As one of the oldest surviving educational religious models in the history of Muslim education, Mahdara remains a poorly studied desert-based religious institution of traditional learning. In its Bedouin context, the Mahdara produced religious scholars no less competent in the mastery of religious Islamic sciences than graduates of other reputable…

In this article the authors outline a core concern regarding the importance of intertwining the three forms of education: citizenship education, worldview education, and human rights education. Secondly, they take a transformative view within a critical-pragmatic pedagogy with the aim of strengthening the potential for social engagement,…

The work of Sister M. Rosalia Walsh and the Mission Helpers of the Sacred Heart gave impetus to the reemergence of the use of story in catechetical materials designed and published in the United States during the first half of the twentieth century. Focused on catechetical needs of Catholic children who did not attend Catholic schools, The Mission…

This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the "metaphysics of presence" (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The…

Discusses the origins and nature of the phenomenological approach to the study of religion. Examines the way in which this approach has become accepted as a suitable methodology for religious education. Argues that certain features of this approach are untenable in the light of recent work in the philosophy of language and mind. (CAJ)

Discusses Proverbs as an approach to teaching, learning, speaking, and listening. Argues that using Proverbs is a means to meet the conventions of the Generation X community and to learn about the ambiguity and paradoxes of God. Suggests that how and when a teacher speaks can be formative and potentially transformative. (CAJ)

Defines evaluation for adult religious education describing its four components (evidence, criteria, judgment, and improvement). Considers the scarcity of literature on evaluation in adult religious education noting the reasons for this scarcity. Provides an overview of evaluation addressing what, who, when, and how, and barriers and possible…