Suchergebnisse

Cover -- Title -- Copyright -- Contents -- Series editor's preface -- Acknowledgements -- 1 Introduction -- A eulogy for the secular? -- Post-secular education -- Education, education, education -- "Once there was no 'secular' " -- Overview of the book -- Part I Understanding the frame -- 2 Formations of the post-secular -- Introduction -- The end of secularization -- Defining the post-secular -- The end of progress -- Refining the post-secular -- A post-secular core? -- Conclusion -- 3 Religion and belief in a post-secular age -- Introduction -- The privileging of beliefs and worldviews

School and university teachers of Religious Studies are caught between presenting the irreducible complexity of their subject matter, and the practicalities of selection and simplification that pedagogy entails. The entanglements of culture, politics and ideology within RS, along with the colonialist and hegemonic histories of the subject, make questions of just representation especially acute. How can educators be inclusive and selective? The central strand of my argument concerns the 'translation' between the academic study of religion in universities and religious education in schools. I argue that this translation necessarily involves 'pedagogical reduction' – the selections and simplifications that teaching involves – and that we must carefully consider the basis upon which we form our pedagogical reductions. Establishing that basis depends on interdisciplinary dialogue between scholars of religion, scholars of education, and educators more generally. I argue that there is a conspicuous disconnection between critical scholarship in the scientific study of religion(s) and critical scholarship in the 'educational sciences.' I justify the need for, and outline the nature of, dialogue between these scholarly communities through consideration of four interrelated pedagogical concepts that I offer as preliminary outlines towards the development of more robust and systematic criteria for developing a religious education that is simultaneously inclusive and selective.

This article presents a multivariate analysis of the structure, uses, and consequences of nonunion employee appeal systems in three large U.S. companies over the 1980-83 period. Appeal system data drawn from company files are matched with personnel data to determine the effects of age, race, sex, education, occupation, and work experience on appeal system usage, types of appeal issues filed, and levels of appeal settlement. Analysis of appeal settlement data shows that the probability of an employee "winning" an appeal case increases with the level of settlement, but also that the probability of any single appeal progressing through the appeal system declines markedly with the level of settlement. Quantitative analysis of appeal settlement consequences, using an ex post facto control group design, shows that appeal filers and their supervisors-managers have significantly lower promotion rates and performance ratings and significantly higher turnover rates in the post-appeal settlement period than comparable (matched) groups of nonfilers and their supervisors-managers. Implications of these findings for due process, exit-voice, and organizational punishment theories of workplace dispute resolution are identified and discussed.