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Abstract
This qualitative study examines how respondents evaluate the influence of their teachers upon the formation of their religious discourse in terms of content, process, and structure. This study addresses the educational-value aspect of religious schooling, as distinct from the instructional aspect, as an integral part of the school curriculum. The findings show that the role of teachers in the construction of their students’ religious world is limited. The style of most of the teachers in Religious Education is instrumental; only a small minority utilizes reflective strategies. However, these teachers had a meaningful impact on their students’ religious socialization processes.
Zehavit Gross is head of the graduate program in Social Education in the School of Education at Bar-Ilan University. E-mail: [email protected]
Notes
State religious education is a modern orthodox religious system, in which the student studies Judaic studies half a day and general studies half a day (CitationGross 2003). The Ulpana is considered a more religious intensive system where many more hours are dedicated to Judaic studies. Many Ulpanot are dormitory schools where the values component is more salient.
1This study was carried out with the support of the Institute for the Study and Advancement of Religious Education, Bar-Ilan University, Israel.