How do learning environment experiences relate to personal worldviews among the students of theology?
The aim of this paper is to investigate Finnish theology students' experiences of the learning environment provided by their faculty in relation to their personal worldview. Previous research has shown that theology students deal with the fundamental spiritual and religious questions in their l...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
2019
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| Dans: |
Journal of beliefs and values
Année: 2019, Volume: 40, Numéro: 4, Pages: 416-432 |
| Sujets / Chaînes de mots-clés standardisés: | B
Finnland
/ Étudiant en théologie
/ Étudiante de théologie
/ Environnement éducatif
/ Vision du monde
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| RelBib Classification: | CB Spiritualité chrétienne CH Christianisme et société FA Théologie KBE Scandinavie |
| Sujets non-standardisés: | B
Theology students
B Minority B worldview commitment B majority B Personal worldview |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | The aim of this paper is to investigate Finnish theology students' experiences of the learning environment provided by their faculty in relation to their personal worldview. Previous research has shown that theology students deal with the fundamental spiritual and religious questions in their learning processes both before and during their studies, irrespective of their career goals or professional orientation. This study was conducted among second-year higher education students of theology. The students responded to a questionnaire concerning their experiences of the learning environment in relation to their own religious or ideological worldview and experienced position in the learning context as part of the majority, minority or non-religious group. According to the results, students affiliated with majority and minority religious groups were more strongly committed to their personal worldviews than non-religious students were. The students' experiences of the learning environment varied regarding the group they identified themselves. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2019.1619153 |