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of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 3Page 4
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 5Page 6
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 7Page 8
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 9Page 10
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 11Page 12
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 13Page 14
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 15Page 16
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 17Page 18
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 19Page 20
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 21Page 22
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 23Page 24
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. Page 25Page 26
of contemporary religious ideas is not a legitimate activity. Theories of Paul Hirst, in his book ""Moral Education in a Secular Society," that there can be no useful and coherent relations between theology and educational theory, are analyzed. It is contended that the arguments which Hirst uses to disallow the possibility of connections between Christian theology and educational theory are unconvincing in themselves and inconsistent with his arguments elsewhere in the book about the relation between Christian theology and other spheres such as ethics. 28 references.
provide a survey course in religious values and beliefs, and the student should be taught to respect and be tolerant of the religious beliefs of the patient. Ideally, an appreciation of religious values should begin with the family. A child with healthy religious values will cope differently with life and its problems than a child without them. A physician who knows and respects his patients' religious beliefs is better able to cope and be of assistance when confronted with the ethics concerned with problems such as the prolongation of life, contraception, abortion, organ transplants, incurable diseases, and terminal illnesses. Close patient-clergy collaboration is important to the effective handling of grief and suffering. Medical students should receive broad preparation in the humanities and in the behavioral and social sciences; with the cooperation of medical admission committees and faculty, the personal side of medicine will be sustained and promoted. 10 references.
001365 Jarvis, Peter. No address Religious socialization in the junior school. Educational Research. 16(2):100-106, 1974. Two hundred thirty-eight junior school teachers are surveyed regarding the content of their religious education lessons and the overall religious subcultures of classroom and schools to determine by what process religious socialization takes place. It is concluded that religious education lessons do not respond to the child's cognitive level and are thus likely to confuse, whereas the religious life of classroom and school leads to an emotive affinity with Christianity. Ambivalence toward the Christian religion is thus produced in the child.
001366 Kapp, Paul H. Osawatomie State Hospital, Osawatomie, KS 66064 An orientation program for seminary students. Journal of Pastoral Care. 29(3):193-195, 1975. The clinical pastoral orientation, short-term training program for seminary students, is described. Its goals are to help students become involved with patients to the extent that they may reflect about the meaning and application of their seminary education, and to bring patients into contact with students in the role of volunteers in order to provide broader experience with outside contacts. Seven seminary students and three community pastors engaged in the programs. Students achieved considerable openness among themselves, as well as confidence upon completion of the program.
001369 Kern, Robert Leslie. Pennsylvania State University The effect of two curricula and two methods of religious education on behavioral management of institutionalized mentally retarded. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 71-28702 HC$10.00 MF$4.00 100 p. The effects of two methods of instruction and two types of religious studies on the ward and school behavior of institutionalized retarded children were assessed. Subjects between 12 and 18 years of age were assigned to one of four treatment groups: a discussion group using Bible stories, role-playing using Bible stories, discussion using contemporary stories, and a role-playing group using contemporary stories. After the treatments were completed subjects were rated unobtrusively on the behaviors of lying, being physically restrained, being verbally restrained, stealing, swearing, and physical and verbal fighting by teachers and ward personnel at a state hospital. Ratings were than tested statistically to determine any significant differences between groups. None were found between discussion and role-playing methods. A main effect for content was found on three of the variables: swearing, verbal fighting, and total incidents. These differences favored contemporary stories over Bible stories. There were no significant interactions. (Journal abstract modified)
001367 Kealey, Robert Joseph. Fordham University Attitudes of female, Catholic, Black and Hispanic parish leaders and female, Catholic, White school personnel concerning the utilization of Catholic schools. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 764185 HC$18.00 MF$7.50 145 p. The motivation of selected groups of Catholic females for supporting Catholic elementary schools was investigated in Black Catholic parish leaders, Hispanic Catholic leaders, and White professional school staff. Religious, academic and environmental motivation were examined, as well as future orientation, in a specially-developed questionnaire given to subjects associated with 37 New York City Catholic Schools. Results demonstrate significant differences for support of the schools as a function of ethnicity, and reveal that each of the groups recognized four distinct motivational areas for supporting them. The two groups of parish leaders emphasized religious motivation more than the White professional staff. All three groups placed greatest emphasis on academic motivation and least on environmental motivation as reasons for supporting the schools. (Journal abstract modified)
001370 Lamb, Herschel. Polk State School and Hospital Religion and the severely retarded. Pennsylvania Psychiatric Quarterly. 9(4):50-56, 1970 Religious faith is similar to the basic trust that develops out of the mother and child relationship. Since this trust is an almost unconscious reaching out of the child toward its mother and does not require cognition or conceptualization, so effective religious training does not require conspicuous level of mental ability since it is not necessarily verbal nor need cognition. Too many people think that religion is an intellectual game that requires a mental level. An effective program of religious training for even severely retarded children can be developed by understanding their level of emotional expression, and matching training materials and functioning to the developmental process through which conscience grows out of the preliminary stage of dependency and identification. 6 references.
001368 Kepler, Milton O. University of Nebraska, College of Medicine, Omaha, Nebraska Medical education: the place of religion in learning the art. Nebraska State Medical Journal. 55(7):420-421, 1970. While there is much evidence that the religious factor must be considered for true comprehensive care of the patient, only about 40 percent of U.S. and Canadian medical schools offer ethico-religious instruction. It is feasible for a medical school to
001371 Lampe, Philip E. Department of Social Science, Incar. nate Word College, San Antonio, TX 78209 Religion and the assimilation of Mexican Americans. Review of Religious Research. 18(3):243-253, 1977. The assumptions that Catholicism and parochial school education are among the causes of assimiliation attributed to MexicanAmericans were tested in San Antonio, Texas, using Gordon's seven subtypes of assimilation as a theoretical framework. A seven part questionnaire was devised, pretested, and administered to 405 eighth grade Mexican-Americans students attending nine public and nine parochial schools. The data failed to substantiate the assumptions, and indicated that parochial school students were significantly more assimilated in five of the seven subtypes of assimilation. 25 references. (Author abstract modified)
Catholic parents in one archdiocese were surveyed. Two dependent variables measure the perceived goals/purposes of education: 1) the organized goal, and 2) the student outcome goal. It is concluded that as the Catholic population has become Americanized, the religious dimension of Catholic schooling has grown less important. Catholic school Catholics are also of lower socioeconomic status, lower mobility, and higher religiousness than their public school Catholic counterparts. (Journal abstract modified)
001372 Lannie, Vincent P. University of Notre Dame, Notre Dame, IN The teaching of values in public, Sunday and Catholic schools: An historical perspective. Religious Education. 70(2):115-137, 1975. Contributions of and interrelationships among public schools, Sunday schools, and Catholic parochial schools in the U.S. are discussed. Public education had basic moral goals and was supplemented by Sunday schools. Protestant-Catholic hostility promoted Catholic rejection of the nonsectarian public schools and development of parochial schools. Mid-twentieth century brought official secularization of public schools, internal Protestant controversy that disrupted the Sunday school movement, and ecumenical attitudes that emphasized widespread disaffection with parochial education. The present offers new challenges and the need to discuss value education in all three educational systems.
001376 Lozier, Donald Gerard. Boston University School of Education The issue of alienation in the adult religious education program, ""Cursillo in Christianity”. (Ed.D. dissertation) Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 75-18540 HC$13.50 MF$5.00 208 p. The relationship between participation in a Cursillo and alienation was examined, and important aspects of the Cursillo program, a religious education program under the auspices of the Catholic church, were identified. An analysis of the Cursillo in its process and its content results in a grouping of ten independent variables. Four null hypotheses were tested: 1) there is no significant perceived relationship between alienation and participation in a Cursillo program; 2) there is no significant relationship between the expectations of the candidates and their subsequent reaction to the program; 3) there is no significant relationship between certain definite elements in the Cursillo program and corresponding specific changes in the different candidates; and 4) there is no significant relationship between the individualized plans of action of the team members and the reaction of the participants to said team members. Only null hypothesis three was confirmed. Other findings independent of the null hypotheses are discussed, and program recommendations are offered. (Journal abstract modified)
001373 Larsen, John M. First Congregational United Church of Christ, Everett, WA The individual and the learning community. Religious Education. 57(4):272-276, 1972. Only if a child can relate what he is learning to the life process, will what he is learning become a part of his value system. An ongoing learning community religious education program is described, revealing ways in which learning and living can be brought closer together. 001374 Levine, Daniel U.; Lachowicz, Holly; Oxman, KarenTangeman, Ahden. University of Missouri, Kansas City, MO The home environment of students in a high achieving city parochial school and a nearby public school. Sociology Education. 45(4):435-445, 1972. Home environments of small samples of 1968-1970 kindergartners in a high-achieving parochial elementary school and in a nearby public school are investigated. Both schools were located in the inner-city area of a large midwestern city. Using a home environment interview schedule, evidence was found that parochial school subjects had more supportive home environments than did public school subjects particularly with respect to language usage and intellectual aspirations and expectations. These aspects of home environment also correlated highly with scores on reading readiness tests administered at the end of kindergarten. Results suggest that the more supportive home environments of the parochial school subjects may have been primarily responsible for their relatively higher academic achievement.
001377 Martin, Francis Austin. Southern Baptist Theological Seminary A study of Carl Rogers' philosophy of persons and its implications for church education. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 73-32155 HC$12.50 MF$4.00 260 p. Carl Rogers' philosophy of persons was studied and the relevance of the philosophy for church education was assessed. The logic of the philosophy is analyzed in detail, as are the implications for church education based on theological interpretation of certain themes. Although there are formidable difficulties in translating his ideas into church education, Rogers' ideas have much to offer to such education, particularly his conception of the individual and the emphasis on the centrality of relationship as the context and the process of education. Relevant themes are his conception of the incongruent person which is analogous to the theological idea of fallen man and his conception of the fully functioning person, which is analogous to the theological idea of redeemed man. Other analogies are concerned with a theological interpretation of his facilitative conditions of therapy and of teaching: empathetic understanding as analogous to the incarnation, congruence of the therapist as analogous to the congruence of God, and unconditional positive regard as analogous to God's love. (Journal abstract modified)
001375 Lovely, Robert Francis. University of Notre Dame Parental perceptions of academic and religious orientations of parochial education in St. Louis, Missouri. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. Mfilms, No. 75-19943 HC$13.50 MF$5.00 178 p. The religious and academic perceptions of the goals/purposes of parochial education by parents were studied. Two social processes, assimilation and secularization, are employed as a theoretical framework to explain the upward social mobility of the Catholic collectivity, and the apparent decline in the importance of religion, in exercising control over the enrollments in Catholic schools. Trends away from religious to purely secular goals in modern Catholic parochial education are examined.
001378 Mason, M.G. no address Education and indoctrination. Journal Pendidikan, U.K.M. 3:25-34, 1976. The relationship of indoctrination to education is discussed with special reference to the role of indoctrination in teaching religion and morals. It is noted that while indoctrination can be seen most easily in the context of what is being taught and can be detected in the methods of instruction, the critical determinant is the intention of the teacher. Consideration of such sensitive areas as religion, morals, and political issues shows the difficulty of avoiding indoctrination, particularly with children and young adults, and for educators to foster in their pupils inquiring and growing minds. (Malay abstract)
point, with disagreement primarily concerned with definitions of church education and the means proposed for achieving such education. As a rejoinder, E. C. Nelson states that the church educator has made important changes possible and that his future role is to intensify educational work in order to enlarge people's awareness of the true human condition.
001379 Miller, Randolph C. Editor. no address Convention papers: theory and practice in religion and education. Religious Education. 71:115-170, 1976. A variety of symposia papers on psychology, personality development and religious education in America are presented. Included are papers on modeling in religious education, meditation, religious development in middle age, problems in training informal religious educators and religion in public schools.
001383 O'Hare, Padraic. Catholic Diocese of Rochester, NY Religious education as inquiry: The thought of Henry Nelson Wieman. Religious Education. 70(3):317-322, 1975. The complementary goals of religious education, behavioral objectives and the cognitive skills and attitudes of inquiry and self-criticism are discussed in light of writing of H. N. Wieman. Wieman recognizes dual aspects of religion. The devotional, priestly, comforting function is compatible with transmission of knowledge (behavioral objectives) in religious education. It is suggested that religious education and the religious life must not choose one or the other of these contrasting goals exclusively but hold them both in equilibrium.
001380 Moriarty, John Eugene. Northern Illinois University Religious understanding, religious attitudes and self-esteem of parochial school and Confraternity of Christian Doctrine students. (Ed.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-films, No. 72-22795 HC$10.00 MF$4.00 152 P. Difference in outcomes of two modes of religious education, the parochial school and the Confraternity of Christian Doctrine (CCD) in the Archdiocese of Chicago, was investigated in an eighth grade population. The major independent variable was mode of religious instruction, but sex and location were also treated. The Inventory of Catholic Students Outcomes, Part 1 and an abbreviated form of Part 2 were used, and self-esteem was measured by the Coopersmith Self-Esteem Inventory. The following conclusions were drawn: 1) parochial school students understood their religion better than CCD subjects, particularly in the Code and Cult dimensions of the faith; however, there was apparently a similar understanding of the Creed. 2) In terms of religious attitudes, significant differences found between the modes of religious instruction indicated that CCD students are more community oriented, more tolerant, and more openminded than parochial subjects. 3) A theory that attributed increased self-esteem to parochial school subjects was not supported by the findings. 4) Girls performed consistently better on all measures used. A theory of higher self-esteem for girls based on the integration of religious beliefs and attitudes was supported in the case of CCD students but not in the parochial group. Some implications of the findings was the notion that both modes of instruction were equally unsuccessful in engaging students in the propositional thought required of the doctrinal dimensions of Catholicism. (Journal abstract modified)
001384 Peters, Russel Marion. Indiana University The role of small groups in adult Christian education. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, Mich., Univ.M-films, No. 71-14465 HC$10.00 MF$4.00 129 p. An investigation was conducted to analyze selected small groups in their historical contexts in relation to adult Christian education; to identify certain conditions surrounding the organization and operation of selected small groups; to discover distinctive educational features of these small groups; and to suggest guidelines to be used as criteria in the organization and operation of effective small groups in adult educational programs in the church. As a result, nine general principles to be used in such group organization and operation were identified. In addition, six typical issues likely to arise in connection with small groups involved in adult Christian educational activities were identified and explicated. These issues were: (1) objectivity versus subjectivity; (2) theologizing small group phenomena; (3) preoccupation with process or content; (4) the concept of change; (5) norms and goals conflict; and (6) freedom of expression and inquiry. An awareness of these issues should provide a more adequate basis upon which to develop an appropriate role for these small groups. (Journal abstract modified)
001381 Mullins, Terence Y. no address Social desirability as a factor in Christian education. Religious Education. 69(3):292-301, 1974.
What a person sees as socially desirable partially depends upon the kind of education he receives. In Christian education persons may be alerted to see things in life that they would be unable or unlikely to see in the absence of the expectations such education affords. Social desirability can subtly influence action by affecting a person's attitudes and by presenting a different range of options for his responses. Emphasis of Christian education upon individual attitudes is likely to increase their social de sirability within the group. 001382 Nelson, Ellis C. Union Theological Seminary, New York, NY Is Christian education something particular? Religious Education. 67(1):5-41, 1972. It is suggested that the general purpose of church education is the same as that of the church, but that its particular role is to help persons in the church develop a Christian mentality. This mentality must be related to theology, morals, and social justice and be expressed in living. Commentators from differing religious communions have indicated agreement with this view
001385 Phillips, D. Z. University College of Swansea, Glamorganshire, Wales Philosophy and religious education. British Journal of Educational Studies (London). 18(1):5-17, 1970. The impracticality of attempting to reduce or expel religious teaching in public schools is supported by philosophical argument. The very phrase "" religious beliefs” is challenged to the extent that it often denies the existence of religious knowledge. Questions relative to the philosophy of religion are raised by quite young children and persist throughout their school careers. Students can be expected to worry about the relations between religious statements and scientific statements, between religious beliefs and factual beliefs, between the notion of empirical truth and truth in religion, and so on. These questions should be discussed, for they are real problems and form as real a part of inquiry as any other subject. The difficulties inherent in scholastically discussing religion, especially with young children, are undeniable; but such teaching is possible and not nearly so beset with illogicality as are concepts of teaching that exclude religion. 7 references.
001386 Reiss, Werner. no address Conducting an adult education course in theology. Gruppendynamik (Forschung und Praxis). 5(6):454-455, 1974.
gy courses, it intends to include only papers that are relevant, interesting and informative for the young adult. The articles analyze important psychological topics relating to the development of a mature and educated Christian faith.
A one-week course given to 15 adult lay participants 20-30 years old is described. The course was a survey of the most important issues in theology and was part of a larger 3-month course designed to further the development of the participants and to integrate religious knowledge with their daily life. The method consisted of psychodrama concerning life experiences, feedback by the group, and theological material. 001387 Reneer, Everett V. Midwestern Baptist Theological Seminary The theological school as a therapeutic community. Corrective and Social Psychiatry and Journal of Applied Behavior Therapy. 19(2):10-22, 1973. The theological school as a therapeutic community is discussed. It is suggested that those who contend that intellectual or cognitive endeavors are at the center of graduate theological study often overlook or minimize the significance of feel or affect in life and work. Students' growth is contingent upon their own abilities and the enlargement of the understanding of ministry will not occur apart from the interaction of student experiences with other students and his teachers. It is concluded that the focus on the theological school as a therapeutic community offers a solid potential for so influencing the student that he continues to be a faithful learner throughout his ministry.
001391 Sawin, Margaret M. no address A study of sunday church school teachers' personality characteristics and attitudes toward children. (Ph.D. dissertation). Dissertation Abstracts International. Ann Arbor, MI, Univ. M-Films, No. 70-11,646 HC$8.25 MF$16.50. 110 p. Personality characteristics, attitudes toward children and impact of level of education were studied in 259 female Protestant Sunday church school teachers. The Edwards Personal Preference Schedule (EPPS), Minnesota Teacher Attitude Inventory (MTAI) and an education and background questionnaire were used with Z and F tests and correlational analyses for comparisons with the general population. The subjects scored significantly differently from the general population on 11 of the 15 EPPS subscales, including low autonomy and ag. gression as predicted. Subscale positive and negative correlation between the EPPS and MTAI are discussed.
001388 Rolls, Eric F. 2 Middle Park Road, Selly Oak, Birmingham B29 4NE, England Religious education in a pluralist society: a basic course in Hinduism. Character Potential. 8(2):86-91, 1977. The broadening of religious education courses in secondary schools in Birmingham, England to reflect the Muslim, Sikh, Hindu and Jewish faiths represented in the community is discussed, with special attention to a course in Hinduism. The course on Hinduism is divided into eight units dealing with topics such as Hindu answers to human questions, Hindu symbols, the Gita, Gandhi, Hindu society, and temple worship. The course is seen as a positive response to the pluralism of society in the English Midlands. It is suggested, however, that desirability, practicability and possibility of developing courses in religions other than that traditional to the society in which a majority of the pupils are raised must be dealt with by each locality. 4 references.
001392 Scherer, Ross P. Loyola University, Chicago, IL Contemporary religious education: a case of organization secularization? Character Potential. 6(4):207-216, 1974. A sociologist's description is presented of religious education strategies in the pluralistic U.S. A shift in strategy from denominational-confessional to academic-descriptive is hypothesized. Organizations' adaptation, goal-attainment, integration, and latency needs are examined. The relationship of strategies to religion-as-knowledge vs. religion-as-commitment is discussed. Areas where research is needed are identified. 19 references.
001393 Schulz, Delbert. no address Christian religious education as gospel action. Character Potential. 6(4):182-187, 1974. The power of Christian religious education, particularly the Christian Gospel, in affecting behavioral change in a Lutheran highschool is discussed, based on a series of episodes occurring at the school. If the goal of learning or education is a changed person, it will be more likely to happen out of the context of the Gospel rather than as a function of authority and law, which can only affect behavior through coercion. One operating out of new motivation and power obtained through personal freedom will demonstrate unpredictable behavior. Failure is not uncommon but is accepted with forgiveness, rather than punished. Only when failure endangers others must the situation be dealt with under the law. Christian education has the power to effect change, growth, maturity, and freedom among young students heretofore learning and operating under a traditional system.
001389 Rossier-Benes, Luise. author address not given Religious instructions for mentally retarded children. Forward Trends (London). 14(2):56, 1970. In answer to the question of the need for religious instruction for mentally retarded children, the belief is expressed that religious instruction is very important. In the Zurich primary schools, while the teacher may decide whether or not to give religious instruction, it is suggested that in this specific case there are several reasons favoring the instruction. Included are: the greater quality of mirroring the environment found in mentally retarded over normal children; and the special receptivity of mentally retarded children to the influence of persons who respond to them with love, in this case -- the love imparting religious faith. The method of teaching which is recommended included visual aids to complete the spoken lessons. Drawing and copying of sentences into a Bible story notebook are used as applicable.
001394 Seppo, Simo. University of Jyvaskyla, Finland. The attitudes of students toward religious education in secondary school. Jyvaskyla Studies in Education, Psychology and Social Research. 25(1-137, 1971. The hypothesis was investigated that pupils can experience religious education (re) in a way that does not correspond to the aims of the teacher or the educational program. Four hundred eight high school pupils were given an attitude test after pretests on 1,054 subjects revealed main categories of attitudes. A factor analysis between attitudes and pupil background was conducted. Three influential elements common to all attitude statements were found: subject, classmates and interest in the subject matter. Results show (a) no correlation between religious feeling and interest in re as a subject; and (b) certain undesirable features in subjects who showed a positive attitude toward both religious feeling and re.
001395 Shapiro, Howard M.; Dashefsky, Arnold. Department of Sociology, University of New Hampshire, Durham, NH Religious education and ethnic identification: implications for ethnic pluralism. Review of Religious Research. 15(2):93-102, 1974. The effect of religious education on ethnic identification is investigated. Questionnaire data were provided by 183 Jewish men aged 22-29. Analysis of these data indicates that Jewish education has a "mild but lasting” independent effect on Jewish identification. Relevant childhood and adolescent socialization variables do not confound this relationship. Three relevant variables concerning the respondent's adult structural characteristics were used to specify the magnitude of this relationship in various contexts. Most important in this analysis is the finding that the relationship between Jewish education and Jewish identification increases with increases in secular education. Implications of this study are considered and suggestions for further research are offered. 20 references. (Journal abstract modified)
volving 371 students' attitudes toward religious instruction and the thinking processes in teachers in religious instruction; and (d) research on the religious and ethical development of children including more than ten completed or continuing studies which feed into an extensive overall study project for 1974. This new investigation, projected for four years, will test a sample at five grade levels and include 1,000-1,400 students. The article makes available to English-speaking researchers a description of 12 Finnish researchers, in particular, and of an elaborate ongoing research design in general.
001396 Smith, Sandra N. School of Education, Howard University, Washington, DC 20001 Parochial schools in the Black cities. Journal of Negro Education. 42(3):379-391, 1973. The role of parochial education in the Black cities is critically examined. Consideration is given to racist tendencies, central locus of control, and religious orientation of the curriculum. A rationale for parochial schools in Black communities focuses upon the unique contribution which parochial education can make. Recommendations include changes in admission policies, community participation, and ongoing evaluation of the school program in terms of unique community needs and the relevance for future citizens. 16 references.
001400 Thomas, Margaret J. United Presbyterian Church in the U.S., 475 Riverside Drive, New York, NY 10027 Job satisfaction and the professional Christian educator in the Presbyterian Church, U. S. Character Potential: A Record of Research. 7(3):151-156, 1975. Job satisfaction is studied in relation to the professional Christian educator in the Presbyterian Church of the United States. From demographic and statistical data on active professional Christian educators, two hypotheses are developed to describe and predict the roles, functions, and acceptability of educators in the church. The hypotheses concern the relationship between spent and desired time for various activities and functions, and the relationship between absolute value of the mean of the individual correlations of desired time and perceived importance of activities and functions. Results indicate negative correlations between the desire of individuals for time and time actually spent in certain activites, and an inverse ratio between tasks considered important and the time spent in those tasks. Generalizations were not significant in desired tasks and desired time for desired tasks across the sample studied. It is recommended that the Church as a whole develop systems for placing people in positions compatible with their perceived roles. 001401 Torrance, E. Paul; Goldman, Ronald J.; Torrance, J. Pansy. College of Education, University of Georgia, Athens, GA The meaning and relevance of learning readiness for curriculum construction in Christian education: a study paper. Character Potential: A Record of Research. 7(3):118-142, 1975. In a study of the meaning and relevance of learning readiness for curriculum construction in Christian education, factors identified as affecting readiness include physical inheritance, intellectual development, emotional development, behavior, and experience. Certain attitudinal emphases and generalizations are recommended for teaching young children about religion. To improve the curriculum of Christian educational programs, it is felt that more specific information is needed concerning the development of Christian concepts and other aspects of spiritual growth as it now occurs in Christian families. 66 references.
001397 Stettner, John W. McCormick Theological Seminary, Chicago, IL Panel discussion at the Oskar Pfister Centennial Symposium. Journal of Religion and Health. 13(1):62-64, 1974. O. Pfister's application of psychoanalytic methods to work with and education of children is discussed, particularly the religious training of children. It is noted that Pfister remained loyal to Freud following the Freud-Jung split, and assisted in setting up two psychoanalytic societies in Switzerland relative to the split. Memorial reviews of some persons who knew Pfister personally are included.
001398 Steward, David S.; Steward, Margaret S. no address Cognitive development and ethnicity: problems for educational ministry. Religious Education. 70(3):308-316, 1975. Level of cognitive development and ethnic pluralism are discussed as factors to be considered in programs of religious education that recognize the importance of their social context. Research on home learning of preschool children identified two components of teaching-learning loops. Giving instructions, a rational component, varied across co nitive levels of the teachers in the home more than across ethnic groups studied. Giving feedback, a predominately affective component, varied more among the ethnic groups (Mexican, Chinese-American, and Anglo). Consequent hypotheses regarding church educational programs are suggested. 28 references. 001399 Tamminen, Kalevi. University of Helsinki, Finland. Religious-educational research in the faculty of Theology of the University of Helsinki. Character Potential. 6(4):188-199, 1974. Research in Finland is summarized in four major categories: (a) a longitudinal investigation of the study process of 200 theology students who entered the Faculty of Theology in 1970; (b) studies of the educational work of the Lutheran Church of Finland concern confirmation schools, age, sex, and attitude change; (c) research on religious education in the schools, in
001402 Wade, Stephen H. St. Michael's Episcopal Church, New York, NY Epistemology and the matching of intentions with models in religious teaching. Religious Education. 70(3):227-234, 1975. Epistemological structure of some teaching models are inconsistent with the intentions and content of religious teaching. As an example the Piagetian system is held to include a hidden agenda that may distort the intentions of religious educators. The work of J. Habermas identified three learning models, the scientific/technological emphasis on reliability and predictability being antithetical to some religious traditions. A hermeneutical tradition is preferred because its primary interest is in the possibility of orienting human actions within a common tradition. 001403 Walters, Annette. St. Ambrose College, Davenport, IA Religious education, values, and morals. Religious Education. 69(2):246-248, 1974. |
Who among the following would most likely contend that thoughts and feelings are a function of the environment and should be studied as such?
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