Autonomy and Religious Education: Lessons from a Six-Year Evaluation of an Educational Reform in an Israeli School Network

Autor/inn/en	Paul-Binyamin, Ilana; Gindi, Shahar
Titel	Autonomy and Religious Education: Lessons from a Six-Year Evaluation of an Educational Reform in an Israeli School Network
Quelle	In: British Journal of Religious Education, 39 (2017) 2, S.149-171 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2015.1025698
Schlagwörter	Religious Education; Educational Change; Personal Autonomy; Foreign Countries; Professional Autonomy; Networks; Qualitative Research; Statistical Analysis; Values Education; Educational Objectives; Questionnaires; Feedback (Response); Program Evaluation; Secondary School Students; Student Attitudes; Rating Scales; Teacher Attitudes; Secondary School Teachers; Religious Factors; Principals; Judaism; Israel + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsreform; Individuelle Autonomie; Ausland; Berufsfreiheit; Qualitative Forschung; Statistische Analyse; Werterziehung; Educational objective; Bildungsziel; Erziehungsziel; Fragebogen; Programme evaluation; Programmevaluation; Sekundarschüler; Schülerverhalten; Rating-Skala; Lehrerverhalten; Principal; Schulleiter; Judaismus
Abstract	This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy. Moreover, this tension is not restricted to religious education. The intensity of such a conflict varies in accordance with the flexibility (or inflexibility) of the dogma, the conceptual cohesion of the educational agenda and the perceived importance of granting autonomy to students. The more cohesive and inflexible the educational agenda is, the greater the danger that autonomy will be discarded. The present research examined an educational reform implemented in the National-Religious School Network in Israel, which included the promotion of autonomy among principals, teachers and students. Conducted over a six-year period (2006-2012), the research employed both qualitative and quantitative methodologies and involved various stakeholders in the school network. The multifaceted picture that emerged of the relationship between educational autonomy and religious agenda is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01