The development of beliefs and values in early adolescence: a case study through religious education pedagogy

O’Grady, Kevin E.

doi:10.1080/13644360601013991

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Important to this awareness is recognizing where values derive or originate. Some believe values develop in early adolescence or the adolescent stage of the life cycle (O'Grady, 2006, Manno, 1997. Others believe values come out of experiences that lead to the realization of values and its connection to identity (Joas, 2000).…”

Section: Organizational Valuesmentioning

confidence: 99%

An Empirical Vision for Organizational Renewal: Utilizing Self-Reflection and Self-Awareness to Prompt Deep Transformation

Gilbert¹

2016

IJBA

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Though it would not be disputed that individual contributors within the organization are pivotal to organizational innovation and change, there seems to be a disconnect between the organization's design as it pertains to systems, structures and policies and those in leadership who determine the realities, norms, and behaviors for how innovation is to take place. Often, the implicit leadership influence in regard to this is unspoken and separate from the established organizational culture. For this reason, before an organization has this ability to renew on a product and innovation level, deeper renewal may be required. This renewal process utilizes principles of self-reflection and self-awareness to gain greater understanding of how the many dimensions of the organization work together. This method of organizational renewal can be extremely beneficial regardless of the current state of the organization. The key is to consider renewal as a form of strengthening the very core for greater sustainability and future readiness. This article provides an empirical framework to illuminate ways in which an organization can engage in the renewal process. The process involves discussing the importance of renewal at all levels of the organization, providing the foundational concepts of self-reflection and self-awareness in the context of renewal, highlighting the various aspects of the organization requiring renewal, and bringing it all together into a cohesive framework

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Section: Organizational Valuesmentioning

confidence: 99%

An Empirical Vision for Organizational Renewal: Utilizing Self-Reflection and Self-Awareness to Prompt Deep Transformation

Gilbert¹

2016

IJBA

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“…This especially comes to the fore when they find themselves required to deal with controversial ethical issues which may arise from the claims and practices of specific religions. Equally, students have to be assisted as they re-examine their own commitments in the light of the range of points of view they encounter in such courses (O'Grady 2008).…”

Section: Teaching Darwinian Evolution 681mentioning

confidence: 99%

Teaching Darwinian Evolution: Learning from Religious Education

Stolberg

2009

Sci & Educ

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This article examines what science education might be able to learn from phenomenological religious education's attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of 'learning from religion' as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin's responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin's evolutionary approach.

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“…Ipgrave 2005;McKenna, Ipgrave, and Jackson 2008) and using pupils' own concerns and questions as a means to increase their motivation (O'Grady 2003(O'Grady , 2005(O'Grady , 2006. This latter work allied action research to the interpretive approach.…”

Section: Background and Contextsmentioning

confidence: 99%

Researching religious education pedagogy through an action research community of practice

O’Grady¹

2010

British Journal of Religious Education

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The Warwick REDCo community of practice was a group of religious education researchers operating in several contexts: English secondary schools and universities, English and European collaborations on religious education. The group undertook action research, seeking to illustrate and critically assess the interpretive approach to religious education. As a community of practice, processes of mutual conversation and support were prominent in its schedule. In the present article, attention is focused on its findings with regard to pedagogy. Recommendations are offered both for classroom teaching and the preparation of teachers, subject to reinvestigation in new settings. Benefits and conditions for the success of action research and communities of practice are identified, as are issues arising for further investigation. There is brief integration with some emerging European findings.Keywords: action research; community of practice; interpretive approach; religious education; pedagogy Introduction This paper presents the career and findings of an action research community of practice, focused on religious education in several contexts (English secondary schools and universities, together with English and European collaborations on religious education). The background of the group, in religious education research at the University of Warwick, is described, before its theoretical orientations are traced. The process of the group's research is outlined and then attention is given to its findings with regard to pedagogy. Some remarks are offered in relation to the interpretive approach, action research and communities of practice as drivers of pedagogical improvement, and briefly contextualised to some emerging European trends. Finally, issues arising for further investigation are identified. Background and contextsThere is an established tradition of research into religious education, combining scholarly and empirical work, at the University

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The development of beliefs and values in early adolescence: a case study through religious education pedagogy

Cited by 3 publications

References 13 publications

An Empirical Vision for Organizational Renewal: Utilizing Self-Reflection and Self-Awareness to Prompt Deep Transformation

An Empirical Vision for Organizational Renewal: Utilizing Self-Reflection and Self-Awareness to Prompt Deep Transformation

Teaching Darwinian Evolution: Learning from Religious Education

Researching religious education pedagogy through an action research community of practice

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