Discusses the significance, challenges and process of infusing assessment practices into religious education programs. Reports key findings from an assessment survey distributed to parish catechetical staffs and then outlines how assessment contributes to the creation of a strategic plan for faith formation. (Contains seven references.) (RC)

Discusses and addresses the implications for Jewish education within the context of public education. Highlights a case in which a California school district tried to improve student test scores. Argues for the importance of vision and purpose as a means to change Jewish education. Includes references. (CMK)

Reviews the articles appearing in this issue. Points out the relationship between justice and tolerance for minority groups and citizenship education. Cautions against government use of education to discourage critical reflection on societal issues. (CFR)

The most pressing business for those segments of the Christian community interested in the university is to develop some fresh and current theological understanding of the university that will take account of the peculiar nature of the academy and place the university in the context of a world theology. This discussion of a theology of the…

The paper presents a course outline intended for use in a one semester geography of religion course on the college level. Geography of religion is interpreted to include all aspects of the impact of religion on cultural, political, and economic geography. Objectives are to emphasize distributional aspects of religion and religious phenomena,…

This examination of Christian education in India traces its history and development with focus on traditional goals and present objectives, including teaching rather than indoctrination, service to the nation, and the promotion of social justice. Also explored are some common criticisms. They are westernization, proselytism, and elitism. (JMD)

Discusses the conditions under which Christian higher education can facilitate a healthy and informed examination of religious precept and social complexity and assist in creating a productive response to the latter through Christian values. (MSE)

Issues raised in the previous Journal of Moral Education are given further clarification. These include questions about the nature and purpose of moral education, the nature of morality, the relation of morality to religion and religious education, and how to teach about those subjects. (IS)

Five papers on the relationship of moral education and religious education in the May issue of the Journal of Moral Education are examined and their major points are related to this author's article in the same issue. Agreement is found among the authors, despite superficial disagreement. (Author/IS)

The pedagogical changes introduced during the Great Awakening reveal that the Puritans of the seventeenth century had not exhausted the educational alternatives open to them; later innovations were developed within the analytical framework built by the seventeenth-century writers. (JB)

To help young people develop a secure foundation of values and convictions which will inform and guide their lives (life stance education), moral education should be taught in British state schools. Religion also can be taught but only as part of an objective, fair, and balanced life stance education. (Author/RM)

The intent here was to simply propose that, in view of everything affecting family values in our society and in view of the needs expressed by a growing number of people, the Catholic school and the Confraternity of Christian Doctrine should initiate new ways of assisting family life and parenting. (Author/RK)

Describes strategies for designing learning outcomes and performance assessments in religious instruction at Catholic schools. Discusses steps: developing a shared vision, establishing ground rules, defining outcomes and assessments, and designing outcomes and assessments for religion. Includes definitions of outcomes and performance assessments.…