scholarly journals RLE-lærere som bibellesere

Prismet ◽  
1970 ◽  
pp. 5-17
Author(s):  
Ole Kolbjørn Kjørven
Keyword(s):  
Education Research ◽  
Empirical Study ◽  
Religious Education ◽  
Literacy Practices ◽  
Meaning Making ◽  
Prodigal Son ◽  
Religious Literacy ◽  
Teachers As Readers

In this article I present and discuss the findings from an empirical study on RE teachers as readers and interpreters of religious narratives, in this particular case, the biblical parable The Prodigal Son. I explore and describe the role of the RE teachers and the role of this particular text, and most importantly, the transaction between the two in the process of meaning-making (Rosenblatt, 1994). The main purpose is to expose the complexity in meaning-making processes and from that basis discuss what could be the implications for engaging in religious narratives, and also subject matters in general, in school and in teacher education.Keywords: Religious education, religious education research, religious literacy, literacy practices, religious education teachersNøkkelord: Religionsdidaktikk, religiøs literacy, tekstolkning, religionslærere

scholarly journals Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse

Religions ◽  
2018 ◽  
Vol 9 (11) ◽  
pp. 361 ◽  
Author(s):  
David Smith ◽  
Graeme Nixon ◽  
Jo Pearce
Keyword(s):  
Empirical Study ◽  
Religious Education ◽  
Online Survey ◽  
Social Attitudes ◽  
Religious Discourse ◽  
Cultural Discourse ◽  
Social Phenomena ◽  
Religious Literacy ◽  
The United Kingdom ◽  
The World

We argue that there is a well-intentioned—yet mistaken—definitional turn within contemporary cultural discourse in which ‘true’ religion, being essentially loving and peaceful, is distinguished from ‘false’ religion. Concerned with the possibility that this discourse might be prevalent in school Religious Education (RE), we surveyed practicing RE teachers within the United Kingdom (UK) on their beliefs about religion. We wanted to see how far the surveyed teachers evidenced a strand of contemporary cultural discourse which, we argue, conceptualizes bad religion as false religion. Responses from 465 teachers to our online survey indicate that many RE teachers understand religion(s) as essentially benign or pro-social—and present it/them as such in the classroom. We argue that RE can only foster religious literacy if religions are presented as multifarious, complex, social phenomena. This cannot be predicated upon an essentialist conceptualization of harmful religion as false religion, which is inimical to understanding religion in the world today—as in times past. We conclude that this conceptualization is a barrier to UK RE meeting both its extrinsic purpose to educate, and one of its intrinsic purposes to foster tolerance and pro-social attitudes.

scholarly journals Transnational Literacies as Social Remittances: The Role of Language Ideologies in Shaping Migrants’ Online Literacies

2019 ◽  
Vol 41 (2) ◽  
pp. 301-319
Author(s):  
Tony Capstick
Keyword(s):  
Literacy Practices ◽  
Meaning Making ◽  
Transnational Migration ◽  
Language And Literacy ◽  
Social Remittances ◽  
Before And After ◽  
Similar Vein ◽  
The Uk ◽  
The Relationship

Abstract It is now twenty years since the term ‘social remittances’ was taken up to capture the notion that migration involves the circulation of ideas, practices, identities, and social capital between destination and origin countries, in addition to the more tangible circulation of money. In a similar vein, a social theory of literacy sees practices not as observable units of behaviour but rather as social processes which connect people. To identify how literacy practices can be seen as social remittances, I identify how Usman, the key respondent in this study, goes about describing his first six months in the UK by tracing the meaning-making trajectories in our interviews together. I then explore the language and literacy choices that his family and friends make on Facebook as they remit ideas, beliefs, and practices in their transnational literacies. I examine how these practices are shaped by beliefs about language. The article seeks to understand the relationship between migrants’ literacy practices before and after their migrations and how these practices remit ideas and beliefs which maintain transnational migration.

scholarly journals Creating a Book Club with a Critical Approach to Foster Literacy Practices

Folios ◽  
2019 ◽  
pp. 111-125
Author(s):  
Camila Chaves Barrera ◽  
Claudia Marcela Chapetón
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Book Club ◽  
Meaning Making ◽  
Life Experiences ◽  
After School ◽  
Critical Approach ◽  
After School Program

This paper reports the pedagogical experience of creating a book club to foster the reading of short stories from a critical literacy perspective at a high school in Bogotá, Colombia. The Book Club arose as an after-school program where students, who were interested in the proposal, were free to join. First, the paper presents the fundamental concepts that guided the implementation. Then, it describes the central elements of the pedagogical experience: context, curricular platform, procedures, and activities. The final discussion centers on the role of a critical literacy approach that encouraged participants to go beyond concerns about the grammatical and linguistic aspects of the foreign language to focus on meaning-making. Also, to concentrate on responding and transacting with the texts while engaging in dialogic interactions that allowed them to share background knowledge, life experiences, social and individual issues of their realities and interests, and most importantly, enjoy the act of reading in a foreign language as it was seen as a social-situated practice.

scholarly journals Peran Pendidikan Agama Kristen Dalam Memerangi Berita Hoaks di Media Sosial

2020 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Talizaro Tafonao ◽  
Prasetyo Yuliyanto
Keyword(s):  
Social Media ◽  
Empirical Study ◽  
Religious Education ◽  
Empirical Observation ◽  
The Public ◽  
Christian Religion ◽  
The People ◽  
The Social ◽  
Society Today

In this study, the author studies the role of Christian religious education in combating hoax on social media. This study begins with the author's empirical observation where these days hoax on social media becomes the main news that is endlessly discussed in public. As a result of many hoaxes on social media, there are many divisions between the people as expressed in this empirical study. If it is carefully observed that the main problem is not in the development of science and technology globally, but the problem is there are every person who uses the technology irresponsibly because humans are too spoiled with various facilities of technological sophistication so that there is no control when someone is free to express opinions in social media. Ironically this freedom is exploited to explore personal and group interests, without seeing the consequences of this dishonourable behaviour. By looking at these various facts, this study presents an effort to provide understanding and education to the public to participate in combating hoax on social media. The purpose of this study is to invite all Christians to contribute and care for the social problems that are troubling society today. Therefore it is time for the role of Christian Religion education to be applied through lifestyles by communicating honestly and get used to using ethics when surfing on social media. Tulisan ini merupakan kajian terhadap peran pendidikan agama kristen dalam memerangi berita hoaks di media sosial. Kajian ini berangkat dari pengamatan penulis secara empiris dimana hari-hari ini berita hoaks di media sosial menjadi berita utama yang tidak habisnya dibicarakan di publik. Akibat dari mewabahnya berita hoaks di media sosial maka tidak sedikit terjadinya perpecahan diantara masyarakat sebagaimana yang diungkapkan dalam tulisan ini seacara empiris. Jika diperhatikan dengan teliti bahwa unsur persolan sebenarnya bukan terletak pada perkembangan ilmu dan teknologi secara global, tetapi persoalannya adalah ada pada setiap oknum yang memanfaatkan teknologi tersebut karena manusia terlalu dimanjakan dengan berbagai fasilitas dari kecanggihan teknologi tersebut sehingga tidak ada kontrol ketika seseorang bebas mengeluarkan berpendapat di media sosial. Dengan melihat berbagai fonomena ini maka tulisan ini hadir sebagai upaya memberi pemahaman dan edukasi kepada masyarakatuntuk ikut berpatisipasi dalam memerangi berita hoaks di media sosial. Tujuan kajian ini mengajak seluruh umat Tuhan untuk berkontribusi dan peduli terhadap persolan-persoalan sosial yang sedang meresahkan masyarakat saat ini.

The role of collective identifications in family processes of post-trauma reconstruction: An exploratory study with Kurdish refugee families and their diasporic community

2017 ◽  
Vol 5 (2) ◽  
pp. 107-133 ◽  
Author(s):  
Ruth Kevers ◽  
Peter Rober ◽  
Lucia De Haene
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Meaning Making ◽  
Family Processes ◽  
Small Scale ◽  
Refugee Families ◽  
Family Contexts ◽  
Diasporic Community ◽  
And Coping

While collective identifications of diasporic Kurds have attracted considerable scholarly interest, their possible role in familial processes of post-trauma reconstruction has hardly been studied. The aim of this article is therefore to develop an explorative understanding of the deployment and meaning of collective identifications in intimate family contexts by examining the interconnectedness between the transmission of cultural and political belonging and post-trauma meaning-making and coping in Kurdish refugee families. After contextualising diasporic Kurds’ collective identifications through an ethnographic depiction of the Kurdish diasporic community in Belgium, this article reports on findings from a small-scale, exploratory study with five Kurdish refugee families in Belgium. Thematic analysis of family and parent interviews indicates how cultural and political identifications may operate as sources of (1) dealing with cultural bereavement and loss; (2) commemorating trauma; and (3) reversing versus reiterating trauma. Overall, this study’s findings support an explorative understanding of collective identifications as meaningful resources in families’ post-trauma reconstruction.ABSTRACT IN KURMANJIRola nasnameyên komelî di pêvajoyên malbatî yên vesazkirina paş-trawmayê de: Xebateke raveker li ser malbatên kurd ên penaber û civakên wan ên dîasporayêTevî ku nasnameyên komelî yên kurdên dîasporayê ta radeyeke baș bûye mijara lêkolînan, rola wan a muhtemel di pêvajoyên malbatî yên vesazkirina (selihandin) paş-trawmayê qet nehatine vekolîn. Lewma armanca vê gotarê ew e têgihiştineke raveker pêş bixe li ser rol û wateya nasnameyên komelî yên di çarçoveya mehremiya malbatê de, ku vê yekê jî dê bi rêya vekolîna wê têkiliya rijd bike ya di navbera neqlkirina aidiyetên çandî-siyasî û rêyên sazkirina wateyê û serederîkirina li dû trawmayê di nav malbatên kurd ên penaber de. Piştî diyarkirina çarçoveya nasnameya komelî ya Kurdên diasporayê bi rêya teswîreke etnografîk a cemaeta diasporaya Kurd li Belçîkayê, ev gotar encamên ji xebateke biçûk a bi pênc malbatên kurd ên penaber ên li Belçîkayê pêşkêş dike. Tehlîla babetî ya hevpeyvînên ligel malbatan û dayik û bavan nîşan dide ka çawa nasnameyên çandî û siyasî dikarin bibin çavkanî ji bo (1) serederîkirina bi mehrûmiyeta çandî û windahiyên xwe; (2) bibîranîna trawmayê; û (3) kêmrengkirin an, beramber vê yekê, dubarekirina trawmayê. Bi giştî, encamên vê xebatê wê têgihiştineke raveker tesdîq dikin ku nasnameyên kolektîf çavkaniyên kêrhatî ne di vesazkirina paş-trawmayê ya malbatan de. ABSTRACT IN SORANIDewrî nasname bekomellekan le prose binemalleyîyekanî sazkirdinewey paş-trawmayîda: lêkollîneweyekî şirovekarî binemalle penabere kurdekan û civatî ewan le diyasporaLe katêkda nasname bekomellekanî kurdekanî diyaspora le layen şarezakanewe giringîyekî berçawî pê drawe û serincî ewanî bo lay xoyî rakêşawe, bellam sebaret be egerî dewrî prose binemalleyîyekanî sazkirdinewey paş-tirawma be degmen lêkollîneweyek encam drawe. Ke wate, amancî em wutare perepêdan be têgeyîştinêkî şirovekarane lemerr bekarhênan û manay nasname bekomellekan le bestênekanî têkellawîy binemalleyîdaye, ke le rêgey peywendîy nêwan rewtî gwastineweyî grêdraweyî kultûrî û siyasî, sazbûnî mana û herweha rahatin legell kêşekanî qonaẍî paş tirawma le binemalle kurde penaberekanda taqî krawetewe. Dway awirrdanewe le civakî diyasporay kurd le Belcîka, nasname bekomellekanî kurdekanî diyaspora le bestênî xoyda xwêndinewey bo krawe û bem gêreye lem wutareda lêkollîneweyekî şirovekarane bo qebareyekî biçûk le pênc binemalley kurdî penaber le Belcîka dekrê û encamekanî billaw dekrêtewe. Şîkarîyekî babetiyaney wutuwêj legell binemalle û dayk û bawkekan nîşanî dedat ke çon dekrê nasname kultûrî û siyasîyekan wek serçaweyek bo em sê mijare derbikewn: (1) gîrodebûn be ledestçûn û bizirbûnî kultûr; (2) webîrhênanewey tirawma; û (3) pêçewanebûnî tirawma leberamber dûbarebûneweyda. Beşêweyekî giştî, encamekanî em lêkollîneweye piştgîrî le têgeyîştinêkî şirovekarane le nasname bekomellekan dekat ke wekû serçaweyekî giring bo sazkirdinewey binemallekan le dway qonaẍî paş-tirawma seyr dekrêt.

An Empirical Study of the Role of Trust in SNS

2011 ◽  
Vol 12 (5) ◽  
pp. 183-205
Author(s):  
Sunghoon Jung ◽  
딴툿우
Keyword(s):  
Empirical Study

Improving the questions we ask, with Psychology and Cognitive Conflict.

2018 ◽  
Author(s):  
Brett Buttliere
Keyword(s):  
Problem Solving ◽  
Scientific Method ◽  
Meaning Making ◽  
Cognitive Conflict ◽  
Empirical Literature ◽  
Present Evidence ◽  
Scientific Papers ◽  
Science In Society

Over the last decade, there have been many suggestions to improve how scientists answer their questions, but far fewer attempt to improve the questions scientists are asking in the first place. The goal of the paper is then to examine and summarize synthesize the evidence on how to ask the best questions possible. First is a brief review of the philosophical and empirical literature on how the best science is done, which implicitly but not explicitly mentions the role of psychology and especially cognitive conflict. Then we more closely focus on the psychology of the scientist, finding that they are humans, engaged in a meaning making process, and that cognitive conflict is a necessary input for any learning or change in the system. The scientific method is, of course, a specialized meaning making process. We present evidence for this central role of cognitive conflict in science by examining the most discussed scientific papers between 2013 and 2017, which are, in general, controversial and about big problems (e.g., whether vaccines cause autism, how often doctors kill us with their mistakes). Toward the end we discuss the role of science in society, suggesting science itself is an uncertainty reducing and problem solving enterprise. From this basis we encourage scientists to take riskier stances on bigger topics, for the good of themselves and society generally.

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

Sign in / Sign up

Export Citation Format

Share Document