The subjects of this study, 143 Arab elementary school teachers, represent an ethnic and religious minority in Israel, and work in schools based on a Western educational model. Their work values were measured by using the Islamic Work Ethic (IWE) and work individualism scales developed by Ali (1988). Based on the factor analysis of the IWE scale, three factors emerged: (1) personal and organizational obligations; (2) personal investment and dividends; and (3) personal effort and achievement. The relation of Ali's Islamic work ethic and work individualism scales to the traditional Western work values theory is discussed. The results of this study are compared to the findings of Ali (1988, 1992) obtained using the IWE and work individualism scales among Arab students in the United States and Arab managers in Saudi Arabia.

Keywords: Arab, Israel, multiculturalism, elementary school teachers, comparison, IWE (Islamic work ethic), work individualism scales, United States, Saudi Arabia, ethnic and religious minority

This essay explores the constructions of the child developed in the psychological theories of Sigmund Freud and Carl Jung. These child-constructs constitute important psychological source-theories for spiritualities of childhood as each embodies a particular understanding of what childhood means, within the author's understandings of human personhood. After addressing an initial period of agreement between the two thinkers in which both understood the child as preeminently sexual, the essay details Jung's departure from Freud over the latter's theory of infantile sexuality, toward a construction of the child as having a special closeness to the spiritual realms of the numinous and the collective unconscious. This construct of Jung, while upholding a basically hopeful and positive view of the child, risks distortions in over-idealized spiritualities of childhood. Freud's construction, on the other hand, maintained an essentially negative parallel between the child and illusory religion, and the child and so-called primitive societies, that risks reducing children's spirituality to moralisms. At the same time, however, the essay concludes that elements of both of their constructions of the child may be retrieved toward children's spiritualities that promote the thriving of children.

Keywords: Sigmund Freud, Carl Jung, spiritualities of childhood, infantile sexuality

This paper focusses on the relation between pupils' religious minority or majority position in school on the one hand, and a number of cognitive and noncognitive educational outcomes on the other. On the basis of theoretical notions about value and functional communities (Coleman), school belonging and school membership (Goodenow), and the effects of school composition, it was expected that pupils in a position of religious dominance function and perform better at school. Data from 550 Dutch primary schools and 10,000 grade 2 pupils were analysed using descriptive and multilevel analysis techniques. The results failed to confirm expectations concerning a position of religious dominance.

Keywords: religious group dominance in classroom, cognitive and non-cognitive effects, religious minority/majority, school membership, school belonging, school composition, Netherlands, primary schools

In this age of technological change and innovation which has had a major impact upon schools, together with the continuing demands of an assessment driven curriculum, are schools providing opportunities which will develop and enhance children's creative, aesthetic and spiritual experiences? It is the contention of this paper that learning through the medium of creative dance can provide an opportunity which can deepen children's spiritual awareness and provide a context for the development of a kinaesthetic intelligence which enables children to embody, and give expression to, abstract ideas and concepts. In the discussion of the initial findings from a small scale research project carried out with Y3 children, we shall see that although the children's developing spirituality is very much interconnected with their everyday lives and preoccupations, the dance work enabled them to connect with an abstract theme in a concrete way, and inspired them to create a symbolic interpretation of the Creation story.

Keywords: creative dance, spirituality, symbolic interpretation, kinesthetic intelligence, transcendence, here-I-am RE scheme

As a lover of language and literature, as a serious yet secular Jew, and as a long-time educator in Jewish schools who strives to implement the best practices possible, the author found herself in an educational trap. Typically, even in liberal Jewish practice, Written Law, i.e. the Torah, and Oral Law, i.e. the rabbinic commentaries, are tightly bound together. In educational practice, this results in introducing commentaries on a primary text far earlier than done in Language Arts studies. According to the author, students are bound by a tradition and methodology that do not serve them well, as it recognizes the text but not the reader or the context. This article grows out of a desire to break out of traditional practices and teach Torah with the contemporary awareness of reading theory, without actually breaking with tradition.

Keywords: Torah literacy in elementary classroom, Jewish schools, reading theory

This article presents the results of a study conducted in a Christian teacher education program that describes students' perceptions of the integration of faith, learning, and practice in one elementary methods class. The study answers the following questions: 1. How did students in this class define the integration of faith and learning? 2. Is there consensus among students as to whether or not faith and learning were integrated in the class? 3. What specific examples of faith-learning integration do students identify from the class? 4. How do students perceive the relative value of different experiences in helping them integrate Christian principles and professional practice? 5. Did the occurrence of faith-learning integration help students outside of the class being studied? Data were collected from three sections of an elementary teaching methods course taught by the same professor between Fall Semester 1999 and Fall Semester 2000. Data were aggregated for analysis. The student responses help us understand their perceptions of the unity of truth within the context of an elementary education course. The study provides tentative evidence of which types of learning experiences are efficacious in helping students integrate faith and learning.

Keywords: Christianity and education/ integration of faith and learning, educational methods, elementary education, Christian teacher education program

When Labour came to power in 1997 there was to be a new educational agenda. In their second term of office the Government decided to address the issue of religious schools, introducing a bill to allow schools with a religious character to be established rather more easily than had previously been the case. It is by no means clear what was, or is, meant by ‘schools with a religious character’. This article considers the implications of such a move from an Anglican perspective, since the Church of England is the biggest provider of voluntary schools, and asks what the implications are for the Church and its schools. It explores the possible consequences of the move to establish 100 new Church of England secondary schools on all schools, primary and secondary, and considers whether the Church has reflected sufficiently on the theological and ecclesiological implications of this policy.

Keywords: England, Church of England (Anglican), Labour Party, educational agenda, religious schools, government policy, elementary and secondary schools

In the Netherlands 'identity of Christian schools' has become a standard expression in discussions about Christian schools. However, it is a rather abstract and general expression and it is reasonable to assume that a closer look at literature and practice will present us with a more diverse picture of its meaning and practical implications. This article describes an empirical study, in three Protestant primary schools, into conceptions of 'identity of Christian schools' and the practical implications of these conceptions. It compares the ideas and practices of the teachers with each other and with Dutch academic literature on Christian schools. The comparisons illustrate that the interpretation of the religious dimension of 'identity' has most influence on ideas about the aims and practices of a Christian school.

Keywords: the Netherlands, identity of Christian Schools, protestant primary schools, aims and practices of a Christian school

Delegates at the 2003 AULRE conference were asked to consider the features of a 'religiate' pupil, that is, what would we expect of pupils leaving school with a good religious education. This prompted a consideration of how far trainee primary teachers on a one-year PGCE programme could be considered 'religiate'. In the following article the findings of an investigation into the starting points of these trainees at the beginning of their Religious Education course are discussed.

Keywords: elementary RE teacher, religiate pupils

This article gives a report on a recent empirical study on cooperative religious education in German primary schools. Special emphasis is given to the views, needs, and rights of children. Results from interviews with the children and with the teachers as well as from classroom observation form the basis for the authors’ suggestions concerning the future shape of religious education.

Keywords: RE in Germany, elementary schools, suggestions for the classroom