Home Shrines in Britain and Associated Spiritual Values

Autor/in	Thanissaro, Phra Nicholas
Titel	Home Shrines in Britain and Associated Spiritual Values
Quelle	In: Journal of Beliefs & Values, 31 (2010) 3, S.353-357 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-7672
Schlagwörter	Metacognition; Social Services; Religious Factors; Foreign Countries; Adolescents; Values; Attitudes; Buddhism; Religion; Indians; Chinese; Asians; Spiritual Development; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Social service; Soziale Dienstleistung; Soziale Dienste; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wertbegriff; Attitude; Einstellung; Verhalten; Buddhismus; Inder; China; Chinesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Sekundarschüler
Abstract	In a quantitative survey of religious attitudes and practices in a multi-religious sample of 369 school pupils aged between 13 and 15 in London, the presence of a home shrine was found widespread in 11% of adolescents spanning several religious affiliations and ethnicities--especially Buddhists, Hindus and those of Indian, Chinese and "Other Asian" ethnicity. Having a home shrine correlated significantly with spiritual attitudes such as agreement with filial piety, the Eightfold Path, subjectivity of happiness, meditation, Sikh festivals, reincarnation and opening Gurdwaras to all. It is suggested that teachers and the social services should be aware of the importance of shrines to many religious communities and recognise their potential as a spiritual asset and manifestation of religion outside the congregational place of worship. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10