Critique in Religious Education

From Brain Imaging Religious Experience to Explaining Religion: A Critique

Recent functional neuroimaging data, acquired in studies of religious experience, have been used to explain and justify religion and its origins. In this paper, we critique the move from describing brain activity associated with self-reported religious states, to explaining why there is religion at all. Toward that end, first we review recent neuroimaging findings on religious experience, and s...

a critique of the existing classifications of approaches to religious education: an alternative classification

the major purpose of the present this study is to reviews the classifications of approaches to religious education, and introducing an alternative classification of religious educator theory. to this end, approaches to islamic education which have been categorized typologically and are associated with the cognitive context of iranian intellectuals have been studied. in line with this goal, the ...

Fundamentalism as a Challenge for Religious Education

Empirical research on fundamentalist biographies—presented are three case studies and a summary of research results—demonstrate the complex biographical-motivational factors for fundamentalist turns, but also a transformational potential. Explaining fundamentalist conversion and deconversion within a theoretical framework of fundamentalism as “modern anti-modernism” and as “dislocation of relig...

The Future of Religious Education: Three Pathways to Explore Dr. Maurice Ryan Senior Lecturer in Religious Education

The Secular Benefits of Comparative Religious Education