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The first part of the article analyses specific challenges established in modern democratic societies, such as consumerism, moral relativism, secularity, pluralisation, also problems, tensions, and conflicts in the religion teaching. The second part of the article focuses on the search for ways how the development of dialogue culture. The third part of the article presents the practical recommendations for the creation of a culture of dialogue in the religion teaching. ; Pirmoje straipsnio dalyje analizuojami moderniose demokratinėse visuomenėse įsigalėjusio vartotojiškumo, moralinio reliatyvizmo, sekuliarizmo, pliuralizmo keliami iššūkiai tikybos mokymui, aptariamos problemos, įtampos ir konfliktai. Antroje straipsnio dalyje atskleidžiama dialogo metodo svarba ugdymo praktikai, o ypač tikybos mokyme. Trečioje dalyje ieškoma būdų, kaip dialogo kultūros ugdymas ir puoselėjimas gali tapti atsaku į modernių demokratinių visuomenių keliamus iššūkius tikybos mokymui. Praktinį mokslinį straipsnio naujumą sudaro viena iš tyrimo išvadų-rekomendacijų, siūlanti dialogo kultūros kūrimo kompetenciją įtraukti į Mokytojų rengimo standartą, mokytojų rengimo studijų programas ir bendrojo lavinimo programas, siekiant mokyti dialogo meno jau vidurinėje mokykloje. Mokytojų dialogo kūrimo kompetencija yra būtina kuriant gerus santykius su mokiniais, t. y. parodant supratimą ir pritarimą, aktyviai įsiklausant, vengiant pasmerkimo ir negatyvios kritikos. Dialogo kultūros puoselėjimas tampa ypatinga mokytojų misija, tačiau dialogo kūrimo ir palaikymo menas dar nėra pakankamai įtrauktas į interpersonalinės komunikacijos dalykų mokymo (studijų) turinį. Tikybos mokyme dialogas tarp mokytojo ir mokinio sudaro sąlygas vertybių interiorizavimui, dorybių ugdymui, užtikrina sklandų asmens vystymąsi, palengvina kitų žmonių supratimą, vysto sugebėjimus, leidžia formuoti nuomones, pažiūras ir pasaulėžiūrines ir religines nuostatas.

Many countries around the world have experienced neoliberal turns which strongly affected educational systems. In Sweden, for example, the social democratic Welfare State has taken a radical neoliberal turn since the 1990s. A number of school reforms have been carried out and they are described as the most extensive in a hundred years of public schooling. These changes have also affected the subject of Physical Education and Health (PEH). Growing research interest is one of those changes, and PEH has become one of the most explored areas in Swedish physical culture. This article points to some of the new research, identifying and formulating possible educational challenges facing teachers as we move into the 2020s. Central questions are: What characterizes teaching in PEH? What do students learn in the subject? Is there effective evaluation in Swedish PEH?

Cover -- Contents -- Acknowledgments -- Contributors -- Introduction -- PART ONE: Traditions -- 1. Striking the Delicate Balance: Teaching Violence and Hinduism -- 2. "A Time for War and a Time for Peace": Teaching Religion and Violence in the Jewish Tradition -- 3. Teaching Buddhism and Violence -- 4. Violence and Religion in the Christian Tradition -- 5. Confronting Misoislamia: Teaching Religion and Violence in Courses on Islam -- 6. The Specter of Violence in Sikh Pasts -- PART TWO: Approaches -- 7. Cities of Gold: Teaching Religion and Violence through "Sacred" Space -- 8. Believing is Seeing: Teaching Religion and Violence in Film -- 9. Teaching Religion, Violence, and Pop Culture -- 10. Religion, Violence, and Politics in the United States -- 11. M. K. Gandhi: A Postcolonial Voice -- 12. Teaching the Just War Tradition -- 13. Understanding the Nature of Our Offense: A Dialogue on the Twenty-First-Century Study of Religion for Use in the Classroom -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.

Since the fall of the Soeharto regime in 1998, socio-political conditions for ethnic Chinese in Indonesia have drastically improved, while the governmental supervision of religious institutions has been weakening. This article focuses on the relatively inconspicuous yet significant on-going changes regarding 'Chinese Religion (Agama Tionghoa)' in Post-Soeharto Indonesia. In the early 20th century, Peranakan Chinese (ethnic Chinese who had become localized both in a cultural sense and in terms of descent) intellectuals in the Dutch East Indies discovered Confucianism and developed 'Three-teaching (Sam Kauw)' in their effort to seek for 'a spiritual pillar for Chinese'. This move was stimulated by the Chinese nationalist movement, and the Christianization of ethnic Chinese. 'Three-teaching', or 'Tridharma' in Indonesian, was conceptualized as a holistic 'Chinese traditional religion' encompassing Buddhism, Confucianism and Taoism as well as ancestral worship and folk religious practices in Chinese temples. From the mid-1960s under the Soeharto regime, however, the organizations holding up Tridharma functioned merely as protectors of Chinese temples, and carried out few 'religious activities'. In the Post-Soeharto era, following the changes in the landscape of 'Chinese Religion' caused by, among others, the re-acknowledgement of Confucianism as an officially recognized religion, the Tridharma organizations have started reasserting their raison d'etre by establishing doctrines and standardizing ritual. In this article, I offer an overview of these historical processes, before reviewing the recent substantial attempts of religious systematization made by three Tridharma organizations; one in West Java (Majelis Agama Buddha Tridharma Indonesia), one in East Java (Perhimpunan Tempat Ibadat Tri Dharma se- Indonesia), and the latter's branch in Central Java. Further, I analyze the sources of religious knowledge drawn on to support these systematizing efforts. ; unReviewed

Although Zimbabwe has tried devoting resources to address vast educational challenges, literature reviewed has indicated that Zimbabwe education system despite reconstruction efforts still lacks priority towards consolidation and improvement of both quality and quantity in STEM pedagogy. This research through constant comparison of gathered data analysed learner-centred STEM education access challenges, from the internet and libraries. Data collection and analysis took place simultaneously. The research found out that, sustainability of science oriented education (STEM) greatly depends on both quality and quantity educational improvement. Closely associated with the discussion of quality are debates on the appropriateness of teaching pedagogies to promote STEM individualised intellectual empowerment, for both life-skills and socio-economic transformation. STEM focused education is not a new philosophical concept in the history of African and Western philosophies of education. Contemporary Zimbabwe education system curriculum does embrace both science and arts education orientations. In the dual education orientation the key qualitative teaching and learning challenge in Zimbabwe today is educational discrimination through STEM streaming-challenging 21st education theoretical trends of inclusive education for all. Given the challenge this research concluded that, STEM sustainability greatly relies on how STEM is democratised and taught in the classroom. The major recommendation is individualised teaching approaches of STEM subjects. Article visualizations:

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

Abstract
Although animals have served as subjects and objects of religion since the Paleolithic, they are often omitted from standard religious studies courses. In this article, I discuss some best practices for introducing students to the study of animals and religion. After outlining some of the benefits of teaching about animals and religion, I explain the pros and cons of the two main approaches: by tradition or by topic. The majority of the article discusses some of the most important topics to include, as well as how best to approach several of them in terms of pedagogy and media. The final section explains the importance of bringing real animals into courses like this, and offers a variety of experiential education techniques for doing so, including contemplative practices.

Examines the decision by the State School Board for Kansas to delete the topic of Darwinian evolution from the required curriculum for high school biology, and the topic of big-bang cosmology from the required curriculum for high school physics.

Introduction: Rethinking educational purpose: the socialist challenge / Curry Stephenson Malott -- Section I: The larger context. 1. Marx, Marxism and (twenty-first century) socialism / Mike Cole -- 2. The crisis in Marxism: language, agency, and the problem of Marx's authorial voice / Brad Hollingshead -- 3. Class consciousness and teacher education: the socialist challenge and the historical context / Curry Stephenson Malott -- Section II: A Marxist challenge to capitalist schooling. 4. Marx, teacher education, and the corporate university / John M. Elmore -- 5. Critical multicultural social studies and the socialist challenge / Marc Pruyn and Curry Stephenson Malott -- 6. "Shut up! He might hear you!": Teaching Marx in social studies education / E. Wayne Ross -- 7. Seeking liberatory possibilities in science education / Andrew Gilbert -- Section III: Social class and student perspective. 8. "Class" discussion: social class, communication and the classroom environment / Carrie Freie -- 9. Student-teaching as an emerging Marxist / Eric Gerard Anderson -- Section IV: Twenty-First Century Socialism in Practice. 10. The role of higher education within the socialist revolution of Latin America / John M. Elmore -- 11. Education and twenty-first century socialism: the Venezuelan alternative to neo-liberal capitalism / Mike Cole -- Afterword: Teaching Marx in the Neo-liberal Age / John M. Elmore.