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The Psychology of Religion, Fourth Edition
Scholarly and comprehensive yet accessible, this state-of-the-science work is widely regarded as the definitive graduate-level psychology of religion text. The authors synthesize classic and contemporary empirical research on numerous different religious groups. Coverage includes religious thought, belief, and behavior across the lifespan; links between religion and biology; the forms and meaning of religious experience; the social psychology of religious organizations; and connections to morality, coping, mental health, and psychopathology. Every chapter features thought-provoking quotations and examples that bring key concepts to life. New to This Edition *Revised and updated with the latest theories, methods, and empirical findings.*Many new research examples.*Restructured with fewer chapters for better “fit” with a typical semester.*More attention to the differences between religion and spirituality*Covers emerging topics: genetics and neurobiology, positive psychology, atheism, and more.
Psychology, Religion, and Spirituality
Over a century ago, psychologists who were fascinated with religion began to study and write about it. Theologians and religious practitioners have responded to this literature, producing a fascinating dialogue that deals with our fundamental und- standings about the human person and our place in the world. This book provides an introduction to the important conversations that have developed out of these interchanges. The dialogue between psychology and religion is difficult to study for a number of reasons. First, it requires knowledge of both psychology and religion. People with a background in psychology often lack a solid understanding of the religious traditions they wish to study, and ...
Belief and Unbelief
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Competence Oriented Teacher Training
Internationally leading experts from four continents provide new views and pathways to teacher education and training. How can teachers be effectively and efficiently trained to master the complexity and the process conditions of teaching-learning situations? The chapters as a whole demonstrate that subtle knowledge of the conditions and variables of instructional processes is necessary. They provide new insight into the classroom. But the chapters also stress the necessity of reflection: Teachers have to learn how to judge and justify that knowledge and its use. Reflective behaviour, thus, is seem as the overall goal of teacher education and training The authors are aware that this goal might be classified as “idealistic” and present, therefore, complex examples for successful conducting instructional processes. They open the view on hidden or neglected dimensions of teaching and learning, discuss standards for teacher behaviour, present critical situations together with possible solutions and give hints for the use of technology. Together, these chapters present new perspectives for successful teacher actions and the corresponding preparation for successful instruction.
Getting Involved
Getting involved' in society means becoming a human person by doing something for others and thus being connected to mankind and society. Youngsters who get involved, give meaning to life and develop a feeling of agency. But ‘getting involved’ is not easy. Getting involved’ is necessary for living together, creating democracy and sustainability of a global world. The paradox is that in a modern, multicultural society ‘getting involved’ is even more important than in a traditional, more monocultural society. ‘Getting involved’ relates to various scientific orientations. Political, sociological, psychological and pedagogical questions are at issue, and all of these will be consul...
Handbook of Child Psychology, Theoretical Models of Human Development
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 1: Theoretical Models of Human Development, edited by Richard M. Lerner, Tufts University, explores a variety of theoretical approaches, including life-span/life-course theories, socio-culture theories, structural theories, object-relations theories, and diversity and development theories. New chapters cover phenomenology and ecological systems theory, positive youth development, and religious and spiritual development.
Participatory Learning
Annotation Hermans (professor of identity of Catholic schools and religious education, Catholic U. of Nijmegen, the Netherlands) analyzes religious education in the context of globalization as a cultural phenomenon--a phenomenon characterized by processes of rationalization, fragmentation, and transformation. He explores the changing nature of tradition in terms of Christian concepts of transcendence and immanence as it relates to education. After attempting to define the characteristics of religion as experience, language, and practice, he proposes a concept of religious instruction based on "participation." Participatory learning is defined as developmental, social, mediated, and meaningful learning. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Global Perspectives on Spirituality and Education
In recent decades, and around the world, much attention has been given to the role of spirituality in the education of children and young people. While educationalists share many common goals and values in nurturing the spiritual lives of children and young people, national and regional cultures, religions and politics have impacted on the approaches scholars and practitioners have adopted in their investigations and practices. The different contexts across nations and regions mean that educators face quite distinct conditions in which to frame their approaches to spiritual education and research, and the nature and impact of these differences is not yet understood. This book brings together...
VET Boost: Towards a Theory of Professional Competencies
The themes of the different papers in this book are related to five major areas of research. First, the book presents the work on a large-scale assessment in vocational and occupational education and training. Reason was the work of Frank Achtenhagen and his colleagues on the preparation of a VET-PISA which started in 2004 which has now become more and more a concrete program. The contributions to this part of the book contain a project description and profound presentations and discussions of measurement and evaluation problems. It reflects also the work of Achtenhagen with respect to item response theory, measurement and testing. The second part of this book presents a unique endeavour of ...
