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This paper reviews the concept of liberal education and shows how, from its beginnings in classical times, it has been socially influential in schools and universities. After the rise of science and the proliferation of technology in the nineteenth century, liberal education was threatened and this threat continued in the form of late twentieth-century philosophical attacks. Liberal education was said to be elitist and individualistic and to be inappropriate in a multicultural society. Embedded within religious education, however, the arguments in favour of liberal education justify the notion of "learning from" religion. (Contains 1 note.)

This paper considers issues in religious education that ought to be addressed by the recent non-statutory framework for England. It outlines problematic features of the current situation and paints a generally welcoming picture of the educational opportunities afforded by this new initiative. (Contains 4 notes.)

At the start of the 20th century, as denominational resources were accumulated, Pentecostals provided basic bible training for their ministers and missionaries. The narrative shows how simple training schemes blossomed in some cultures into universities and colleges and, in others, into accredited institutions attached to secular bodies or, in the developing world, into more innovative schemes, some of which were church-based. The current challenge is for Pentecostalism to remain true to itself while incorporating mainstream scholarship. (Contains 11 notes.)

In a Christian adult study program, 29 men and 32 women completed personality questionnaires. Extraverts were more likely to enjoy group learning and discussion. Because much Christian spirituality emphasizes introversion, group adult education is a way of ministering to extraverts. However, teaching styles and methods to suit other personality types should also be used. (SK)

Discusses how religious studies can be integrated into various approaches to curriculum design. The author examines ways that religious studies can be included in knowledge-based, skills-based, and culture-based curricula. (AM)

Based on original empirical data collected from adolescents in Europe (N=9003) this paper focuses on the lifeworlds of young people. It analyses negative and positive patterns of attitude and combines them with further concepts: first, personal life perspectives, various key values and political attitudes, second, religious attitudes towards church(es), religions, world views and religious education. Technically, the attitude towards Europe acts as the dependent variable whereas the remaining concepts are used as independent variables. The empirical results show Turkish and Polish adolescents are more critical of Europe than adolescents living in “old” Europe. Furthermore, the data show that those who have negative expectations about their personal futures and follow a more traditional religious world view are likely also to be Eurosceptical. [ABSTRACT FROM AUTHOR]

The author emphasizes the commitment of "The Journal of the European Pentecostal Theological Association" to provide articles concerning Pentecostalism. According to him, the European Pentecostal Theological Association is prepared to be revitalized following the expansion of the European Union. The author points out that the training of Pentecostal ministers across Europe is improving because of the accessibility of the Pentecostal education and wider appreciation among Pentecostals on the benefits of such education.

After a brief consideration of the history of religious education in England and Wales, this paper analyses developments under three main headings: pupils, religions and methods, and suggests that changes can be seen in the light if variations revolving around these three areas. The paper then describes the design of a new RE syllabus for Anglican primary schools in Wales using a life-of-founder approach and recommends the advantages of this approach for wider use. [ABSTRACT FROM AUTHOR]

Examines phenomenology an its psychological relationship to religious education. Information on Great Britain having no constitutional division between church and state; Description of the implications of the situation; How the objectivity of phenomenology arises; Information on the advantages of phenomenology; Details on the application of phenomenology to religious education.

Examines the relationship between attitudes and religious education. Definition of scientific attitude; Limitations of research in religious education; Emergence of a confusion between attitude and belief.