Does religion effect education and what are the consequences?

Answer

Research Proposal: Effect of Religion on Education and the Resulting Consequences

Annotated Bibliography

Franken, Leni. & Loobuyck, Patrick. (2011). Religious Education in a Plural, Secularized Society. A Paradigm Shift

Franken Leni is a postdoctoral researcher in areas of church-state relations, autonomy-based liberalism, religious education, faith-based schools, neutrality together at the University of Antwerp in Belgium with Loobuyck Patrick, an author with the University of Antwerp state that religion should be a complementary part of the education system utilized in both public and private schools. Ideally, Franken and Loobuyck presume that their audience is religious and is aware of contemporary developments regarding the interplay of religion, science, and technology that has gone through various shifts since the 17^th century. Primarily, Franken and Loobuyck argument that education should be a compulsory and normal subject in all schools is based on the normative premise that all scientifically founded knowledge is more valuable and should be preferred to ignorance which essentially means lack of knowledge and that the beneficial evaluation of knowledge is linked to ideologically political values that are connected to the open society guided by religion. Moreover, the authors assert that a pluralist and enlightened democracy is legally and constitutionally committed to human rights which involves the freedom of religion. Franken and Loobuyck conclude the article by insisting that religion has to be part of education to help realize and evaluate the value of education to learners.

Franken and Loobuyck’s article is valid, authentic, and authoritative since the writers are experienced researchers and professors in the field of religious studies and published by the University of Antwerp Press. The only drawback to the article is that the authors used sources that were previous works from other references. Therefore, the outcomes, findings, and conclusions might be affected by errors from earlier research works. Despite this shortcoming, the article still manages to provide vital information about the significance of religion in education. Therefore, it will be suitable to the topic because it will inform my topics about the consequences of the impacts of religion on education.

Barnes, Philip. "Religious education and the misrepresentation of religion." Inspiring faith in schools. Routledge, 2016. 75-86.

Barnes Philip, a Ph.D. holder in philosophy from King’s College London and an emeritus Reader in Theological and Religious Education, focusses on articulating new and different perspectives regarding the multi-faced religious education in Britain. In this regard, the author complements and analyzes the system in equal measures. Primarily, the author advances a view that British religious education is straightforward but also controversial as it ends up misrepresenting the nature of current religion to depict itself as a contributor to the social aims of education as advocated by liberal democratic societies. Barnes presumes that his audience is familiar with the British educational curriculum and knows the changes that have occurred in the British educational curriculum since the 18the century.

One element noted is that current religious education in British formations has a limited capacity for handling events such as racism because it is not ready to incorporate differences in people. The article is reliable and authentic as an avid reader and doctor in the field of religion, and theological studies wrote it. The only recognized drawback is that the author fails to list the limitations of his studies, which makes it challenging to distinguish factually and assumed information. Despite this, the source is vital for my research topic as it explains the adverse effects of religion in education. For instance, religion in education could hinder diversity of thought, as it will insist on already known concepts only. Consequently, the view could hinder innovative developments especially in fields such as health sciences and bioethics. Therefore, the overall assessment is that religion is present in education and tries to create a conducive environment for learning even though success levels are limited.

Saleem. H Ali. Islam and Education: Conflict and Conformity in Pakistan's Madrassas (Karachi:  Oxford University Press, 2009), 350 pp. EAN 978–0195476729

Saleem H Ali, a doctor, and professor of Environment and Energy at The University of Delaware and also a Pakistan American scholar and author, explains the increasing connection between Islamic schools known as madrasas and the militancy especially after the 9/11 terrorist attack in the United States. In this regard, the author uses an empirical study that utilizes data from madrasa and government establishments as a means of catering to the differences that exist between rural and urban educational settings in madrasas in Pakistan. To enhance the reliability of the study, the author tests his hypothesis by comparing data regarding madrasas settings in the urban area of Islamabad and rural areas with the size same as the nation’s capital. The author presumes that his audience is familiar with the Islamic education system and the growing concern that links madrassa to the increase of terrorist activities. Ideally, the author notes that the Islamic curriculum does not support conflict. Therefore, it should not be linked to terrorism causality. The article is credible as it was written by a professor with years of experience in research and was published by the Oxford University Press wrote reliable as it.

The author insists that Islamic religion encourages education through religion-based schools. Moreover, Islamic leaders play a vital role in encouraging learning as some offer educational instruction to learners. The primary advantage of the research study is that it carries out primary data analysis thereby cautioning it against error transfer associated with the use of other sources. However, the drawback is that the author does not mention the drawback of the research findings. Despite this, the article is ideal for the study as it offers different perspectives on how religion influences learning in Islam.