Teaching Techniques in Religion by Robert Baird

The book Integrative approaches to psychology and Christianity second edition by David Entwistle introduces the text by explaining how psychology can go in a direction, and Christian theology approach can lead in a different direction. He continued by stating the need for understanding and studying human behavior because people come from different walks of life and different expectations. It leads us to form unique perspectives to help give us an understanding of the individuals you encounter. The Entwistle 's book addresses the relationship between Christianity and culture, Christianity and science, and Christianity and psychology.

　　There are many books on religion that try to break down each with enough facts to get the reader to understand. Though books are filled fact after fact and at times, slight biases, they sometimes forget to include values and reasons why people follow them. Because of this, students can miss out on a chance to get a deeper understanding of religion and the people that follow it. Huston Smith’s The World's Religion, Revised & Updated is that book that can broaden students’ viewpoint of all religions.

With reference to Peta Goldburg’s (2012) Transforming religious education: Implications from the Second Vatican Council, the following discussion will review and critique the important religious education approaches that has had an impact on the Catholic schooling system for the past fifty years, and also help shape the contemporary classroom we teach in today.

The first articles, for example, have already opened my eyes to the movement of Christianity’s popularity. It fractured the cornerstone of my stereotypical idea of what a Christian looks like. A Christian may be anybody and, sadly, I was surprised by this. This led me to wonder how much any religion may differ among its followers when the ethnicity and regions are changed. I had not even cared to contemplate the ideas already presented in class but enjoyed the experience of knowledge being thrust upon me. As with biblical heritage, in which, I have used my knowledge of the bible long after the class finished, I am enthusiastic to the idea of learning something that could be applied to my everyday life. This class may differ, though, as the concepts learned may be applied to other religions, whereas, studying the bible was only good for

The statement “philosophy of Christian education” contains much information to be unwrapped. The term philosophy literally means, in the Greek, “love of wisdom.” In this case, the study of philosophy involves a “critical

As Tillich clams “Being religious means asking passionately the question of the meaning of our existence and being willing to receive answers, even if the answers hurt”. The twentieth century philosopher and theologian, Paul Tillich argues that religion differentiates from the concept of what theologians and scientist have asserting as true. He says religion gives a key to “ultimate concern” which contributes to holy. However, Rudolph Otto, another German theologians and philosopher of his time, has a different statement about the religion and “God”. He sees religion as a rational essence. Yet both agree that religion is not dogma, on the other hand, is rational, their concept of understanding varies from each other.

Young employs a descriptive framework in his book The World’s Religions that is used to understand religion and the ways in which religion plays various roles in human life (Young 12). The framework was developed from the definition of religion he describes in his book. Young defines religion as being, “human transformation in response to perceived ultimacy” (4). This framework developed by Young was a tool of analysis he employed to compare religions through seven questions that formulate a basic understanding of a particular religion’s worldview. The seven questions that make up Young’s framework are as follows: what does it mean to be human, what is the basic human problem, what is the cause of the problem, what is the end or goal of transformation, what are the means of transformation, what is the nature of reality, and what

Upon reading the chapters written by both Kessler and Martin this week I believe that this will be an interesting course for the seven remaining weeks. Even though I identify myself as a follower of the Christian faith, I think it will be nice to have a fresh outlook on religion from the outsider's point of view. From my time as a first grader through my time as an eighth grader, I spent at least an hour or two each week learning about the Catholic faith in a religion class. Also, I would like to see how this course will possibly change my outlook or open my eyes to different aspects of religion. In addition, I expect to have discussions about several religions from the various regions of the world. I hope that these discussions will help me broaden my understanding and appreciation of other religion and cultural backgrounds

The thesis statement of this essay is, 'identify and critically evaluate research methodologies. ' This will be undertaken by analysis of a real incident which has been subject to theological reflection. Underlying each heading will be a four-part process which:

The purpose of the article is to persuade the readers that atheism can be considered as a source of morality and spirituality. Since the Nation Framework of Religious Education (RE) has approved to include atheism in the curriculum of primary and secondary school levels, Watson argues that “children and young people can learn from atheistic beliefs and values for their spiritual and moral development.” Watson begins her (article) with refuting religious objections of the Association of Christian Teachers (ACT) in introducing atheism to the curriculum of RE. One of the main objections of ACT was the threat atheism can impose on religion. On the other hand, Watson points out that the ACT would not feel threatened or worried, if they were confident

Thirty years ago, I would not have had one iota of interest in studying world religions in a secular institution. As a former student of a private Bible college and a member of a Christian semi-cult in the Bay Area, I did not view the study of world religions as an innocuous or trivial activity. Classes in my college that taught about other religions were called “apologetics.” In these classes, through a biased world view, our mentors taught us how to present people with logical and persuasive arguments that would win them over to the only “true” belief.

Some teachers may have a personal bias against certain faiths or religion in general. These problems can be dealt with. According to this article, “To address the challenge of teaching about religion without proselytizing, we must explore the assumptions and causes underlying each set of factors…” (Passe, J., & Willox, L. 2009). We should ask ourselves what lies beneath the problems of teaching religion. We should look to see if prejudice and impartiality are factors motivating against religious teachings.

One of the avenues of influential learning is in school. The place where students spend half of their life. Going to school aids students in acquiring knowledge, establishing rapport and developing skills. When students attend school, they showcase not only their characters traits and attitudes, but they also carry with them their cultural differences and religious practices. (Green & Oldendorf, 2005). Looking at how diverse our society is, the question of teaching religions and their ideologies at a school-level rise. Whilst the state practices neutrality towards religion, there are still issues and challenges when it comes to accommodating religious diversity and its integration in the education system (Berger, 2013, p.104). Therefore, integrating religion in the education system can lead to

We need to pay close attention to the effects of secularism: confining the role of religion to the private domain of the individual and creating a dichotomy between "religious" and "worldly," between "private" and "public." It denies religion and its mediating institutions any public function and influence in shaping matters of public policy.

In this essay, I am going to discuss religious education under various topic headings including R.E and the R.E teacher, World Religions and morality and ethics. Through attending lectures and seminars, I have learned a lot about the Religious Education system in Ireland and further afield. Furthermore, in my reflective journal, I have reflected on a world of possibilities of what religion means to me. Throughout the year, my opinions on certain topics has changed, or has strengthen and I feel the reflective journal has helped me. In the essay, I am hoping to include reflections, readings and my experiences from the lectures and seminars to discover the various of topics.