Religious Values and Young People: Analysis of the Perception of Students from Secular and Religious Schools (Salesian Pedagogical Model)

Ariza, Andrea Cívico; Magaña, Ernesto Colomo; García, Erika González

doi:10.3390/rel11080415

Cited by 13 publications

(10 citation statements)

References 35 publications

(32 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, it differs from the study by González-Gijón and Soriano (2017), in which the importance of activities related to aesthetics, associated with personal care, and activities linked to music, art, and cinema, is noted. The religious values were found to be at the lowest level and are consistent with other studies (Cívico-Ariza et al, 2020;Elzo, 2006;Gervilla, 2002) in which religious values are not well rated or show no difference between the responses of students from denominational and non-denominational establishments. In contrast, the studies carried out by Black (2017) and Hill and Den Dulk (2013) were not coherent with the present study.…”

Section: Discussionsupporting

confidence: 90%

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Saavedra¹,

Philominraj²,

Urzúa³

et al. 2022

JSSH

View full text Add to dashboard Cite

Value education for preservice university teachers is an unavoidable task, given the level of authority they exercise in the lives of children and young people. The objective of the current study was to understand the perception of values held by preservice teachers from a regional university in Chile set in a multicultural context. The aim was to analyze the opinions of Chilean university preservice teachers on a set of values. The research was designed within the quantitative framework using a Likert scale questionnaire, applied to 319 pedagogy university students. The participants’ responses were analyzed with statistical tools, and the results revealed that the participating students valued more significant aspects of affectivity, morals, and ecology. As reported by the participants, the least preferred values were instrumental and religious. These findings are significant for decision-making and consistent implementation to improve pedagogical training in accordance with today’s society’s problems and educational needs. The article ends with a conclusion, implications, and limitations of the current research.

show abstract

Section: Discussionsupporting

confidence: 90%

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Saavedra¹,

Philominraj²,

Urzúa³

et al. 2022

JSSH

View full text Add to dashboard Cite

show abstract

“…Research conducted with other Claretian schools, as found in C ıvico Ariza et al ( 2020), show that faith is highly valued by students who have been educated in secular schools, although there is a negative consideration of the ecclesiastical hierarchy even in Catholic schools (C ıvico Ariza et al, 2020). The implications that have been derived from the results of this paper, and that are developed below, could be extrapolated to similar contexts as the parameters related to the religious sentiment of the student body are not exclusive to the Claretian Community.…”

Section: Discussionmentioning

confidence: 98%

The Claretian Community: The Exit Profile of Students at the Claret School of Barcelona

Campo

Saneleuterio

2022

Journal of Research on Christian Education

View full text Add to dashboard Cite

This paper provides an analysis of the exit profile of a student who completes their studies at the Claret School of Barcelona, a primary and secondary educational institution belonging to the Claretian Community in Spain. The Claret School of Barcelona is a center that is partially funded by the government, however, all students must pay tuition. The final two grades at the school, that is the baccalaureate years, are private and receive no public funding. During a five-year period (2014-2019), a group of teachers from both the primary and secondary schools, along with the management team and external psycho-pedagogical advisors with expertise in educational innovation, undertook a project to identify the values that are taught and developed during the course of a student's compulsory educational career at the Claret School of Barcelona. To verify that the values identified by the faculty complied with the students' reality, a questionnaire to survey students' perceptions regarding the 14 ideal characteristics of a Claret student upon the completion of their studies was designed and validated, obtaining a CVI (content validity index) of 0.77. Completed by a total of 312 students, the results confirmed the importance of 12 of these characteristics, while two received rather low results when compared to the average score (66.04%). The characteristic which scored the lowest score was the question regarding the religious dimension of the student (question 10).

show abstract

“…The religious value is inevitably essential to exist (Ariza et al, 2020;Astapov & Krasnova, 2022;Astavov & Krasnova, 2022;Gill, 2020;González-Gijón et al, 2019;Pusztai et al, 2021). It is in line with some crucial instructional objectives i.e.…”

Section: Introductionmentioning

confidence: 94%

The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis

Andriani,

Abdullah,

Nurhaedin

et al. 2024

jpdr

View full text Add to dashboard Cite

Countless studies have examined the vital role of ELT textbooks as learning sources, particularly in terms of intercultural, multicultural, and trans-cultural analysis. Yet, none of them specifically talked about religious values as the research focus. Hence, this study aimed at construing religious values represented in a selected chapter of an Indonesian ELT textbook. Descriptive problem-driven content analysis was used as the research design, whilst the research data were collected through document analysis. Later, to analyze the data, the research utilized Systemic Functional Multimodal Discourse Analysis (SF-MDA) (O’Halloran, 2008c) as the framework with a focus on representational meaning and transitivity analysis for each visual and textual data. The findings showed that two data modes represent religiosity, namely visual and verbal data. In visual, religious values (artifacts, beliefs, and behaviors) are represented by the classificational process while in verbal data; they are represented by the material and relational processes. Four of Indonesia's large recognized religious communities were represented namely Christianity, Buddhism, Hinduism, and Confucianism. Yet, there is no single datum that figures Islamic values, whereas, the Islamic community is the largest in the country and even in the world. Hence, this implication suggests that stakeholders (particularly textbook authors) should pay attention to the issue of how to fairly present the five legalized communities' values existing in Indonesia. Therefore, because Indonesia has varied its communities, ethnicities, and backgrounds, ELT textbooks should fairly embody the diversities more over the religious aspects which are the core competence to gain.

show abstract

Religious Values and Young People: Analysis of the Perception of Students from Secular and Religious Schools (Salesian Pedagogical Model)

Cited by 13 publications

References 35 publications

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

The Claretian Community: The Exit Profile of Students at the Claret School of Barcelona

The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis

Contact Info

Product

Resources

About