The Impact of World‐view on Teachers’ Perception of Human Nature and Relationships: A Comparative Analysis of Secular and Religious Sectors

Abstract

The various differences between religious and secular schools have long been a matter of interest in educational research. Until now, the effect of religion on teachers’ cultural assumptions has been more the subject of theoretical debate than of field research. The purpose of this empirical study is to offer directions for concrete dialogue between secular and religious sectors based on better understanding of the assumptions of the other.

The findings reported in this article show clear differences in perceptions between secular and religious teachers in various aspects of school cultural dimensions, particularly in the field of human nature, human activity and relationship.

Based on an analysis of the results, several ways for a more effective and enriched intercultural dialogue are discussed. Some strategic reflections are presented in relation to the evolution of religious teachers’ perceptions and the cultural challenge presented for religious education in postmodern society

Additional information

Notes on contributors

Marc M Wasserstein‐Warnet

Dr Marc Wasserstein‐Warnet and Dr Joseph Klein are lecturers at the Bar‐Man University School of Education. Their interests lie in school curriculum and leadership and the way in which these are affected by cultural differences. They are presently engaged in a comparative research project on relationships between religious (Christian, Jewish, Muslim) and secular education.

Joseph Klein

Dr Marc Wasserstein‐Warnet and Dr Joseph Klein are lecturers at the Bar‐Man University School of Education. Their interests lie in school curriculum and leadership and the way in which these are affected by cultural differences. They are presently engaged in a comparative research project on relationships between religious (Christian, Jewish, Muslim) and secular education.