Whilst religious education in the present may be seen to assume new roles and be perceived to be more about process than content, questions about content and the ways in which "faiths" are represented cannot ultimately be avoided. This article focuses on recent Agreed Syllabuses with particular reference to the place they give to…

A copy of the official position statement of the National Council for the Social Studies, this document provides a rationale for the studying about various religions in public schools, including information on the 1963 United States Supreme Court decision that declared such study both legal and desirable. (JDH)

Until his retirement in 1982, Philip Phenix exercised significant influence on students at Teachers College, other branches of Columbia University, and the Union and Jewish theological seminaries. The role in which his impact was probably greatest was as philosopher in service to professionals in a wide range of educational settings. (MT)

Argues that science education and Christian education are not compatible if Christian education means teaching someone to be a Christian. Highlights the conflicts between the goals of science education and those of Christian education. Contains 21 references. (Author/JRH)

Examines how 19th-century Sunday school reformers in both England and the United States understood and adopted Froebel's educational ideas. (HTH)

Describes how coordinators/directors of religious education (DREs) have changed with respect to their characteristics and functions since 1970. Concludes with three future challenges for DREs: maintaining professionalism, developing curriculum, and using the K-12 parish structure. (LWL)

Challenges the claim made by Mahner and Bunge that science and religion are incompatible. Proposes an alternative way of looking at religion that acknowledges the presence of constructive tensions rather than incompatibilities between science and religion. Concludes with a proposed set of criteria to be used in critical reflection on faiths,…

Narrates the ninety years of leadership involved in the Department of Chief Administrators of Catholic Education (CACE). Outlines the historical development and various leaders of CACE in three parts: section period from 1908-1935, department period from 1936-1971, and CACE period from 1972-present. (VWC)

In this article, the author offers her thoughts on the emerging "practices" of REA and the association's sponsorship of "convergences," and offers specific recommendations on how best to foster such convergences in light of the organizational vision.

In the moments of today are the seeds of tomorrow. At the 100th anniversary of "Religious Education," it is appropriate to wonder what the years ahead might bring. In this article, the author offers several hopes for what religious education, both as a discipline and as this particular journal, might contribute to faith communities, academic…

This article suggests that religious education discourse in the future must be multilingual if it is to prepare people to participate in a postmodern world of religious diversity and secularism. Five "languages" are suggested, including those native to the religious education of particular religious communities, the language of interreligious…

Thirty years ago this summer "Religious Education" published its first article on faith development theory, entitled "Agenda Toward a Developmental Perspective on Faith," published in "Religious Education" in volume LXIX, March-April 1974, pp. 209-219. At the request of the editors of this journal, it is a privilege to offer an account of some of…

Do congregations that becomelearning congregations require a certain level of cognition?Members and leaders of learning congregations know themselves to be co-creators of the congregation's culture and shapers of its decisions and life, engaging in and reflecting on the shared practice of ministry. These congregations find that education occurs…

Geoffrey Short, Harvey Siegel and Douglas Groothuis have, in previous issues, advanced a number of objections to my recent paper [Vol. 1(1)] arguing for the abolition of faith schools. Here I attempt to answer their criticisms.

This articles extends the conversation begun by Levisohn in volume 71:1 of this journal, and continued by a number of respondents in volume 71:2. These articles identify two notable themes among the responses: The first is the issue of pluralism, and the tension between vision and exclusion. Despite the best of intentions, it seems unavoidable…