Describes how database management is applied in fund raising at Jesuit High School in Portland, Oregon. Indicates that a wide variety of details such as constituent groups and special circumstances tied to gifts and pledges must be coordinated, which is best done by a full-time staff person for developmental programs raising $1 million or more.…

Examines the short-lived imposition by the Singaporean government of religious knowledge as a compulsory subject for upper secondary students. The original required course contained six options: Bible knowledge, Islamic religious knowledge, Buddhist studies, Confucian ethics, Hindu studies, and Sikh studies. The course became optional in 1989.…

Maintains that while Russian schools have performed admirably in the field of general education they have failed to develop any spiritual foundations for young people. Outlines the historic role of the Orthodox church in developing the Russian character and advocates a stronger presence for that church in Russian society. (MJP)

Compares and contrasts American Indian spirituality with European-American religion. European-American religion emphasizes theological interpretation and separateness between man and God. American Indian spirituality stresses direct experience of the holy, and unity between man and the spiritual world. Considers how the two might be incorporated…

Stresses the importance for Catholic school educators to reveal the Christian message through every gesture of behavior and foster an experiential faith in students' lives. States that this demands a great deal of skill, knowledge, and self-awareness on the teacher's part, and requires self-esteem, authentic caring, humility, and communication…

Describes the central concept of Mayan culture, the possession of the soul, or ch'ulel, in the process of forming a knowledgeable person. Soul acquisition is important to becoming the ideal person, and to the educational formation of future generations. Looks at the role language plays in culture as memory, thought formation, and learning process.…

Highlights the history of Californian (Luiseno), the native language of Baja California, including how the language was recorded by a young Mexican student at the Vatican's missionary school, the Collegium Urbanum in Rome. Discusses the political impact of the grammatical recording and subsequent translation of the language during the mid-19th…

In this series of articles, I explore the history of "Jewish Education" magazine with particular emphasis on its intersection with the history of American Jewish education and American Jewish life more generally. I isolate major themes and issues that preoccupied the magazine's editors and writers, and analyze how their discourse sheds light on…

This article examines the implementation of educational policy in a religious education program at a Los Angeles Catholic parish. It charts the elimination of Spanish-based classes ("doctrina") for Mexican immigrant children in favor of "English-only" instruction. The article offers insights into the politics of language use in everyday practice…

The UK Qualifications and Curriculum Authority (QCA) documents for religious education indicate two distinct areas for study that may be characterised as teaching about the main faith traditions and tackling puzzling problems. This paper presents a detailed analysis of whole-class interactive teaching and learning in one session in each of four…

This paper argues that the progressive, revisionist reaction within Catholic education and schooling, as well as within Catholicism at large, to the challenge of modernity is a mistake. In view of modernity's malaises, it advocates instead the affirmation or reaffirmation of the ideal of traditional Catholicism as the only authentic response for…

The effects on female ministry students of a theology program that has a humanistic ideology and a professional role inclusive of women were examined. Although the female students valued the ideology, they found it of little use in legitimating themselves to clients or in working out their family and career plans. (Author/RM)

Considers some of the specific problems and possibilities inherent in the combination of adult education and religious education. Warns of the dangers of assuming a shared knowledge base among adults. Identifies three components of religious education as knowledge, authenticity, and meaning. (MJP)

Maintains that exposing the historical roots of self, other, and cultural traditions is a prerequisite for any effort at interreligious education or any education that penetrates cultural boundaries. Discusses how this perspective can inform future planning and implementation of interreligious educational efforts. (MJP)

Outlines a series of components essential to the construction of an interfaith dialog as a transformative experience: (1) study and reflection with and in the presence of the other; (2) an ongoing reevaluation of self-understanding in light of new information; and (3) formal and informal sharing of truths. (MJP)