, relational space and theological space. The findings suggest that it is the constructed environment of the early childhood centre itself that affords particular types of spaces, such as emotional space, embodies space and so on. The findings also indicate that it is the educator who makes the difference in seeing the possibility for and creating such spaces, and their intentionality in acting to create such spaces. While there are limitations to this study, including the small sample size, the findings nonetheless indicate the importance of the constructed space in enhancing the Christian education of young children in early childhood educational contexts. Full article

Creating a conceptual unity is an important starting point for understanding a subject. It is more difficult to find a common definition if the concept in question is ‘religion, religiosity, secularism’, which can vary according to the field of the person making the definition, where he/she positions himself/herself in relation to religion, the characteristics of the religion he/she believes in (or does not believe in), and many other parameters. In order to draw the boundaries of this research correctly, it is necessary to clarify the development and changes in the concept of ‘religion’ and the related concepts of ‘religiosity and secularism’ in the historical process. Among the places where the effectiveness of these concepts at the theoretical level can be examined are the textbooks taught in Anatolian Imam Hatip High Schools. The nature or content of the fiqh textbooks taught in Imam Hatip High Schools, which can be exemplified as an educational institution of religious culture reinforcement in Turkey, is within the scope of this study. In connection with this subject, the aim of this study is to analyse the fiqh and fiqh reading textbooks taught in Anatolian Imam Hatip High Schools from the perspective of religiosity and secularism. Fiqh, from the perspective of Islamic theology, contains normative principles that govern personal and social practices. As textbooks, fiqh and fiqh readings were chosen because they are likely to provide data on the subject. This research employs a qualitative approach, utilising document analysis as its primary method to investigate these textbooks. The analysis is based on textbooks that were approved by the Ministry of National Education and taught during the 2023–2024 academic year. For the purposes of this study, only explicit verbal content was considered, while implicit messages were excluded. As a result of this study, it is understood that both books have a religiosity-centred perspective and that there are chapters in which changes are taken into consideration rather than secularism. Full article