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Religious Reading in a Secular Society: Learning for Life in a Liberal Democracy?

世俗社会中的宗教阅读：自由民主中的终身学习？

基本信息

批准号：
AH/F007981/1
负责人：
Mark Pike
金额：
$ 5.36万
依托单位：
University of Leeds
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2007
资助国家：
英国
起止时间：
2007 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FF007981%2F1
关键词：
Religious Reading Secular Society Learning

项目摘要

The Times Educational Supplement recently carried the headline 'Christian Schools Fail Test of Tolerance' claiming that children educated in evangelical Christian schools inspected by Ofsted were not helped to acquire an appreciation of their own and other cultures. Whether schools prepare children to be good citizens and to be tolerant of others is an important issue and some of the most significant contexts for such learning are arts and humanities lessons. As children develop values and worldviews while they are reading and responding to texts this research proposes to investigate such reading in arts and humanities lessons to find out how teachers and schools seek to the shape the responses and values of young readers.Data is to be collected in a number of different schools and the project will seek to ascertain the theological and educational influences upon schoolteachers and leaders in evangelical Christian schools. The bulk of the Principal Investigator's time in schools will be devoted to undertaking a case study of reading in humanities and arts lessons at Trinity Academy, Doncaster. Two days will be spent in this school each half term observing the lessons of fourteen year old pupils in Year 9. Each school's stated aims will be compared with what happens in lessons. DVD and digital audio recording, transcription and analysis of situated classroom discourse will provide a good evidence base from which to answer research questions about the degree to which religious values inform reading. Interviews (with adolescents, teachers, senior managers and sponsors) will be analysed to establish the ways in which religious perspectives are evident in teaching and learning in the arts and humanities lessons. Documentation, stock lists and schemes of work will be analysed and compared so that text choice, censorship and the rationale for such decisions can be explored during interviews and through observations and questionnaire analysis. Analysis of interviews will be qualitative and thematic. For comparative purposes, data will be collected in 9 other Christian schools, specifically: 2 further ESF schools also sponsored by Sir Peter Vardy as well as 4 of the largest CST (Christian Schools Trust) schools and 3 schools in Europe that have links to these Christian schools. Lessons observed will not be selected randomly but those lessons will be chosen for observation that teachers consider to be most distinctive and to demonstrate the values, aims and mission of their school in the classroom. In other words, lessons will be selected for observation and data collection that are perceived to be as different as possible to those occurring in non-faith schools. If a teacher believes a particular text-based lesson or sequence of lessons offers what he or she considers to be an example of 'faith-learning integration' these will be observed. In each school visited the Principal Investigator will, as a visiting teacher-researcher, teach the same 'portable' text-based arts/humanities lesson so that the responses of adolescents in different schools can be compared. Recording and transcription of these 10 lessons will provide unique comparative data. Teachers in the schools will also keep 'faith and values' journals, recording any perceived integration of faith and learning in their lessons and these journals will inform interviews and observation. When teachers in one faith school are interviewed they will be asked to comment on data (DVD recordings) collected in other faith schools. Selected recordings of lessons in these 10 schools will be shown to teachers from county and church schools to facilitate analysis of similarities and differences. In this way the contribution of reading to citizenship in different contexts can be established.

《泰晤士报教育副刊》最近刊登了一篇名为《基督教学校未能通过宽容测试》的文章，声称在英国教育标准署检查的福音派基督教学校接受教育的孩子，并没有帮助他们获得对自己和其他文化的欣赏。学校是否培养孩子成为好公民和宽容他人是一个重要的问题，而这种学习的一些最重要的背景是艺术和人文课程。当孩子们在阅读和回应文本的过程中形成价值观和世界观时，本研究建议调查艺术和人文课程中的这种阅读，以找出教师和学校如何寻求塑造年轻读者的反应和价值观。将在若干不同的学校收集数据，该项目将设法确定神学和教育对福音派基督教学校教师和领袖的影响。首席研究员在学校的大部分时间将致力于在唐卡斯特三一学院进行人文和艺术课程阅读的案例研究。这所学校每半学期将花两天时间观察九年级14岁学生的课程。每所学校的既定目标将与课堂上发生的情况进行比较。对课堂话语的DVD和数字录音、转录和分析将为回答有关宗教价值观在多大程度上影响阅读的研究问题提供良好的证据基础。将对（与青少年、教师、高级管理人员和赞助者的）访谈进行分析，以确定宗教观点在艺术和人文课程的教学和学习中的明显方式。将对文件、库存清单和工作计划进行分析和比较，以便在面谈期间以及通过观察和调查表分析，探讨案文的选择、审查和作出这些决定的理由。对访谈的分析将是定性的和专题的。为了便于比较，数据将收集其他9所基督教学校的数据，特别是：2所由Peter Vardy爵士赞助的ESF学校，4所最大的CST（基督教学校信托）学校和3所与这些基督教学校有联系的欧洲学校。观察的课程不会随机选择，而是会选择教师认为最有特色的课程进行观察，并在课堂上展示学校的价值观、目标和使命。换句话说，将选择与非宗教学校的课程尽可能不同的课程进行观察和数据收集。如果老师认为某一节基于文本的课程或一系列课程提供了他或她认为是“信仰与学习整合”的例子，这些将被观察到。在访问的每一所学校，首席研究员将作为访问教师兼研究员，教授相同的“便携式”基于文本的艺术/人文课程，以便比较不同学校青少年的反应。这10节课的录音和抄写将提供独特的比较数据。学校的教师也将保留“信仰和价值观”日记，记录他们在课堂上所看到的信仰和学习的融合，这些日记将为采访和观察提供信息。当一所宗教学校的教师接受采访时，他们将被要求对其他宗教学校收集的数据（DVD录音）发表评论。这10所学校的精选课程录音将展示给县和教会学校的教师，以方便分析异同。通过这种方式，可以确定阅读对不同背景下公民身份的贡献。