Doctorate Theses

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https://hdl.handle.net/20.500.13057/6

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Christianity and science in Australian Lutheran secondary schools: Perceptions, problems and possibilities
(2017-02) Bensted, Katherine
This thesis involves the areas of Lutheran theology, Lutheran education, youth and spirituality, and the science-faith relationship. Research conducted within Lutheran secondary schools investigated the prevalence of different science-faith models, the impact each model has upon perceptions of the nature of science and theology, and attitudes towards Christianity and modern science.
Curriculum Innovation in Religious Education for second-generation Korean-Australian Adolescents in the Korean-Australian Reformed Church
(2014) Park, Jong
This thesis is about presenting a new model of the religious education curriculum for second generation Korean-Australian (SGKA) adolescents growing up in the Korean-Australian Reformed (KAR) churches. The new curriculum model was designed to be suitable for religious education for faith, to be fit the sociocultural life contexts of SGKA teenagers who are living in a multicultural and digital society, and to be appropriate to address the unique educational issues of the KAR churches.
Fashioning a Dialogical Vision for Catholic Education through Analysis, Critique and Contemporisation of Paulo Freire's Education as the Practice of Freedom
(2009-05-08) Loughnane, Michéal
Through an exploration of Paulo Freires vision for education as the practice of freedom, this thesis articulates the conviction that Catholic educators can best express their mission as liberating educators by engaging in constructive dialogue between the secular critical tradition and the contemplative trajectory of the Catholic tradition.
From Biblical Story to Biblical Interpretation: A Critical Transition
(2012-05-03) Kelleher, Margaret
This thesis addresses the transition from the child’s understanding of bible stories to an understanding of scripture at a level commensurate with the adolescent’s developing cognitive capacities. The particular context is the Catholic secondary school. Classroom religious education is seen as education for faith. The approach to the teaching of scripture is critical engagement with the biblical text which draws on contemporary biblical scholarship and takes cognisance of the nature of the text and the characteristics of religious language and biblical genres. The study is informed by structural developmental theory which provides insights into the cognitive capacity of the student and the cognitive demands of the text. The educative task includes providing a pedagogy which develops students’ skills in recognising and comprehending religious metaphor and in applying these skills to an understanding of religious myth and parable. The study is relevant to a range of Christian educational settings.
Living Between: Exploring a Framework of Spirituality for Students and Teachers in Catholic Schools
(2019) Madden, Rina
This thesis proposes a comprehensive, relatable, theological heuristic for Christian spirituality grounded in four paradigms of human experiencing: Vulnerability, Responsibility, Commitment and Fulfilment. This framework of spirituality provides a dialogical and theoretical lens through which to come to theological, pedagogical and strategic recommendations around religious education in Australian Catholic schools.
THE BUILDING BRIDGES THROUGH INTERFAITH DIALOGUE IN SCHOOLS PROGRAMME: AN INVESTIGATION INTO THE EFFECTIVENESS OF A MODEL OF INTERFAITH EDUCATION
(2013-04-07) McCowan, Tim
This thesis investigated the effectiveness of the “Building Bridges through Interfaith Dialogue in Schools Programme” in promoting intercultural and interreligious understanding, faith, empathy, trust, respect and co-operation between students from different faith, cultural and social backgrounds. This experiential education programme involves students in years ten and eleven and teachers from different schools and backgrounds to meet and dialogue, question and explore each other’s lives and faiths over six sessions in a year. The researcher used a survey questionnaire and guided interviews with 84 students, 16 teachers, 15 facilitators of the small groups and four regional co-ordinators alongside the general capabilities of the new Australian curriculum and various measures of empathy and intercultural understanding to make this assessment. Results revealed a majority of participants had grown significantly in trust, respect and interreligious understanding of the other and their faith tradition through direct engagement with a peer of a different faith background. The small group dialogues and informal conversations over a meal proved to have greatest impact on participants’ learning. The research also found that experiential interfaith education of this nature developed critical and creative thinking skills, challenged inaccurate stereotypes, increased awareness of one’s own values and faith commitments, improved self-confidence and the social capability to work successfully in religiously and culturally diverse teams. In promoting four of the general capabilities of the Australian curriculum, the research confirmed that experiential interfaith education such as the Building Bridges Programme offers an excellent model for educating new generations of Australians in religion, faith and culture, for them to become competent global citizens and leaders in the twenty-first century.

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Browsing Doctorate Theses by Subject "D - Religious Education"

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