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Education and Religion in a Secular Age There is a Crack in Everything— Education and Religion in a Secular Age Edited by K. H. (Ina) ter Avest Printed Edition of the Special Issue Published in Education Sciences www.mdpi.com/journal/education There is a Crack in Everything—Education and Religion in a Secular Age There is a Crack in Everything—Education and Religion in a Secular Age Special Issue Editor K. H. (Ina) ter Avest MDPI • Basel • Beijing • Wuhan • Barcelona • Belgrade Special Issue Editor K. H. (Ina) ter Avest Inholland University of Applied Sciences/ VU University Amsterdam, The Netherlands Editorial Office MDPI St. Alban-Anlage 66 4052 Basel, Switzerland This is a reprint of articles from the Special Issue published online in the open access journal Education Sciences (ISSN 2227-7102) from 2018 to 2019 (available at: https://www.mdpi.com/ journal/education/special issues/Education and Religion in a Secular Age) For citation purposes, cite each article independently as indicated on the article page online and as indicated below: LastName, A.A.; LastName, B.B.; LastName, C.C. Article Title. Journal Name Year, Article Number, Page Range. ISBN 978-3-03921-277-4 (Pbk) ISBN 978-3-03921-278-1 (PDF) Cover image courtesy of K. H. (Ina) ter Avest. c 2019 by the authors. Articles in this book are Open Access and distributed under the Creative Commons Attribution (CC BY) license, which allows users to download, copy and build upon published articles, as long as the author and publisher are properly credited, which ensures maximum dissemination and a wider impact of our publications. The book as a whole is distributed by MDPI under the terms and conditions of the Creative Commons license CC BY-NC-ND. Contents About the Special Issue Editor ...................................... vii Kathy Winings Preface to ”There is a Crack in Everything—Education and Religion in a Secular Age” ... ix K. H. (Ina) ter Avest Introduction to the Special Issue “There is a Crack in Everything—Education and Religion in a Secular Age” Reprinted from: Educ. Sci. 2019, 9, 239, doi:10.3390/educsci9030239 ................. 1 Marianne Moyaert Inter-Worldview Education and the Re-Production of Good Religion Reprinted from: Educ. Sci. 2018, 8, 156, doi:10.3390/educsci8040156 ................. 9 Omer¨ Faruk G ¨urlesin Major Socio–Political Factors that Impact on the Changing Role, Perception and Image of Imams among Dutch–Turkish Muslims Reprinted from: Educ. Sci. 2019, 9, 162, doi:10.3390/educsci9030162 ................. 24 Muhammet Fatih Gen¸c Values Education or Religious Education? An Alternative View of Religious Education in the Secular Age, the Case of Turkey Reprinted from: Educ. Sci. 2018, 8, 220, doi:10.3390/educsci8040220 ................. 38 John Exalto and Gerdien Bertram-Troost Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands Reprinted from: Educ. Sci. 2019, 9, 28, doi:10.3390/educsci9010028 .................. 54 Yaacov J. Katz Religious and Heritage Education in Israel in an Era of Secularism Reprinted from: Educ. Sci. 2018, 8, 176, doi:10.3390/educsci8040176 ................. 66 Abdulkader Tayob The Representation of Religion in Religion Education: Notes from the South African Periphery Reprinted from: Educ. Sci. 2018, 8, 146, doi:10.3390/educsci8030146 ................. 76 Robert A. Bowie and Lynn Revell How Christian Universities Respond to Extremism Reprinted from: Educ. Sci. 2018, 8, 140, doi:10.3390/educsci8030140 ................. 88 Soo-Young Kwon, Nam Hoon Cho and Moon Son † Convergence Education of Medicine and Theology in a Secular Age Reprinted from: Educ. Sci. 2018, 8, 201, doi:10.3390/educsci8040201 .................102 Gerdien Bertram-Troost, Inge Versteegt, Jacomijn van der Kooij, Inger van Nes and Siebren Miedema Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity Reprinted from: Educ. Sci. 2018, 8, 208, doi:10.3390/educsci8040208 .................119 v Janieta Bartz and Thomas Bartz Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom Reprinted from: Educ. Sci. 2018, 8, 196, doi:10.3390/educsci8040196 .................137 Karin Kittelmann Flensner Secularized and Multi-Religious Classroom Practice-Discourses and Interactions Reprinted from: Educ. Sci. 2018, 8, 116, doi:10.3390/educsci8030116 .................150 Yusuf Ziya O˘¨ gretici An Exploration of Subjective-Life of Spirituality and Its Impact Reprinted from: Educ. Sci. 2018, 8, 212, doi:10.3390/educsci8040212 .................170 St´ephanie Tremblay, Marie-Odile Magnan and Catherine Levasseur Religion and Negotiation of the Boundary between Majority and Minority in Quebec:´ Discourses of Young Muslims in Montreal´ CEGEP´ Reprinted from: Educ. Sci. 2018, 8, 183, doi:10.3390/educsci8040183 .................182 Paul John Isaak Education and Religion in a Secualar Age from an African Perspective Reprinted from: Educ. Sci. 2018, 8, 155, doi:10.3390/educsci8040155 .................205 Jean Agten Bibliodrama: Introducing Stories from Narrative Traditions in the Development of Young People’s Life Orientation Reprinted from: Educ. Sci. 2019, 9, 107, doi:10.3390/educsci9020107 .................219 Bas van den Berg and Cocky Fortuin-van der Spek The Appropriation of Symbolic Language in Worldview Education through Bibliodrama Reprinted from: Educ. Sci. 2019, 9, 88, doi:10.3390/educsci9020088 ..................235 K. H. (Ina) ter Avest Epilogue—“There is a Crack in Everything ...” Reprinted from: Educ. Sci. 2019, 9, 165, doi:10.3390/educsci9030165 .................249 vi About the Special Issue Editor K. H. (Ina) ter Avest is em. prof. Philosophy of Life of the Stenden University of Applied Sciences and of the Inholland University of Applied Sciences, and was lecturer ‘Interreligious Teaching and Learning’ at the Vrije Universiteit Amsterdam. For more than fifteen years Ina ter Avest worked as a coach in the “Utrecht Advisory Board”. Since 2018 she is senior lecturer, teaching Life Orientation, Pedagogy and Psychology (of religion), at the Islamic University of Applied Sciences in Amsterdam. She did her Masters at the Radboud University in Nijmegen and graduated as a psychologist of Culture and Religion. In her Ph.D. research she focussed on the religious development of pupils (primary school) in an intercultural and interreligious educational context. In her teaching as well as in her research and publications (religious) identity development is central: identity development of pupils/students, of teachers and of teams of teachers in schools. In her private practice she combines the theoretical frame of reference of the dialogical self theory (DST; she was trained as a consultant following the self confrontation method (based on the DST)) with her education as a psychodramatist. She coaches individuals as well as groups. vii Preface to ”There is a Crack in Everything—Education and Religion in a Secular Age” If there are two constants in academic and theological discourse throughout history, they are the debate around secularization and the dialogue concerning the intersection of religion and education. Each age has had its debate about modernizing forces that drive concerns of impending secularization. At the same time, the ongoing dialogue and debate on the relationship and intersectionality of religion and education has also had a long and, at times, contentious history depending on the geographic region. When considering the interrelationship of all three concepts, the conversation becomes more animated. In particular, theologians and church leaders have often been more vocal in their concerns, fearing the results of modernization and any resulting secularizing trends. Both the religious and educational disciplines have spent a great deal of time and energy discussing and strategizing as to how to either ameliorate the impact of secularization or how to work through it. The benefit of these discussions is the continued scholarship that has been generated. Some of the resulting key resources provide a strong backdrop for the outstanding chapters in this latest text. Sociologist David Martin’s most recent collection of essays outline his view of the future of Christianity in a secularized global context as a sequel to his original study in the 1960s. While his text does not address the religion and education dynamic, it does provide a grounded discussion on secularization and religion in the 21st century. Niels Reeh’s resource, however, does offer a good baseline look at religion, education and secularization in his case study of the teaching of religion in Danish schools. The value of his text is the rich historical perspective, tracing the history of the teaching of religion, the impact of religious changes in the Danish culture and how changes in state interest influenced religion and education in Danish schools from the early 1720s to the mid-2000s. Two additional edited collections have also been instrumental in keeping this discussion moving forward and setting the stage for this new volume. One of the texts is Religion and Education: Comparative and International Perspectives. This volume brings a new dimension into the dialogue – the value of religion in education sustainable development. The wide range of geographic regions researched in this text brings to the forefront the increasing challenges due to terrorism, religious extremism, migration and religious pluralism. Through a comparative study, this resource asks the question of religious education’s role
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