The Empirical Science of Religious Education draws together a collection of innovative articles in the field of religious education which passed the editorial scrutiny of Professor Robert Jackson over the course of his impactful fourteen year career as editor of the British Journal of Religious Education. These articles have made an enormous contribution to the international literature establishing of the empirical science of religious education as a research field. The volume draws together, organises and illustrates the contours of this emerging field and is an essential compendium which covers work in: teacher education and teacher experience; student understanding, attitudes and values; varieties of religious schooling, and; worldview and life interpretation Organised into ten thematic sections the contributors cover the field comprehensively and bring with them an international and reflexive approach to their research. It is an essential resource for those practitioners and researchers who wish to access original and innovative research undertaken by way of ethnographic fieldwork, practitioner research, life-history approaches to research, psychological scales and measures, and large surveys. Particularly interested readers will be studying PGCE and masters level programmes in religious education, as well as qualified religious educators undertaking continuing professional development.

The key issues facing rural life and the rural church today are worth serious thought, serious theological reflection, and serious empirical evidence. The twenty-eight articles drawn together for the first time in this reader illustrate the significant contribution made to these debates over the past decade by the journal Rural Theology. The articles concentrate on the themes of perspectives from the Bible, perspectives from ordinary theology, theological and sociological perspectives, historical perspectives listening to visitors, listening to the community, listening to churchgoers, listening to church leaders and satisfaction and stress in ministry. The authors include voices from the Anglican, Baptist, Methodist and Pentecostal Churches, from England, Scotland and Wales. Rural Life and Rural Church provides an invaluable resource for clergy and lay Christians involved in rural ministry initial and continuing ministerial education and formation Christian men and women living in the countryside.

The key issues facing rural life and the rural church today are worth serious thought, serious theological reflection, and serious empirical evidence. The twenty-eight articles drawn together for the first time in this reader illustrate the significant contribution made to these debates over the past decade by the journal Rural Theology. The articles concentrate on the themes of perspectives from the Bible, perspectives from ordinary theology, theological and sociological perspectives, historical perspectives listening to visitors, listening to the community, listening to churchgoers, listening to church leaders and satisfaction and stress in ministry. The authors include voices from the Anglican, Baptist, Methodist and Pentecostal Churches, from England, Scotland and Wales. Rural Life and Rural Church provides an invaluable resource for clergy and lay Christians involved in rural ministry initial and continuing ministerial education and formation Christian men and women living in the countryside.

At the dawn of the third millennium, Rowan Williams the 104th Archbishop of Canterbury faces the daunting challenge of leading the highly diversified and fragmented Church of England. The very essence of Anglicanism remains in the capability of embracing alternative perspectives in teaching and practice. "Fragmented Faith?" draws attention to three fault-lines within the Church of England: the continuing differences between evangelicals and Catholics, liberals and conservatives and charismatics and non-charismatics. But the fragmentation is more profound than these distinctions of church orientation. This well-informed and perceptive analysis shows that the real divisions are between the generations, between the sexes and between the laity and the clergy.

Following the events of September 11th 2001, public focus has been on the power of religion in world politics. This book addresses the role of religious education in a polarised and globalised world where terrorism has impacted on western democracy. Through an analysis and evaluation of all the different models of religious education across the western world, the book considers if religion is part of the answer or part of the problem. Internationally, religious educators have been required to face the challenge of developing and justifying their subject matter in a world keen to combat terrorism and to promote peace. This book demonstrates that while some claim religious education inflames fundamentalist sensitivities and in some cases lead to sectarian violence, it also has the counterbalancing capacity to inform and enrich communal life.

In this exciting and thought-provoking collection of essays, key Christian religious educators from America, Australia, Britain and Europe address the crucial role of education in religion and values for critiquing and shaping the major social, political and moral issues facing us in the third millennium.Professor Jeff Astley (UK) examines the challenges posed by science. He demonstrates how religious education is crucial to the proper shaping of scientific progress.Professor Friedrich Schweitzer (Germany) confronts the challenges of supranational and global developments. He argues that education in inter-religious dialogue is essential for international co-operation and for our future society.Professor Mary Elizabeth Moore (US) tackles the challenges of ethnic diversity and biodiversity. She argues that religious education holds the key to releasing the world from ethnic oppression and ecological destruction.Professor Brian V. Hill (Australia) analyses the challenges confronting young people in the global village. He maintains that religious education can enfranchise young people in their personal search for meaning.Other contributors include Dr J. Mark Halstead (UK), Dr Eleanor Nesbitt (UK), Dr Heinz Streib (Germany), Dr Andrew Wright (UK), and Professor Hans-Georg Zieberz (Germany).ABOUT THE EDITORSThe Rev. Professor Astley is Director of the North of England Institute for Christian Education. The Rev. Professor Leslie J. Francis is Director for the Welsh National Centre for Religious Education at the University of Wales, Bangor. Mandy Robins is Teaching and Research Fellow in the Welsh National Centre for Religious Education at the University of Wales, Bangor.