Young People, Culture, and Spirituality: Some Implications for Ministry

Engebretson, Kathleen

doi:10.1080/00344080308297

Cited by 14 publications

(3 citation statements)

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“…Hansen (2001) argues that the Australian Church neglected the importance of the role of the lay Catholic school principal in a context where the Catholic school is the only experience of religiosity and Church for many young people (Engebretson, 2003;Rymarz & Graham, 2005). He remarks that, while the transition from religious to lay staffing and governance in Australian Catholic schools that began soon after the close of the Second Vatican Council was "almost complete by 1985, three years before Rome formally acknowledged that it was occurring", diocesan literature continued to regard the role of the Catholic school principal as being "pre-eminently the preserve of religious sisters, brothers, and priests" (Hansen, 2001, p. 37).…”

Section: Discussionmentioning

confidence: 99%

The Characteristics of Catholic Schools: Comparative Perspectives from the USA and Queensland, Australia

Gleeson

O’Gorman

Goldburg

et al. 2018

JOCE

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Section: Discussionmentioning

confidence: 99%

The Characteristics of Catholic Schools: Comparative Perspectives from the USA and Queensland, Australia

Gleeson

O’Gorman

Goldburg

et al. 2018

JOCE

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“…This is a socalled 'new' or 'secular' form of religiosity that has grown in recent decades (Fukuyama 1999a) and that is not connected to traditional mainstream religion, but is characterised by some or other form of supra-confessional, supra-dogmatic and supra-institutional/-denominational affiliation (Engebretson 2003;Ferguson & Wright 1988;Tacey 2004;Vermeer & Van der Ven 2004). According to its adherents, reversion to the 'old' spirituality associated with mainstream religion no longer satisfies the needs of modern day (especially young) people.…”

Section: Spiritualitymentioning

confidence: 97%

Metaphorical bridge-building for promoting understanding and peaceful coexistence

Walt

2009

HTS Teologiese Studies / Theological Studies

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After briefly sketching the tumultuous nature of life in modern societies, the author calls on the reader to imagine for him- or herself the construction of a metaphorical traffic intersection that would enable those who make use of it to ‘fly over’ all the mayhem and disturbances. The proposed ‘flyover’ consists of three sub-structures or ‘bridges’, namely social capital, spirituality and education. A discussion of each of these sub-structures is followed by a discussion of the combination of all three in a virtual flyover that could contribute to a world characterised by greater understanding, respect, tolerance and peaceful coexistence.How to cite this article: Van der Walt, J.L., 2009, ‘Metaphorical bridgebuilding for promoting understanding and peaceful coexistence’, HTS Teologiese Studies/Theological Studies 65(1), Art. #299, 5 pages. DOI: 10.4102/hts.v65i1.299

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“…Die neo-liberale ekonomiese revolusie, tesame met die tegnologie wat individuele verbuikerspesifieke produkte kan lewer (customisation) en tot 'n kultuur van verbruikerisme (consumerism) lei, versterk boonop hierdie tendens van selfgesentreerdheid en individualisering in die hedendaagse wêreld, ook op die gebied van godsdiensbeoefening en -oortuigings (vgl. Engebretson 2003;Jackson 2004).…”

Section: Evalueringsraamwerk Toenemende Diversiteit En Individualisering In Moderne Samelewingsunclassified

Modelle van interreligieuse toleransie in die onderwys van die een-en-twintigste eeu

Wolhuter

Potgieter

Walt

2014

In die Skriflig/In Luce Verbi

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Vir ’n toenemend multireligieuse samelewing en globaliserende wêreld behoort die opvoedeling, net soos in die verlede, voorberei te word vir saamleef met mense wie se religieuse oortuigings anders is as hulle eie. Die doel van hierdie artikel is om die belangrikste modelle van interreligieuse toleransie in terme van hulle bruikbaarheid in die onderwys te evalueer. Hierdie evaluering geskied aan die hand van die volgende maatstawwe: die struktuur en aard van religie en die plek daarvan in die lewe van die mens; die aard, doelstellings en reikwydte van onderwys; die toenemende diverse samestelling van samelewings; en die kontemporêre samelewingstendense van toenemende individualisering en pluralisering. Die hoofmodelle van interreligieuse verhoudings, naamlik eksklusivisme (sowel die sendingywer- as die laissez faire-variasies), inklusivisme, universalisme en ook die verskillende vorms van pluralisme, insluitende positiewe of dialogiese pluralisme, word aan hierdie maatstawwe gemeet. Op grond van die tekortkomings van hierdie modelle word ’n nuwe model, te wete ’n lewensbeskoulik(e) saamleef, vervolgens ontwikkel en voorgestel.Models of interreligious tolerance for education in the 21st century. For an increasingly multi-religious society and globalised world, the educand should also be prepared for living with people who embrace religious beliefs that may differ from their own. The aim of this article is to evaluate the various models of interreligious tolerance in terms of their usefulness in education. This assessment takes place according to the following parameters: the nature and structure of religion and the place thereof in the lives of people; the increasingly diverse composition of societies; the contemporary societal trends of growing individualisation and pluralisation, and also the nature, aims and extent of education. The major models of interreligious relations are weighed up against these criteria, namely exclusivism (including both the missionary zeal and laissez faire variants), inclusivism, universalism as well as the various forms of pluralism, including positive or dialogical pluralism. On the basis of the defiiencies of these models a new model, namely world and life view co-existence, is then developed and suggested.

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Young People, Culture, and Spirituality: Some Implications for Ministry

Cited by 14 publications

References 0 publications

The Characteristics of Catholic Schools: Comparative Perspectives from the USA and Queensland, Australia

The Characteristics of Catholic Schools: Comparative Perspectives from the USA and Queensland, Australia

Metaphorical bridge-building for promoting understanding and peaceful coexistence

Modelle van interreligieuse toleransie in die onderwys van die een-en-twintigste eeu

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