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Several studies indicate that insufficient education on sexual matters in schools is a contributing factor to the engagement of teenagers in sexual deviant behaviors. Another contributing factor to sexual deviance in teenagers is their experience as victims of sexual abuse, parental violence, and coming from broken homes. These factors might promote the development of sexual dysfunction, particularly in suburban regions. The objective of this study is to provide a detailed account of the sexual knowledge and sexual behavior of teenagers attending schools in suburban settings. The researcher selected two schools in Deli Serdang Regency, one being a public school and the other a religious school, both with distinct educational system histories. This research methodology employs a quantitative study design utilizing a survey-based technique. The public school sample consisted of 74 respondents, whereas the religious school sample consisted of 91 respondents. The research data were gathered by a questionnaire and analyzed using the SPSS version 22 software. The findings demonstrated that sexual education in religious schools can significantly mitigate the occurrence of sexual aberrations in comparison to public schools. Meanwhile, teenagers attending public schools view engaging in physical touch while dating as a favorable activity. This contrasts with teenagers attending religious schools, where the emphasis is on instilling stronger religious ideals in order to restrict romantic relationships during adolescence. Beberapa penelitian menyebutkan bahwa kurangnya pengetahuan tentang seks di sekolah menjadi salah satu sebab remaja melakukan penyimpangan seksual. Faktor lain yang memiliki korelasi dengan penyimpangann seksual adalah para remaja tersebut merupakan korban kekerasan seksual, kekerasan orang tua, dan latar belakang dari keluarga broken home yang kemudian memicu munculnya disfungsi seksual di wilayah sub urban. Penelitian ini bertujuan untuk mendeskripsikan bagaimana pengetahuan seks dan perilaku seksual remaja di sekolah yang terletak di wilayah sub urban. Peneliti memilih dua sekolah dengan latar belakang sistem pendidikan yang berbeda, yaitu sekolah umum dan sekolah agama di Kabupaten Deli, Serdang. Metode penelitian ini menggunakan penelitian kuantitatif dengan pendekatan survey. Jumlah sampel sekolah umum sebanyak 74 responden, dan sampel sekolah agama sebanyak 91 responden. Data penelitian dikumpulkan menggunakan angket, dan diolah menggunakan program SPSS versi 22. Hasil penelitian menunjukkan bahwa pengetahuan tentang seks di sekolah agama secara efektif dapat mencegah munculnya penyimpangan seks dibandingkan dengan sekolah umum. Sedangkan remaja di sekolah umum menganggap pacaran dengan melakukan kontak fisik merupakan suatu aktivitas positif. Hal ini berbeda dengan remaja di sekolah agama yang lebih menanamkan nilai-nilai agama untuk membatasi hubungan berpacaran di usia remaja.

Background. In the post-revolutionary years, the traditions of spiritual and moral education and upbringing of Stavropol-Togliatti, accumulated over the first two centuries of its history, were lost. But they did not disappear forever. Modern historians have done a lot to reconstruct them. Traditions of religious education already existed in pre-revolutionary Stavropol-on-Volga, and it was largely thanks to this that its revival in Tolyatti in the late 80s of 20th century became possible. The article analyzes the state of Orthodox religious education in Tolyatti in 1989–2013 in educational secular institutions of a religious orienta-tion. The purpose of the study is based on a comprehensive analysis of the situation and ac-tivities of educational secular institutions of a religious orientation in Tolyatti in 1989–2013 explore their formation and development, find out the reasons for the success of some and the closure or reorganization of others. Materials and methods. The implementation of re-search tasks was achieved through the use of documents extracted from the funds of the current archive of the Samara Diocesan Administration, the municipal government institu-tion “Togliatti Archive”, and the personal archive of the author. The research methodology includes a method of document analysis and a statistical method, the significance of which is obvious for the analysis of data related to the financing of the activities of educational secular institutions of a religious orientation in 1989–2013. When working with periodical press materials, the method of synchronous comparison with documentary material was used. Results. The state of religious education in Tolyatti in 1989–2013 was studied in edu-cational secular institutions of a religious orientation. Conclusions. Since 1989, the Russian Orthodox Church in Togliatti has gone beyond the church walls and actively carried out its extra-liturgical activities, including educational activities, in secular educational institu-tions. The local Orthodox Church tried to integrate into the state system, including in the field of education, and to receive all possible preferences in the field of spiritual educa-tion, and, as the largest denomination in Russia, to further expand its influence. In 1989–2013 Spiritual and moral education in educational secular institutions of a religious orienta-tion in Togliatti was an inseparable part of the education and upbringing of the younger generation and formed a single whole with it. The development of Orthodox religious edu-cation in Togliatti in educational secular institutions with a religious orientation contributed to strengthening the position of the Russian Orthodox Church. Without material support from state and municipal structures, this activity would not be feasible. The study of spir-itual and moral education in educational secular institutions of a religious orientation makes it possible to understand the role of the Russian Orthodox Church in this process, to aban-don stereotypes in assessing the role and place of the clergy and the Russian Orthodox Church in public life, and to identify new directions in the further study of the scientific problem.

Abstract Religious schools are institutions for teaching Islamic sciences. Nowadays, many religious schools in Tehran, which were built during the Qajar period, have been destroyed due to natural erosion and urban expansion. Since there is no comprehensive research on the conservation and revitalization of these schools, the present study aims to model the value revitalization of Qajar religious schools in Tehran. The present research is a mixed-methods study (a qualitative-quantitative study using a simulation). The data required are collected using a questionnaire. The statistical population includes school teachers who complete the structured questionnaire after visiting the schools through a virtual tour. The teachers are selected using a random sampling technique and the sample size (number of participated teachers) is 948. The sampling adequacy is confirmed with the KMO test. The reliability and validity of the questionnaire are also verified by Cronbach's alpha and the model fit index, respectively. The data are analyzed by modeling and path analysis in SPSS and AMOS software. Research results show that architectural phenomena (i.e., independent variable), through value conservation (i.e., mediator variable), have the most significant effect on the value revitalization (i.e., dependent variable) of Qajar religious schools in Tehran. Also, the path analysis shows three essential relations with a large effect size in the model: (1) The conservation of compound values influenced by social interactions in the building revitalizes the semi-tangible aesthetic factor of the building; (2) The conservation of physical values influenced by the building structure revitalizes the tangible aesthetic factor of the building; and (3) The conservation of semantic values influenced by the moral values of the building revitalizes the intangible aesthetic and educational factors of the building. In value revitalization, two basic aesthetic and educational factors play the most important role because they do not influence any other variable while all variables influence them.

The problem of large-scale migration of British and Irish Catholics to continental Europe in the 16th—18th centuries is investigated. The relevance of the study is due to the fact that the religious schools of Catholics in Europe were seen as examples of pious communities, the foundations on which the emerging traditions of religious tolerance, stability and commercial prosperity were built in England. It is noted that this fueled the arguments of the supporters of liberal religious reforms in the UK in the 19th century. The novelty of the study is seen in the fact that the study of the movement of Catholics to Europe makes it possible to reveal the degree of influence of religious schools on British politics and public opinion, to understand how the expatriate community in exile functioned, adapted and communicated. Migration has been proven to be most intense during the Elizabethan period and early Stuart reign, but its impact on religious life in Britain and Ireland was felt over a longer period, until the end of the 18th century. The authors conclude that for Catholics who remained in England, religious institutions in Europe were not only a source of supply of missionary priests and religious literature, but also a link with the continental Counter-Reformation.

The article analyzes the famous Tatar scholar, teacher, enlightener, and public figure Riza Fakhreddin’s opinion on Muslim national and religious schools. Fakh-reddin’s publications published in the Tatar periodical in 1913–1914 served as a source for writing the work. In 1913, Mufti M.Sultanov received an official letter from the Department for Foreign Confessions of the Ministry of Internal Affairs of Russia. The letter requested Muslims’ opinions about the situation of religious schools from the Islamic perspective. In his works, Fakhreddin gives the questionnaire answers and covers the Muslim community's opinion about this document.

Abstract Abul A’la Maududi (1903-1979) is one of the leading thinkers and philosophers of the Indian subcontinent whose ideas have had an immediate impact on Islamic fundamentalism in Pakistan. Maududi believed in the Ideological-Islamic realization, and in his thoughts concepts such as "God's sovereignty", "Islamic political system", "Confrontation with the West", "Necessity of the realization of the original Islamic society", "Islamic education", "Jihad" and other concepts with a distinctive Islamic essence were of importance. With the formation of Pakistan in 1947 and the feedback of Maududi s philosophies, this country has until today been renowned as a cradle for Islamic fundamentalism. Islamic fundamentalism considered as an ideology has certain philosophical-political components, propositions, and foundations that distinguish it from other ideologies of the 20th century such as liberalism, socialism and nationalism among others. Islamic fundamentalism, despite its diversity in opinion and practice in the Islamic world, has common intellectual and political foundations, including: the comprehensiveness and inclusiveness of the Islamic religion, the link between religion and politics, the necessity to return to the principles and foundations of Islam, the establishment of Islamic rule, pragmatism, and devising a practical plan and strategy for the transition from the non-Islamic conditions to the ideal Islamic situation. This article is a descriptive-analytic research study in which resources are gathered based on a library method. The results of this study indicate that Maududi’s notions have led to the growth of Islamic fundamentalism and have influenced various Islamic fundamentalist groups in Pakistan. Such influence can be traced to the process of Islamic identification of Pakistan's political system, the growth and expansion of Islamic parties, religious schools, and fundamentalist organizations and groups in the country. Research aims: 1. Identifying the ideological orientation of Islamic fundamentalist ideology in the Pakistani political system. 2. Explain the continuing role of mosques and religious schools in shaping Pakistan's fundamentalism. Research questions: 1. What effect did Maududi’s ideas have on the Islamic fundamentalism in Pakistan? 2. How can the role of mosques and religious schools be explained in the fundamentalism of the Pakistani people?

Since the emergence of the #MeToo and #ChurchToo movements, online tracts have been employed to publicly reveal experiences of sexual abuse and assault among women and men in religious institutions and to shame abusers, which tend to be examined as an issue of women’s rights or child protection from adult predators. Drawing on the use of digital reporting platforms to testify against peer offences within religious schools, this paper asks how do such testimonies reveal adolescent agency and provoke policy re/actions about the accountability of religious institutions? Digital revelations submitted anonymously to Everyone’s Invited are analysed alongside interviews conducted with educators, parents, and youths in Jewish schools in Britain. Findings indicate how adolescent digital revelations of peer sexual abuse call for accountability by implicating the faith schools in question, which in turn triggers pedagogical and policy debates from educators. Public responses reflect diverging denominational positions on how to balance the protection of young people and safeguard religious self-protectionism. The paper spotlights the agency of youth in shaming peer abusers as much as faith schools and structures of religious authority, and in turn, how online shaming reveals frictions over accountability.

The relevance of the problem under discussion is due to the growing importance of the Russian Orthodox Church in the development of the spiritual culture of modern society, the need to understand its centuries-old historical experience, including the placement for ministry of graduates. The issues of employment of graduates from various educational institutions to places of ministry are considered on the example of the Tobolsk diocese - one of the largest in the Russian Empire. On the basis of a considerable number of sources, the task is to analyze the peculiarities of records management related to the petitions of the students of theological seminaries and religious schools about the placement of ministry in the church of the Tobolsk diocese. The analysis of archival materials testifies to the presence in the second half of the 18th - early 20th centuries of an established procedure for appointing graduates from various educational institutions to various positions in the churches of the Tobolsk diocese. The stages of this process are characterized. The study of the documents of the Tobolsk spiritual consistory allows us to conclude that the paperwork on this issue took from several days to two years. It is reported that the bishop usually made the decision on the day the petition was filed, but the process of applying for a service could be delayed. Most likely, graduates of religious schools who sought places of clergy received the desired position, as they had simplified requirements.

Even though sacred scriptures emphasize the key role that Creation and respect for living creatures play in all religions, the so-called religious schools seem to show little interest in putting this sacred mandate into effect. To shed light on this subject, this work investigates the role of teachers in the process, focusing on their environmental competencies. Our hypotheses are tested through a structural equation model on a sample of 214 biology and religion teachers from 118 Catholic schools in Spain who voluntary participated in a survey. The research findings confirm that it is crucial that environmental competencies are developed in teachers to enable the greening of schools. Theoretical and practical implications for defining the job training of teachers in religious schools are drawn from the study.

(ES) Los estudios de gramática latina eran imprescindibles en el Antiguo Régimen para los alumnos que deseaban continuar su formación en alguna de las universidades existentes. Antes de iniciar dichos estudios, debían demostrar con una prueba específica su conocimiento de la lengua latina. Las clases eran impartidas por preceptores privados y escuelas de gramática latina; además, también se impartían en colegios de órdenes religiosas. El número de estudiantes latinos en Cantabria era escaso; pero sus preceptores estaban dignamente retribuidos. A mediados en el siglo XVIII, se inició una crítica a este tipo de estudios, al considerarlos poco útiles para la economía de la región. (EN) The studies in Latin grammar were indispensables in the Ancient Regime (XVIII Century) for the pupils who wanted to continue their formation at university. Before initiating the above-mentioned studies, they had to demonstrate with a specific test their knowledge of the Latin language. The classes were given by private teachers and schools of Latin grammar. In addition, they were given in colleges of religious orders. The number od Latin students in Cantabria (Spain) was scanty, but their teachers were worth paid. In the middle of 18th century, a critic began to this type of studies, because they considered them to be slightly useful for the economy of the region.

In a secularised and postmodernist social context, young people are increasingly distanced from religious beliefs. Nevertheless, in schools with a religious character, the main contents of the faith continue to be transmitted through the ideology and the pedagogical model. The objective of this study is to analyse the influence of the type of school on the perception of religious values. The “Adaptive Values Test” instrument was used on a sample of 456 students from secular and religious schools (Salesian) in the province of Seville during the 2018–2019 academic year. The consideration of religious values in Salesian students is also specifically analysed. The results obtained show that young people studying in schools with religious pedagogical models have a more positive view of faith than the students from secular schools. However, the rejection of the ecclesial institution occurs in students from secular schools and, to a lesser extent, in students from religious schools, becoming a common factor of distancing from religion. Young people studying in religious Salesian schools reflect significant gender differences in the perception of religious values. In these students, the exploratory factor analysis reflects three main factors, the key aspects of faith being valued more than the ecclesiastical hierarchy.

What does civil society mean in an unevenly developed country with a high level of poverty and abundance of traditional and quasi-traditional norms and structures? What is the history of the evolving Pakistani civil society, what trends and perspectives awaits it in the conditions of long lasting deep crises in economy and security sphere? How does the civil society react to the strengthening of ideology of Islamic radicalism and Islamic nationalism? These are some issues discussed in the article. It does not claim to cover in full the relatively new phenomenon in a specific Asian country occupying a remarkable place in the policy of Russia to the south of its borders.

This study examines the effect that private religious schools have on self-esteem. Using data collected from 21 Catholic, evangelical and secular private schools in Guatemala, comparisons are made to determine if there are differences between these school types in students’ self-esteem and academic confidence. Hierarchical linear models are constructed to further examine school differences in the presence of controls for gender and gender ideology, family influence and various religious measures. Contrary to many previous findings, results in this study show that Catholic school students generally have lower levels of self-esteem and academic confidence than students at other types of private religious schools. These lower Catholic school findings persist for measures of reflected appraisals and math confidence even in the presence of relevant controls. Full models also show that gender ideology, family background, and religious beliefs and practices have a significant effect on student self-esteem and academic confidence. Overall, results highlight the key role that religious beliefs and religious saliency have on student self-esteem.