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Browsing by Subject "D - Religious Education"

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A discussion on the leadership of the principal and the pastor in the Lutheran school community
(Lutheran Church of Australia Subscriptions, 2015-12) Nelson, Tania
In this discussion on leadership in the Lutheran school community, Tania Nelson draws upon her doctoral research on the contributions of principals and pastors to the mission of Lutheran primary schools in Australia. The current preparation of leaders is highlighted, differing approaches to leadership are revealed and dimensions of leadership explored. The paper concludes by recording challenges for contemporary leaders of Lutheran schools and calls for the prioritising of leadership development programs for both principals and prospective leaders, and for pastors who minister in a school.
A New Vision for Science Education: Spirituality, Contemplation and Transformation.
(2009-05-08) Jane, Beverley L
Informed by socio-cultural-historical theory, this thesis argues that scientific creativity can emerge from the discernment of a spiritual connection with the organisms studied. It is suggested that by engaging students in the essentially relational world of nature, a transformative science education, incorporating both science and spirituality, is possible and desirable.
A Practical Approach for Teaching Foundational Theology: Inquiry-based Learning and the Matrix of Ideas Process
(Morning Star Publishing, 2014) Goodwin, Denise; Ball, Les; Harrison, James
A Response: Threshold Concepts in Religious Education and Theology
(Equinox, 2016) Rymarz, Richard
This paper presents a response to other contributions in this volume on the theme of using threshold concepts in religious education. It draws together some common threads that have emerged in this volume and notes the value of using threshold concepts, especially in certain context areas. It also provides a sense of the future of threshold concepts in religious education as well as some of the ongoing and emerging challenges in this area such as ensuring that classroom practice reflects what is proposed in the curriculum both for schools with religious affiliation and public schools. In Quebec, for instance, in very recent times the province has introduced a mandatory course in ethics and religious culture. This is an extremely ambitious programme with a wide range of proposed topics such as the nature of secularity and its impact on religious worldview and, perhaps the most complex, better understanding of indigenous religions.
A still small voice: Is church and school dialogue sufficiently loud?
(Lutheran Church of Australia Subscriptions, 2013) Ruwoldt, Merryn
The history of the Lutheran church in Australia cannot be fully understood without due reference to the interconnections with its schools. The historical development of the schools is increasingly well documented by Hauser (2012, 2009) and others (Kleinschmidt 1999, Leske 1996, Zweck 1988, 1971, Volk 1962). Not so consistently recorded is the continuous theological feedback loop between the church and its schools. In 2013, around 42,000 students and teachers attend Lutheran schools in Australia every day. This is significantly more than attendance at worship on an average Sunday. What theological insights are we, as church, learning from those we touch through Lutheran schools? What are they learning about church from us? Has the nature of this learning changed over the past 175 years? Are we maximising the opportunities for theological growth presented to us by the relative strength of our education system, or do we simply see the whole area of education as just a useful community service or even as a 175 year drain on church resources? The answer to such questions may be more critical to the ongoing health of our church and its schools than one might initially recognise. If God is speaking to his church through its school communities, how well have we listened in the past, how well are we listening today?
A Study of Religious Education Pedagogy for Second Generation Korean Australian Adolescents: Threefold Structure for an Alternative Model to the Schooling Paradigm
(2010) Park, Jong
Since the first official Korean immigrants arrived in Australia in 1969 under the Skilled Migration programme, few academic inquiries have been made regarding Religious Education pedagogy for the second-generation Korean-Australian (hereafter SGKA) adolescents. Until now, most of the Korean ethnic churches in Australia, including the Korean-Australian Reformed church (hereafter the KAR church), have been utilising the first-generation-dominated schooling (hereafter FGD schooling) paradigm as a primary pedagogy of Religious Education for SGKA teenagers. While the schooling model is useful in many Religious educational settings, I argue that it is not effective for the education of the said adolescents in the context of the KAR church. The premise of my argument is that the FGD schooling Religious Education does not take into account the context of the immigrant church as a contact zone as well as the issue of identity crisis which is faced by many SGKA adolescents as a result of being found between two cultures: the Australian and Korean cultures. As a result, contents and methods of Religious Education of the KAR church tend to be inadequate to enable SGKA teenagers to open their minds and accept the Christian faith appropriately. This situation has presented the need for alternative Religious education pedagogy to the schooling paradigm which is both appropriate and effective for the second-generation Korean-Australian adolescents
A Vision for Effective Youth Ministry:Insights from Australian Research
(Christian Research Association, 2015) Reid, Stephen; Fraser, Margaret; Hughes, Philip
Many young Australians are struggling with issues of mental health, anxiety about the future, and addictions to drugs. Behind these struggles are often questions of what life is all about. Youth ministry is more important today than at any time in recent history. Yet, many churches are finding it difficult to connect with youth beyond those whose families are involved in the church. This book has arisen out of Australian research into youth ministry, from visiting youth groups and talking with youth leaders and the youth themselves. It offers a vision for the development of youth ministry, recognising the diversity of youth and the backgrounds from which they come. It explores how to build a youth ministry team and the qualities needed in the team. It discusses issues of training, payment, and support for youth leaders and building bridges with parents, church and school. What are the factors which will really make a difference in developing youth ministry? Based on research, our conclusions are: •The vision for developing the spirit of young people •The commitment of the whole church to youth ministry •The youth ministry team with strong relationships with God, each other, the youth, parents, the church and the wider society; •A diversity of activities: both age-specific and intergenerational for fun, friends, inquiry and developing the spirit.
Action for Justice: A new approach to equity
(Victorian Association of State School Principals, 2008) O'Neill, Jarrod; Reid, Duncan
The article outlines a programme for social justice education recently developed and implemented at Camberwell Girls Grammar School in Melbourne.
’All Our Time’: Catechetics, Cardijn and the Jesus of Everyday Discipleship
(2022) Massam, Katharine
Taking a cue from recent scholarship in Britain, this article explores the role of women as agents for religious change in Catholic classrooms in the mid-years of the twentieth-century. It takes examples from Melbourne, Australia where teachers had been influenced by the YCW (Jocist) method of ‘see, reflect, act’ and Cardijn’s inductive, incarnational theology that challenged the traditional dualism between private faith and public life. In a democratisation of faith commitment, their method of theological reflection invigorated young people with a sense of their responsibility as disciples. Classroom teachers influenced by Jocist formation moved first through strategies designed to communicate relationship with Jesus, then an understanding of salvation history and then through approaches that enabled and encouraged engagement with reflection on experience. The everyday reality of Jesus not as an otherworldly friend but as a potential agent of social transformation is a significant shift from early styles of Catholic spirituality.
An art of contemplative practice course
(Australian Association for Religious Education, 2013) Bentley, Peter
The Art of Contemplative Practice course was established in 2011 in response to a growing awareness that participants coming into the Art of Spiritual Direction course were missing some basic principles of spiritual practice that would aid them in their formation as spiritual directors. Since its introduction, the course has been found to be transformative for both those coming into the spiritual direction course and a broader group of participants.
An Evolution of Wisdom Teaching at Home? Comparing the Parental Discourses in Proverbs 23:15–28 and 2:1–22
(Fellowship for Biblical Studies, 2011) Nguyen, Dinh Anh
An introduction to Catholic theology: a guide for teachers
(Linus Publications, 2011) McLeod, Don; Rymarz, Richard
An investigation into the use of film and literature in the Christian education of children aged 10-12years.
(2009-05-08) Allred, Brent
Using theories of media literacy amongst children, this thesis explores the role of popular cultural artefacts in engaging children with biblical truth and in assisting in their spiritual formation. Particular attention is given to the ways in which children’s imaginative faculties help them interpret what they watch and read.
Approaches to Teaching the Biblical Text to Adolescents in the 21st Century
(2008) Kelleher, Margaret
A paper exploring pedagogical models for teaching Scripture to adolescents.
Attentive Judgment: Theology and the Future of Education
(Bloomsbury, 2014) McDowell, John; Cairney, Trevor; Starling, David
Australia and Christian Education
(Rowman & Littlefield, 2015) Kelly, Michael; Kurian, George; Lamport, Mark
Australian Theological Education: an historical and thematic overview
(Wipf & Stock, 2010) Sherlock, Charles; Werner, Dietrich; Esterline, David; Kang, Namsoon; Raja, Joshva
Australian Theological Education:Issues for the AUQA Audit Process?
(Australian University Quality Agency, 2009) Sherlock, Charles
Theological education has functioned in Australia for over 150 years, but until the 1970s largely operated in ‘parallel’ to the universities. In the last decade it has grown and diversified; theological institutions are now playing a role in higher education generally. An AUQA audit is primarily concerned with the quality assurance of a tertiary institution’s educational goals, which necessitates not only issues of pedagogy, but human resources, governance and viability. For theological HEPs, these matters have a distinctive flavour, due to the long heritage of theological education, and varying degrees of church support and accountability. In particular, the educational ethos of most theological institutions seeks to engage students in learning within a context of academic freedom that takes explicit account of their formation as persons open to a Christian worldview. This paper seeks to explicate these issues, and offer suggestions as to how theology HEPs may appropriately be assessed for quality assurance through the AUQA process. It will be based on insights gained both from the Uncovering Theology project, and the experience of HEPs which have undergone an AUQA audit.
Becoming your own outrageous self: Some reflections on theological education and theological anthropology.
(unpublished lecture, 2013-02-26) Reid, Duncan
Commencement lecture and Book launch, 26 February 2013, at St Mark's National Theological Centre, Canberra. A part of this address has been published in St Mark's Review, 2013 , as a review of the book edited by Phillip Tolliday and Heather Thompson (eds), 'Speaking Differently: Essays in Theological Anthropology'. This response to the book is contextualised within a lecture to new and returning theological students on the motivations for and the delights of theological study.
Beyond 2000: The Global World and Theological Education
(1998-06) Berling, Judith A.
Abstract currently unavailable on this website.

Browsing by Subject "D - Religious Education"

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