The teaching of religions has long relied on the World Religions paradigm to guide curricula throughout education, which has led to a widening gap, on the one hand, between what is taught in schools and in universities and, on the other, between research and teaching. While the World Religions paradigm has allowed the inclusion of non-Christian religions in education, it has also remodelled them according to liberal Western Christian values, influencing the conception of ‘religion’ beyond educational contexts. This article argues that it is time to discard the World Religions paradigm altogether in favour of a more critical approach to the study of religion, as a constructed category, as well as a study of religions in their contexts.

It is well known that the foundations for food choice are laid down in childhood. Poor dietary habits learned in childhood may persist into adult life. The dietary awareness of children is subject to a range of complex interacting forces, for example, peer group pressure, social factors and television advertising. Many investigators have developed innovative methodologies to record these parameters. Reviews, therefore, the methodological issues of studies which have attempted to elicit pre‐adolescent attitudes, knowledge and beliefs in food. Finally, makes recommendations about methodological issues that should be considered when studying pre‐adolescent children’s food choice.

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This article reviews Native American ritual practices, frameworks and key concepts employed by several substance abuse treatments centres in the U.S. and Canada. It also examines the way Alcoholics Anonymous' Twelve Step programme has been modified to attract and serve the needs of Native Americans and First Nations and its potential impact on the ritual practices. Native concepts of wellbeing are highlighted and linked to the idea of living in "balance".