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Aiming to establish a dialogue with modern man, who lives in a culture marked by great challenges, church documents put a great emphasis on the via pulchritudinis. The via pulchritudinis, i.e., the way of beauty, is considered to be a privileged way of achieving dialogue. Awareness of the importance of beauty, in close connection with goodness and truth, is increasingly present in the theological and the religious–pedagogical thought. One of the specific questions related to education for beauty refers to the education of a person who is called to transform his or her life into a "work of art". This paper reflects on only one specific aspect of the issue of shaping human beauty/goodness, that is, people's "humanity", in connection with the challenges of increasingly complex coexistence in diversity. Globalization and migration trends, primarily by complicating life together/coexistence, pose certain challenges to man as an individual, as well as to the entire society, especially the challenge that is coexistence of different cultures and religions. Since these problems also penetrate school classrooms, education systems are expected to provide appropriate responses. The paper consists of two parts. In the theoretical part, two specific fundamental issues related to the education of a person's "humanity" in the atmosphere of "conflict culture" are considered: the issue of comprehensive education following the ancient connection of beauty and goodness, as well as the issue of education for coexistence. The second part presents the results of the research which was carried out in the Republic of Croatia and which aimed to examine the presence of curriculum content that enables the acquisition of religious–dialogical competence, using the method of text analysis. In more exact terms, faced with the challenges that arise from a society burdened with misunderstanding, violence and hostility, often linked with a religious affiliation and worldviews, we ask ourselves the following question: to what extent is the contemporary education system in the Republic of Croatia, at the level of its curricula, open to the comprehensive development of students, especially in terms of the development of the religious–dialogical dimension, necessary for living a good and beautiful life in the modern multicultural and multireligious world? The results reveal a different, mostly insufficient, openness of the curriculum to the religious dimension of intercultural education. That is one of the reasons why the education system does not seem to be open to the development of the knowledge, attitudes and skills necessary for a harmonious and "beautiful" coexistence in modern society. [ABSTRACT FROM AUTHOR]

Even though Turkey's ruling party's (Justice and Development Party, the AKP) nation-building and desired citizen creation policies have been studied, its use of necropolitical narratives and propaganda in education has not been investigated. This paper addresses this gap by examining how the Turkish state ruled by the AKP has propagated its religious necropolitical narrative through the national curriculum and Directorate of Religious Affairs (Diyanet) in school textbooks, and magazines and comic books for children. The paper shows that these texts and comics try to indoctrinate children into a religious cult of martyrdom in different ways by encouraging them to view tragic death and getting killed for the nation as a positive event. This paper argues that these propaganda efforts are part of a religious necropolitical indoctrination campaign that seeks to create a new Islamist and jihadist generation of lifelong supporters of the AKP, which portrays itself in the educational texts as the embodiment of Islam, the Muslim Turkish nation and even the global Muslim community (ummah). This new religious generation is expected to believe that dying for the Islamist populist authoritarian regime is the greatest honour a person can bring upon themselves. This paper contributes to the necropolitics literature by showing that not only adults but also children have been targeted by authoritarian rulers' necropolitical propaganda attempts to create desired citizens who are ready to die for the regime, believing this is a religious obligation. Further research is needed to assess if and to what extent this propaganda has an impact on children. [ABSTRACT FROM AUTHOR]

The liturgical professional development project for pastoral workers and clergy in the Diocese of Rottenburg-Stuttgart has been developed in collaboration with the Department of Liturgical Studies at the University of Tübingen. The concept of biographical learning is the innovative element that explores a new type of liturgical formation (Bildung) where the learning content explores the participant's unique biography of learning, faith development, and theological education and the impact of these on their understanding of the liturgy and their liturgical practice. The learning process aims to equip professional pastoral theologians to reflect on and be responsive to the liturgical–pastoral contexts in which they work. The Department of Liturgical Studies provides the learning structure and context, while the diocese provides the teaching space and enables the participants to attend. The learning outcomes are unrelated to a specific professional or employment structure or associated with a points system, management, or career progression process. The project provides a learning process rather than a program of learning, distinguishing itself from many traditional approaches to liturgical formation. The challenge for the teaching team is to provide the participants with conceptual or theoretical material to reflect on their biographical narrative of theology and then apply this concept of biographical learning in their specific and diverse pastoral contexts. As part of the biographical learning process, participants contribute to "feedback loops" to the diocese and the teaching team. This paper does not address the competency framework for career development, employment assessment, or learning comprehension. All evaluations of professionalism, role attainment, career development, and competency are employment matters and are the purview of the Diocese of Rottenburg-Stuttgart. However, the learning process provides participants with frameworks for self-assessment and feedback loops to evaluate the teaching team, the process, and the content. [ABSTRACT FROM AUTHOR]

The engagement of UNESCO with indigenous peoples and their heritage provides insights into global norms that affect collective cultural rights, religion, and education of indigenous peoples. It also enables insights into structural and organizational challenges and opportunities indigenous peoples experience in the current world. Against this background, this paper analyzes exemplary UNESCO standard-setting documents that explicitly approach indigenous peoples. In doing so, the paper asks first, how these documents situate indigenous peoples in the context of cultural/religious diversity and education. Second, we reconstruct how UNESCO addresses the holistic education of indigenous peoples, and how does it relate to the notion of the holistic approach itself. Methodologically, the paper applies qualitative content analysis with close reading and situates UNESCO's developments in the theoretical framework of the study of religion. From this perspective, the results address ambiguities around the term "religion", when concentrated to ritual, and the possibility of convergences between universalist and holistic knowledge. [ABSTRACT FROM AUTHOR]

The resurgence of religion worldwide proved that secularization is not a de facto reality of modernity and the initial chaos that came along with the birth of postmodernity evolved into uniquely developing combinations that recognized cosmopolitan, multicultural, and hybrid (i.e., fluid and hyphenated) identities. Universal values became more instrumental than ever to connect members of hyper diverse societies while ethnocentric, nativist and exclusivist patriotism expired (and only recently starting to attract far right and white supremacist groups alone). Most Islamic revivalist movements emerging from this context have had minimal interactions with non-Muslims and influence on mainstream societies. Being in search of a solution to respond to the overwhelming effects of the West on Muslim societies, these revivalist movements could not change (and maybe contributed to) the binary positioning of Islam and the West. On the contrary, the Hizmet movement, inspired by Muhammed Fethullah Gülen and his predecessor Bediuzzaman Said Nursi, appeared in the global arena as an Islamic revivalist movement whose discourse resonated with the commonly shared universal values of every culture, ethnicity, and religion. The Hizmet movement did not position itself as an antithesis to Westernization, secularism, and modernity; the movement adopted a universalist and all-inclusive attitude, which re-introduced to the world that Islam is universal religion with the capacity to accommodate people of diversity and meet the needs of every age. This paper explores the Hizmet movement's historical, theological, and social roots as a transnational Islamic revivalist movement. It analyzes the movement's outreach across multicultural societies and its capability to adapt to a changing world through its educational and interfaith and intercultural activities across the globe. While unpacking thirty years of the Hizmet movement's activities and the contribution to the literature, the paper also addresses some of the criticisms that have emerged regarding the movement and its activities, particularly in the wake of the 2016 failed coup attempt in Turkey. It should be noted that much criticism toward the movement emerged in recent years, and the movement did not face much backlash in its early years of development. With this in mind, this paper explores the development of the Hizmet movement and how much of its initiatives rapidly left a positive mark on diverse societies around the world. The paper is thus structured chronologically, tracing the birth, growth, stagnation, and transition (or according to some collapse) of the movement. The paper, by extension, too, positions the Hizmet movement within the phenomenon of contemporary Islamic revivalism as this movement is born out of similar conditions as are other Islamic revivalist movements but taking a slightly different direction, which is that it challenges the prevailing binary 'us and them' discourses produced mostly in ethno-centric political discourses. [ABSTRACT FROM AUTHOR]

The founders of the secular Turkish Republic, the Kemalists used secular nationalist education to build a secular Turkish nation and to create their own version of modern pro-Western secular Turkish citizens. This paper argues that Turkey's current ruling party, the AKP (Justice and Development Party) has been using the same system of education to create its own desired citizens with Islamist Populist ideals. This has been done without changing the secular principles of the constitution and laws on national education since there are several constraints that would prevent AKP to have open and declared pro-Sharia changes to the law. Thus, unlike many other Islamists in the other parts of the world, the paper shows that the AKP has chosen to undermine the secularity of the system, constitution, and law in an ad hoc, gradual and undeclared fashion. The paper concludes by noting that no matter the change in political actors and their ideologies, education is monopolized by the state for political purposes. [ABSTRACT FROM AUTHOR]

Recent studies on the Buddhist threefold wisdom model and its suggested potentialities have warranted a rediscovery of the model in different historical and cultural contexts. Saichō (最澄, 766/7–822), founder of Japanese Tendai Buddhism, references the three wisdoms in his documents outlining the Tendai monastic education curriculum. Through modification of translation and analysis of related original texts by Saichō, and an interview with the current dean of the Tendai monastic education institution, this paper aims to (1) uncover Sino-Japanese history of expressions of threefold wisdom and Buddhist education, (2) clarify the content of Saichō's curriculum, and (3) examine the role of compassion in said curriculum. This paper argues that the threefold wisdom served as a foundational framework of Saichō's education; he envisioned that his graduates would develop into religious leaders of the nation who would benefit all sentient beings through their own training, preaching the Dharma, and contributing to social work. At the same time, it became clear that compassionate attitudes were considered to be fundamental to all practices of the three wisdoms at Mount Hiei, which makes Saichō's curriculum a captivating case of a theological application of the threefold wisdom. [ABSTRACT FROM AUTHOR]

This paper seeks to analyze the recent phenomenon of the development of a Matri Sena (literally, an 'Army of Holy Women') among the Matua sect of West Bengal, India. Historically known to have suffered caste-based untouchability and forced migration due to communal conflict, the Matua community's current political motivations surround the issue of 'refugeehood' and Indian citizenship. Given this background, the emergence of the Matri Sena as a complex identity among a religion–caste–gender–nation nexus is oriented towards bipartite objectives: one, to actualize the gender-egalitarian ethos that informs Matua religious foundations, and two, to claim legal citizenship status for its community members precisely through a new gendered ideology. We argue that the women gurus of the Matri Sena are able to realize their religious/political aims by fashioning themselves as mothers of an ideal family, community, and by extension, the nation. In deploying their specific gendered ideological constructions, they enact their new roles as influencers in both private and public Matua lives. In such renderings, the woman guru's mother-figure emerges as a political subject through crucial engagements with Matua religiosity on one hand, and dominant Hindu nationalist discourses on the other. In this article, we critically analyze ways in which the Matri Sena constructs a new maternal notion of religio-political power, and how such power furthers both collective Matua aspirations and contemporary national imaginations. [ABSTRACT FROM AUTHOR]

Substantial research in educational and non-educational contexts demonstrates the importance and value of volunteering broadly and among young people specifically. However, there is no research that explores volunteering from the perspectives of students in Australian Islamic schools. To fill this gap, this paper explores the motivations for, and benefits of, volunteering from the perspectives of high school students in three Australian Islamic schools (AIS). The research utilised a phenomenological qualitative approach to explore the lived experience of these students vis-à-vis volunteering. Semi-structured interviews were conducted with 26 (13 male and 13 female) high school students (HSS) (year 10 to 12) at three AIS across three states. The findings demonstrate that students were motivated to volunteer because of intrinsic religious reasons, self-satisfaction and development, altruism, knowledge and skill-based enhancement, social motives, employment-based motives, and inspiring parents' motive. The benefits include individual and societal development, enhanced involvement and belonging within mainstream society, and countering Islamophobia. [ABSTRACT FROM AUTHOR]

This essay overviews key aspects of Stratford Caldecott's idea of liberal arts education, within the Roman Catholic tradition and especially focuses on the centrality of the Eucharist in his thought. It also considers how, according to Caldecott, liberal arts education contains a kind of liturgical affordance or sympathy with the form and nature of worship (within Roman Catholicism). In so doing, this paper offers, to date, the most substantive scholarly introduction to key aspects of Caldecott's Eucharistic idea of education, within the context of the liberal arts tradition (broadly conceived). [ABSTRACT FROM AUTHOR]

Globally, Catholic universities operate in an increasingly competitive market. They tend to have a strong academic reputation in many countries and their graduates tend to do well professionally. One explanation for this success could be that many universities are selective: they may attract motivated students. In addition, it is sometimes suggested that the values emphasized in Catholic education may also play a role, including for the choice of students to attend a particular university. Whether values and the Catholic faith matter for students, or rather how much they matter, is important for the future of Catholic universities in a context of rising competition as well as pluralism, including in terms of the views held by students. After a review of broad trends in enrollment in Catholic higher education globally and regionally over the last four decades, and a discussion of some of the increasing competitive pressures Catholic (and other) universities are confronted with, this article explores some of the factors that may lead students to enroll in Catholic higher education institutions. Values and faith matter, but (not surprisingly) other factors matter more. The paper also discusses the possibility for Catholic universities to invest in service learning as an opportunity to strengthen their Catholic identity in a way that respects pluralism in the student body. [ABSTRACT FROM AUTHOR]

This study explores the complexities of mission-state and church-state relations from a micro-level perspective, asking how the missionaries, teachers, and pupils at the Lutheran Middle School in Hunan Province negotiated conflicting claims on church membership and national citizenship. However, Hunan is not a microcosm of modern China. When dealing with nationalism in a Hunanese context, it is sometimes more accurate to speak of Hunanese nationalism rather than Chinese nationalism. This micro-level case study sheds light on the general trends of changing mission-state and church-state encounters, but it also emphasizes unexpected expressions of local Christianity in a context that has not so far been given much scholarly attention. [ABSTRACT FROM AUTHOR]

This article explores the life and contributions of Dr. Olive L. Clark (1894–1989), a long-time faculty member at the fundamentalist Toronto Baptist Seminary (TBS). In the 1920s, Clark sided with the fundamentalists and became a vocal critic of the Baptist Convention of Ontario and Quebec. As the first person to receive a PhD in Classics from the University of Toronto, she was a gifted scholar. In 1928, she became one of the first faculty members at the newly-minted Toronto Baptist Seminary—operated by the prominent fundamentalist leader T. T. Shields—and remained there until her retirement thirty-eight years later. Through those years and even into retirement, she took an active role in the fundamentalist community by training pastors, publishing lesson plans and articles, speaking in various churches, and serving as co-editor of The Gospel Witness newspaper. In the process, she helped guide and shape the movement, both behind the scenes and in visible ways. [ABSTRACT FROM AUTHOR]

Specific groups of Catalan citizens, in spite of them being socially and professionally integrated, suffer the risk of exclusion or segregation on grounds of identity, one example being those who identify with Islam. This study arises from a prospective research project centred on a case study with the Catalan Muslim Women's Association. The main objective was to formulate public policy proposals on education, religion, and gender to be included in the Citizenship and Immigration Plan, through a process based on the women's participation and testimony. The study was divided into two phases: the participatory research followed by evaluation of the applicability of the resulting proposals. It was conducted through semi-structured interviews (n = 37), a discussion group (n = 21), and a round table (n = 31). Oral and textual qualitative data were gathered and analysed using the Ivàlua logical framework. Results for education policy urge the creation of a new professional specialist mediating between all actors. Those for religion call for public spaces for religious practice. In relation to gender, participants continued to demand policies that do not discriminate against Muslim women. In summary, religion is a resource that supports identities, beliefs, and practices, with both empowering and disempowering effects. [ABSTRACT FROM AUTHOR]

The text explores the educational activities of French Roman Catholic missions in the nineteenth century, as they evolved from serving local Catholic needs to becoming crucial assets in advancing France's religious–cultural influences and the Holy See's efforts to unify Eastern Christian Churches under Rome. Focused on the Mission d'Orient, initiated during Pius IX's papacy, this study delves into the Assumptionists' educational activities in the Ottoman Empire (1863–1914), which aimed to inculturate the Christian communities of the Ottoman Empire, achieve union with Rome, and build a bridge of knowledge between the Ottoman Orient and Europe. Employing a transnational historical approach, this research utilizes primary sources from the Holy See and the Assumptionist Order, examining religious and educational interactions with Ottoman millets. This article argues that Assumptionist institutions succeeded in inculturation and acted as bridges for cultural exchange. The context includes the French protectorate of the Ottoman Empire, the protégé system, and the Capitulations of 1740, demonstrating the Holy See's use of political and religious alliances. The Assumptionists, influential in advancing the Holy See's interests, are studied regarding their engagement in France and the Orient. Despite valuable insights from existing research, this article seeks to fill gaps by using Assumptionists as a case study, exploring the specific impacts of their education on various religious groups within the context of France's religious–cultural imperialism. [ABSTRACT FROM AUTHOR]

The concept of human dignity postulates that every individual inherently possesses intrinsic worth. This means that upholding human dignity demands an end to war and violence. Rooted in Catholic social teachings, human life is sacred, and the dignity of the human being is the foundation of a moral vision for society. This becomes instrumental in educating students about the imperative nature of respect, empathy and compassion towards all, irrespective of sociocultural backgrounds and individual beliefs. Given the profound implications held by the concept of human dignity, through their influence on their students, Catholic educational institutions can wield substantial influence in fostering peacebuilding initiatives and mitigating conflict. This research article presents a comparative study between California and Slovenia, highlighting variations in the autonomy of Catholic high schools in terms of teaching and curriculum development and implementation. Qualitative research into private Catholic high schools in these two states shows that those with greater autonomy tend to foster a more comprehensive grasp of human dignity. These schools also demonstrate students' enhanced ability to swiftly detect violations of human dignity, even when such breaches are not immediately evident. These observations emphasise the crucial role Catholic educational settings thereby play in the realm of peacebuilding and conflict deterrence, underscoring the need to embed a profound comprehension of human dignity in the educational framework. [ABSTRACT FROM AUTHOR]

(1) Background: The purpose of this study is to present a scale for the assessment of interreligious competence (IRC) and to make a first descriptive appraisal of future educators, focused on their capacity to cope with conflicts. (2) Results: The relationship between IRC and strategies to cope with conflict is noteworthy. Significant correlations have been found between interreligious competence and coping strategies, mainly in emotional IRC. (3) Methods: A survey study included 1175 undergraduate students in educational science. Descriptive, correlational, and regression analyses were performed. (4) Conclusions: The IRC scale received empirical support regarding its validity and reliability and contributes to the repertoire of assessment tools which facilitate quantitative analysis of IRC. The results demonstrate that one's ability to manage the emotional climate that arises from conflict and interaction with others is in part explained by three types of coping associated with emotional IRC. Coping with conflicts due to involving individuals from different backgrounds, particularly in terms of religion, requires a multifaceted and culturally competent approach. Developing interreligious competence is crucial in fostering understanding, mitigating tensions, and promoting emotional and harmonious coexistence. [ABSTRACT FROM AUTHOR]

While it is well established now that the middle passage did not entirely separate Africans who were forcibly brought to the Americas from their home cultures and traditions, these connections are often studied and understood in the form of survivals or ancestral memory. This paper argues that in major urban centers in Brazil until around the time of World War I, West Africans not only managed to recreate Islamic communities and intellectual traditions, but maintained important contacts with their homelands. In much the same way that scholars have argued that the Sahara constituted an avenue of exchange and connection between North Africa and Bilad al-Sudan, I argue here that the Atlantic Ocean was not an insurmountable barrier but provided opportunities for African Muslims to extend the traditions of Bilad al-Sudan into Brazil—albeit to a much lesser extent. [ABSTRACT FROM AUTHOR]

The impetus for this paper came from our experiences as learner-teachers of re-considering the epistemological and ontological roots of our undergraduate-nursing curriculum. It began as an earnest dialogue regarding particular aspects of first year undergraduate-nursing theory content, specifically, caring and compassion, self-concept and nursing identity, spirituality and culture, a simple question--how could we better engage first year nursing students with what they frequently considered to be "abstract" and "soft" concepts? An organic need to be "good teachers" and introduce learners to fundamental concepts in nursing, and have them understand, in meaningful ways, the complexity of "caring and compassion" with respect to what it is that nurses do, think, and enact. To this end, we enlisted Relational Inquiry, as articulated by Gweneth Hartrick Doane and Colleen Varcoe, as a means of creating an epistemological and ontological foundation for our teaching practice in order to better support the development of critically reflective, community orientated, caring relational practitioners. Initially, we thought relational inquiry was an epistemological endeavor and found that it is an ontological undertaking. We discovered that practicing from a relational caring perspective shifted our focus from the content to the student as a developing practitioner and human being. Through the process of re-imagining our teaching practice, we have begun to re-consider the importance of "attending to the spirit" of nursing students. [ABSTRACT FROM AUTHOR]

Contemporary philosophy of religion is often focused, at a theoretical level, on the epistemic value of religious doctrines, and at a practical level, on the possible impact of organized religion on secular society and politics. However, the cultic dimension of religion, such as prayer, religious service, ascetic practices, and other rituals, is considered as completely "irrational" and incomprehensible from a secular perspective and therefore often neglected by postmodern philosophy. The paper intends to call into question this rather simplistic interpretation by retracing the historical origins of the devaluation of religious symbolism in occidental thought, which culminates in Kant's philosophy of religion. We then shall analyze to what extent certain paradoxical aspects of Habermas' view on religion can be interpreted as consequences of the dilemma brought about by the Kantian dichotomy between man as moral subject and man as natural, sensible being. In a third step, we shall develop an alternative, phenomenological interpretation, which does not consider religious practice as a primitive, irrational phenomenon but as a proto-ethical schematism that aims at integrating the sphere of pure practical reason into the rhythmic structure of living, embodied consciousness. [ABSTRACT FROM AUTHOR]

Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients' spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author's creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. [ABSTRACT FROM AUTHOR]

This paper analyzes critiques of the supernatural by John Dewey, a celebrated American philosopher. Dewey rejected the supernatural on scientific and cosmological grounds, but his most significant critique was made on political grounds. In A Common Faith and other writings, Dewey suggests that supernaturalism erodes democracy by promoting a dualism between religion and science which depreciates the social values that religion originally promoted. Dewey's claims are contextualized and then tested with reference to teaching supernaturalism in a university classroom. The author explains how the study of magic and supernatural mythologies can address real-world issues, turning attention squarely towards (not away from) history. This paper thus presents a counter-possibility: Can appreciation of the supernatural operate as a catalyst for intercultural learning and social empathy? Examples are given. A discussion of the civic function of wonder follows. [ABSTRACT FROM AUTHOR]

This paper aims to study the historic and sociological context of philosophic-spiritual conversions through several case studies from late Hellenism (2nd to 5th c. AD). In the History of Religion, spiritual initiatory experiences have been thought of as a key factor to understand the development of a belief; from Arthur D. Nock to modern times, there have been considerable attempts made at defining the concept of conversion as a part of the human psyche. This study will examine biographies of charismatic teachers of Greco-Roman higher education (παιδεία); specifically, some passages in which philosophic-spiritual initiatory experiences are described. In addition, they will be put in parallel with other passages in which the powerful charismatic personality of the teachers can be grasped, i.e., the main trigger of conversion. One of the more significant findings to emerge from this study is the importance of a charismatic master for a philosophic-spiritual experience to take place. In conclusion, late antique biographical sources must be re-examined in search for "the personal" without forgetting that, in this literary context, religious, philosophical, educational, and spiritual experiences can be encountered. [ABSTRACT FROM AUTHOR]

This study explores responsibility for inclusion, a notion rooted in the belief and practices of various religions. It draws on the thoughts of Emmanuel Levinas, Hannah Arendt and Paolo Freire, all of whom were greatly influenced by their religious tradition. Ten qualitative interviews were performed with senior school leaders. Data were interpreted through thematic analysis, and the results show that inclusion starts from the self who welcomes the other. Inclusion of students with severe disabilities, especially with severe autism, remains problematic at schools in Malta, and headteachers seem to struggle to implement inclusive values and attitudes. Successful methods for better inclusion include collaboration of all school community members, the involvement of students in decision making, participation of all students in school events without any discrimination, the Peer Preparation Programme and the buddy system. [ABSTRACT FROM AUTHOR]

The question of heroism and heroic virtue belongs among the most discussed topics in history. It emerges as a recurring theme, mainly in the context of an imminent military danger provoking horror and fear which an individual must resist. This is precisely why heroism was a subject of Nazi propaganda in the past, when it was associated with an irrational willingness to sacrifice one's own life for any value. In the context of the current war turmoil and tenebrous scenarios regarding the future of the humanity, this article poses the following question: what exactly is heroic virtue? In particular, it focuses on the image of heroism presented by Josef Pieper, who followed the line of thinking of Aristotle and Thomas Aquinas. He wanted to demonstrate how the courage to face injustice, in spite of imminent danger, develops into heroism when the power of hope is mobilised within individuals. This refers not only to the natural hope associated with our common expectations, but also a mystical hope that helps a hero maintain justice even when face-to-face with the predominance of evil until the end. The article concludes by proposing several motives that might be considered in the process of education to heroic virtue. [ABSTRACT FROM AUTHOR]

After the Communist coup in February 1948, all areas of society in Czechoslovakia were indoctrinated by the ideology of Marxism–Leninism. The Christian Churches became the biggest internal enemies of the state, since, especially in Slovakia, they had a strong tradition and numerous representations. The government tracked representatives and members of the Church and controlled all their activities. The activities of religious orders were prohibited, which de facto abolished them. The only possibility of their preservation was to continue the life, education and work of individual orders in secret. Our goal was to examine how the Salesian order survived in this situation; specifically, we focused on the forms of formation and illegal study of the Salesians during the totalitarian regime. Research in these activities is rather demanding, since they could not be documented for security reasons. So-called memoir literature, the oral history method, and private archival sources were used in the research. Despite the fact that it seems that religious orders would not survive in this historical situation, the opposite was true: in the period of persecution, the orders were not only able to survive, but also raised a new generation that ensured their continuity and the continuation of their activities. [ABSTRACT FROM AUTHOR]

This article takes up the matter of Paul's education and explores it within the Roman world of education. In order to do this, the article draws upon and contributes to reception historical studies of Paul. More specifically, the article illustrates the flexibility of Paul's education as it is described in his letters, the Acts of the Apostles, and the Acts of Paul. While Paul downplays his education in several autobiographical statements within his letters, his letters nevertheless suggest that Paul received a high level of education. The Acts of the Apostles further contributes to an early Christian portrayal of Paul as an educated figure by giving readers a Paul who speaks eloquently and presents a controversial message that can be narrated with reference to both Jewish scripture and to Graeco-Roman philosophy. The Acts of Paul presents Paul as a persuasive speaker, but the speeches contained within this narrative are generally of a more concise nature. On the other hand, the Acts of Paul presents Paul as a writer who can read and respond eloquently to highly disputed queries from other groups of believers. These texts coalesce in depicting a Paul who is well educated, but they differ in their depictions of how his education was evident in his life. [ABSTRACT FROM AUTHOR]

Beginning with the anthropology of Teilhard de Chardin, this paper explores the need to reimagine education in light of an evolutionary cosmos. Teilhard understood the human person as deeply involved in the meaning-making processes of the cosmos, and as co-creators with God in evolution. To progress the human person must choose organization over entropy and develop a deep rooted "zest" for her own evolution. The classroom can provide an important space that allows the student to develop this zest for her own evolution by providing the student with the opportunity to envision the ways in which her own life contributes to the evolution of the world and the life of God. Religious educators and educational systems have the unique task of cultivating spaces in which students are invited to realize their own energetic centers of creativity and how this energy can be used to co-create an evolving world. Through the development of a Teilhardian pedagogy students can ultimately embrace a deeper sense of "wholeness" as God's presence in an evolving world. [ABSTRACT FROM AUTHOR]

In this paper, I explore how India's complex regime of control and management of religious institutions and communities—ironically, particularly Hindu institutions—influences the capacity of these institutions to promote various dimensions of human flourishing and socio-economic uplift among the most marginalized. In addition, I provide an overview of India's highly varied landscape when it comes to the freedom of religious institutions from state control, and in particular discuss how some minority religious institutions experience fewer government constraints on some aspects of their freedom to self-identify and self-govern, especially when compared to some majority institutions, such as Hindu temples. Although some minority institutions still face constraints on certain aspects of their operations, the freedom they have to manage their internal affairs can, at times, translate into greater agility and the ability to innovate and flourish in the context of 21st-century India. [ABSTRACT FROM AUTHOR]

Australian Muslim women are far more likely to be the target of Islamophobic attacks than men, and common narratives often paint Muslim women merely as victims of Islamophobia. This article takes a new approach and considers how Muslim women may counter Islamophobia and the various audiences they must contend with in their work. Using de Koning's interpellation framework, this research investigates why Australian Muslim women believe gender matters in public countering Islamophobia work and proposes new developments to the framework based on the way Australian Muslim women must mediate the ascriptions of both non-Muslims and Muslim men. This research draws on in-depth interviews with Sunni, Shi'i, and Ahmadiyya women from around Australia who are active in public countering Islamophobia education initiatives. [ABSTRACT FROM AUTHOR]

In 2010, Padma Anagol argued that the first modern feminists in India were Christian women, women such as Laxmibai Tilak and Pandita Ramabai. Using Anagol's definition of feminism as "a theory and practice which presented a challenge to the subordination of women in society and attempted to redress the balance of power between the sexes," this article shows how feminist consciousness was cultivated in Christian schools, churches, hospitals, and organizations in late-nineteenth-century China. Kwok Pui Lan pointed out in 1992 that Christians were the first women in China to band together to fight women's oppression; however, like so many of the claims made about women in global Christianity, this one has not yet been fully appreciated by historians and missiologists. I show how mission schools gave girls access to new models of personhood and womanhood. Likewise, Christian scriptures, churches, and voluntary societies such as the WCTU and YWCA provided space to reflect on gender identity and activism. Through all these avenues, a modest version of Christian feminism was cultivated in China decades before the secular women's movement began in 1900. [ABSTRACT FROM AUTHOR]

This paper examines the interaction of education for both Blacks and Whites in all major religious groups on four key political issues: Abortion, gay marriage, feelings toward redistribution, and political party identification. We find that for most Blacks, race is the most salient factor across all four political dimensions; whereas there is significant variation by religion and education for Whites, there is very little difference for Blacks. As previous research has noted, Blacks are generally more conservative on gay marriage and Blacks are generally positive about redistribution, much more so than most Whites regardless of education and religion. We find education is more liberating to Whites than Blacks. The only issue for which education has significant effects for Blacks is abortion, but even in this case, unlike for Whites, there are not large religious differences among Blacks. This study corroborates previous research that abortion and gay marriage are less politically central to Blacks, who at all education levels are more likely to be Democrat than the most Democrat identified Whites. [ABSTRACT FROM AUTHOR]

The current literature on Christian mission universities in Modern China (1840–1949) pays specific attention to their efforts to adapt to the intellectual and political context of their time. Through extensive archival works, we contribute to this research orientation by documenting the academic activities of the first Catholic university in China, Université l'Aurore (1903–1952) in Shanghai. Established and managed by the French Jesuits, Université l'Aurore exemplified the mission's tradition of evangelization through science education. Its pedagogical arrangements, selection of teachers, and moral education showed high levels of professionalism and almost no religious influence. The Jesuits, who took as their motto, "to find God in all things", believed that their scientific excellence could indirectly promote the Catholic spirit among future Chinese intellectuals and elites. Thanks to their strategy of indirect evangelization, not only did Université l'Aurore survive in a period when the government imposed draconic restrictions on mission entities in the name of "educational sovereignty", it also contributed to the modernization of China's education and society. [ABSTRACT FROM AUTHOR]

The lockdown of society arising out of COVID-19 can be viewed as a microscope exposing the existential conditions and challenges of young people's lives and their manner of dealing with crises. This study employs a qualitative research methodology using semi-structured interviews of 19 young people, aged 16–17 years, after the second COVID-19 lockdown in Denmark, March 2021. An analytical strategy was applied using reflexive methodology taking concepts from Søren Kierkegaard, Martin Buber, and Martin Heidegger to interpret the participants' experiences of existential themes important to them, such as identity. Drawing on Kierkegaard's idea of different "interpretive spheres" of life, we suggest that crisis revealed a disruption of the young peoples' performance-oriented approach to life that made it possible to reflect and relate to themselves through aesthetic, ethical and self-transcending spheres. We suggest that the relationship to the other—as an ethical obligation, as an affective Being-with, and as something bigger than themselves—is crucial to the ways in which young people handle and relate to existential challenges and the experience of being and becoming themselves. The findings contribute to education and well-being, pointing out mental challenges among young people and stressing an existential focus as a priority in educational practice. [ABSTRACT FROM AUTHOR]

Although Muslim leadership in Britain has long been the focus of scholarly attention, discussion has tended to prioritise "official" Muslim leaders (Birt 2006; Geaves 2008; Ahmad and Evergeti 2010). However, what constitutes a "Muslim leader" is increasingly contested, revealing instead a diversity of authoritative 'claim makers' and representative positions (Jones et al. 2015). These contestations were a recurring theme throughout the Leadership, Authority and Representation in British Muslim Communities conference (Gilliat-Ray and Timol 2019). Building upon these debates, this article considers how Muslim teachers can be considered Muslim leaders within their local contexts. This paper draws on qualitative research with 21 'Muslim RE teachers' across England to consider how their experience and positioning as 'role models' for Muslim and non-Muslim pupils brought considerable influence to represent Muslims, affect school policy and practice, and shape "official" Islamic discourses in their local communities. I argue that their experience reflects what can be considered as 'Muslim leadership' on the broader scholarly terrain, but as a form of 'tactical' Muslim leadership by virtue of existing within the confines of "secular" institutions. As such, this article concludes by calling for the recognition of Muslim leadership beyond national, 'strategic' forms to more 'tactical', contextually bounded cases. [ABSTRACT FROM AUTHOR]

Recent research on student epistemology has shifted from seeing epistemology as a stable entity possessed by individuals to a collection of more situated cognitive resources that individuals may employ differently depending on the context. Much of this research has focused on the explicit beliefs students maintain about the nature of knowledge. This paper uses data from Jewish religious chumash (Bible) study to examine how students' conceptions of biblical truth are grounded in the particular forms of chumash study they engage in. Using data from clinical interviews with Orthodox Jewish Bible students, we argue that, in relation to the biblical text, questions of truth are functionally meaningless; that is, they are irrelevant to the implicit epistemology embedded in the practice of chumash study. Because of this, students were unable to coherently answer questions about the truth-value of the biblical text, even while engaging in sophisticated reasoning about its literary character. This has implications for how religious schools and teachers approach religious study of traditional texts. [ABSTRACT FROM AUTHOR]

Indigenous dispossession and environmental devastation are intertwined outcomes of settler colonialism's cycle of violence. However, indigenous people continue to draw from cultural and spiritual teachings to resist such forms of violence, and engage in what Leanne Simpson calls "radical resurgence." Our paper analyzes the Yakama elders' teachings about Tma'áakni (Respect), to examine principles and forms of indigenous resistance and resurgence, demonstrated by indigenous students in support of the NoDAPL(No Dakota Access PipeLine) movement. Elders' teachings, which are rooted in spiritual traditions held by indigenous peoples since time immemorial, are useful for understanding and articulating the importance of the contemporary indigenous student activism. We assert that indigenous people, drawing from intergenerational forms of teaching and learning, provide systemic alternatives that can simultaneously protect the sacred, and heal social and ecological devastations by reclaiming indigenous cultural teachings and traditions that resist settler colonial paradigms. [ABSTRACT FROM AUTHOR]

Many, especially in the West, have long argued against state religious establishments on the ethical grounds of the rights of freedom of conscience and personal autonomy. Situating the question of religious establishment within the field of Religion and Security—an important and growing aspect of the Religious Studies discipline—allows for new interpretive possibilities. This paper explores the impact of religious disestablishment on the state's task of provisioning security from violent religious extremism. Could it be that states which have disestablished a formal or deeply embedded informal tie with religion are less able to provide security to their citizenry? I examine this question and develop the contention that religious disestablishment in the West has actually harmed the state's capacity to deal effectively with violent religious extremism. In turn, this finding requires us to reconsider the normative bases of strict church/state separation and provides one element within a range of arguments for what I label 'weak disestablishment.' [ABSTRACT FROM AUTHOR]

The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as 'institutional habitus'. [ABSTRACT FROM AUTHOR]

In the post-World War II era, Sōka Gakkai has deployed the terminology and concept of "religion" (shūkyō 宗教) in a variety of contexts and to a variety of ends. Do these positions simply reflect a post-war strategic stance? Do they have deeper historical and philosophical roots? A careful reading of key texts by founding president Makiguchi Tsunesaburō 牧口常三郎 (1871–1944) suggests that, from its inception as the Value-Creating Education Society (Sōka Kyōiku Gakkai 創価教育学会) in the 1930s, the movement has occupied an ambiguous space, relative to the conceptualization and practice of "religion", as these were imported at the start of the Meiji Era (1868–1912), adopted and indigenized to respond to the cultural, social and political exigencies of modernizing Japan. Examples of Makiguchi's heterodoxy, relative to the established understanding of "religion" and its role, include: the rejection of specific ideas of "religion", in relation to education and science, as represented in the writings of such intellectuals as Inoue Tetsujirō 井上哲次郎 and Ishiwara Atsushi 石原純; refusal to accept the official definition of Shintō as non-religion; positing an essential continuity between faith/trust among human subjects and faith directed at ideas and objects typically considered "religious"; promoting the idea of worldly benefit, as a result of faith in and practice of "religion". A careful reading of Makiguchi's complex, and often heterodox, discourse, relative to the conceptual category of "religion", can frame a more nuanced interpretation of his ultimate heterodoxy—his rejection of the Ise Shrine amulet, an act for which he was arrested and confined to prison in July 1943. It can also clarify the basis for the Sōka Gakkai's post-war deployments of the concept of religion, and create a more flexible and expansive interpretative space for considering the organization's discourse and praxis in the post-war era. [ABSTRACT FROM AUTHOR]

A major goal of ideological education in China is to promote loyalty to the party-state and to instill atheism among the people. How effective is this ideological education? This article examines the relationship between education and trust in government and trust in religion using data from the 2010 Chinese General Social Survey. We find that education is negatively associated with trust in government, while positively related to trust in religion. Our findings suggest that policies aimed at displacing religion in favor of the Communist ideology have largely failed to shape the public mindset; rather, the more educated, the more people tend to trust religion instead of the government. [ABSTRACT FROM AUTHOR]

This essay is adapted from a plenary talk the author gave at the "Growing Apart: The Implications of Economic Inequality" interdisciplinary conference at Boston College on 9 April 2016, as well as portions of his book Cut Loose: Jobless and Hopeless in an Unfair Economy, a sociological ethnography based on interviews and observations of unemployed autoworkers in Detroit, Michigan, andWindsor, Canada, during and after the Great Recession. The essay discusses four themes from this research. First, it provides a sociological understanding of how long-term unemployment and economic inequality are experienced by today's less advantaged workers. Second, it illustrates how social policy can improve their circumstances. Third, it examines the limits of policy, and how dealing with inequality also requires changing the broader culture. Fourth, it makes the case for one possible approach to bring about that cultural change: a morality of grace. [ABSTRACT FROM AUTHOR]

This essay examines how the United States Military Academy at West Point developed an explicitly "federal" Christianity to help train the antebellum officers of the United States Army. It begins by examining how the Episcopal Church was quietly "established" at West Point, and how the church allied with the federal government and US Army to encourage a potent Christian nationalism that collapsed the sovereignty of the United States into the sovereignty of God. The case ofWest Point illustrates how federal officials, Army leaders, and Academy administrators understood religion as a central component of national security. [ABSTRACT FROM AUTHOR]

Spirituality is considered a dimension of nursing care, which is often recognized as being neglected, mainly due to a lack of education. Several studies have addressed nursing students' perceptions and skills for providing spiritual care, but there is little evidence on how spirituality is addressed in undergraduate nursing curricula. This study comprised Portuguese and Brazilian nursing schools (from São Paulo) and describes how spirituality is addressed in undergraduate nursing curricula. It is descriptive and the survey research was performed in 2014-2015. The questionnaire was composed of closed and open-ended questions and was sent by e-mail. A total of 129 answers were obtained, mostly from Portugal. Results indicated that several curricular units include spirituality, although having different contents. The learning outcomes are consistent with improving nursing students' integral education, developing the clinical reasoning regarding spirituality, and improving the assessment of the patient across the life span. Nevertheless, it seems that spirituality is poorly addressed in clinical practice. Few nursing schools have courses or curricular units specifically dealing with spirituality, but they do provide some form of teaching on the subject. No standard curriculum exists, but teachers believe that it is a very important subject that should be included in the courses taught. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine Turkish nursing students' knowledge, practices and perceptions of spirituality and spiritual care and to investigate the relationship between their perceptions and their demographics. This study was a descriptive survey conducted at a nursing school providing degree-level education in the city of Manisa, in the western part of Turkey. The sample of the study consisted of the 400 nursing students. A nursing student sociodemographic form, a form on nursing students' knowledge and practices of spirituality and spiritual care, and the Spirituality and Spiritual Care Rating Scale were used to collect the data. Half of the students could meet patients' or individuals' spiritual needs, and the spiritual care that they gave was most frequently listening, empathy, and psychological support. The research findings were that nursing students' perceptions of spirituality and spiritual care were "sufficiently" although not "very sufficiently" defined. Being female, being in the second year of education and seeing spiritual care education as necessary were determinants of their perceptions of spirituality and spiritual care. [ABSTRACT FROM AUTHOR]

This article explores the place of conscience in higher education. It begins by reconstructing the place of conscience in Augustine's thought, drawing on Augustine's reading of Genesis 3, the Psalms, and his own spiritual journey. Its basic aim is to clarify Augustine's account of conscience as self-judgment, identifying the conditions under which self-judgment occurs. After identifying these conditions it addresses the question: does conscience still have a place in modern higher education? It acknowledges the real limitations and obstacles to moral education when pursued in the context of the modern research university. However, it also argues that moral education proceeds in stages, and that educators can anticipate and clear a way for the place of conscience--though not, of course, without reliance on the movement of grace. [ABSTRACT FROM AUTHOR]

In this article, I explore a pedagogical strategy for teaching Augustine's Confessions to undergraduate students, which involves a final essay assignment. In the assignment, students compose their own "confessions" at the end of the term that employs Augustine's Confessions as a roadmap for rigorous self-reflection. Like Augustine, they must employ a creative literary frame, without duplicating his rhetorical technique of framing his autobiography as a prayer to God. Moreover, they must reflect on the salient questions, key people, pivotal moments that have shaped them, and analyze their shifts in worldviews. The assignment aims to demystify Augustine and to reinforce the evolving nature of the self as it moves through time and absorbs new ideas and experiences, as well as helping students begin to formulate a coherent and constructive life narrative [ABSTRACT FROM AUTHOR]

Comenius is considered by many scholars to be the father of modern education, a title that he has thoroughly earned. His ideas about universal education for all children foreshadowed modern pedagogical developments, and he dedicated more than forty years of his life to reforming education and society. The question guiding this research was: Why was Comenius so dedicated to reform efforts, and why were his ideas about education so peculiar for his time? Through a review of existing scholarship and Comenius' own writing, namely the Labyrinth, Didactic, and the Orbis Pictus, it became clear that Comenius was inspired by the millenarian ideology prevalent during the fifteenth through the seventeenth centuries in Europe as well as the effects that the turbulence of the seventeenth century had on his own life. These factors also led Comenius to believe that educational reform was the key to unlocking Pansophy, which would incite the Millennium, the golden age of peace and prosperity that would precede the second coming of Christ and the final judgement of God. [ABSTRACT FROM AUTHOR]

A significant challenge facing leaders of Catholic schools in Ireland today is to ensure an appreciation for, and understanding of, the Catholic identity of the school among members of staff. A first aim of this research project was to create a 'vital idea' to re-present Christian faith to people working in Catholic schools, in a way that might resonate with the real world of teaching and learning and with their own lives. Drawing from Fratelli Tutti), we used the phrase 'A Love that impels towards communion' as the 'vital idea'. A second aim was to present it to principals of second-level Catholic schools and garner their responses to it. We did this with twelve principals, using a focus group methodology. We first explained the thinking behind the 'vital idea', and then gathered their responses to it. The reaction of the principals was favourable. It made sense to them personally and chimed with much of what they are doing professionally. However, the word 'communion' was found not to be helpful. A further finding relates to values: while the values in the 'vital idea' were embraced and talked about easily, there was little explicit reference to God, the source of those values. [ABSTRACT FROM AUTHOR]

This research is a critical approach to the emergence of community pantries during the COVID-19 pandemic as at-once contestatory and transformative narratives, foregrounding the Filipino poor's experience of hunger, suffering, and marginality, while also highlighting their collective hope for a better world. I began by exploring the emergence of the community pantry in the Philippines, which was prompted by the government's inadequate response to the plight of the hungry poor due to prolonged mandatory lockdown in the National Capital Region. I then turned to Emmanuel Levinas' concept of hunger as the basis for the ethical giving displayed in the community pantries, which is a symbolic arena where leadership is questioned and the marginalized voices of the hungry poor are both mainstreamed and articulated. I brought ethical giving into relation with the Jewish concept of Tikkun Olam as the platform for the possibility of healing wounded relations. I constructed a particular weave between the community pantry and the Filipinos' shared experiences of hunger that touches on the ethical that can create liberating spaces for collective hope. In conclusion, I argue that this study is valuable for confronting unexamined assumptions of the relationship between hunger, healing, and hope for critical pedagogy and critical spirituality, which can have significant philosophical and theological implications. [ABSTRACT FROM AUTHOR]