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Ιδιοκτησία: Πανελλήνιος Θεολογικός Σύνδεσμος «ΚΑΙΡΟΣ - για την αναβάθμιση της Θρησκευτικής Εκπαίδευσης» ISSN: 2623-4386

Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK, World Religions and Education Research Unit, Bishop Grosseteste University, Lincoln, UK, https://orcid.org/0000-0003-2946-9980

 
World Religions and Education Research Unit, Bishop Grosseteste University, Lincoln, UK, https://orcid.org/0000-0002-2625-7731

 

Έκδοση / Published:  Τόμος 5ος, Τεύχος 2ο [ Οκτώβριος 2022 ] / Vol. VI, Issue 2 [ October 2022 ]

Σελίδες / Pages:  15-30

Κατηγορία / Category:  Άρθρα (με διπλή κριτική αξιολόγηση) / Articles (peer-reviewed)

DOI: https://doi.org/10.30457/050220222

Πλήρες κείμενο / Full text:  PDF [ Downloads: 139 ]

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Περίληψη / Abstract:
This study explores what self-assigned religious identity as Church of Ireland means to sixth-form students living on the island of Ireland. Drawing on data contributed to the 2011 Greer survey on sixth-form religion by 327 self-identified Anglican students in Northern Ireland and by 288 in the Republic of Ireland, the salience of religious practices, religious beliefs, and moral values is compared between the two groups. The main conclusion drawn is that religious practice and religious belief is significantly more important to Anglican students in Northern Ireland than in the Republic of Ireland, suggesting that in the Republic of Ireland self-identification with the Church of Ireland may be of greater cultural significance (rather than religious significance) compared with Northern Ireland.

 

Λέξεις κλειδιά / Key words:
Anglican identity, Northern Ireland, Republic of Ireland, self-assigned religious affiliation

  

Βιβλιογραφική αναφορά / Reference:
Francis, L. J., & McKenna, U. (2022). Self-identifying as Anglican within the two political jurisdictions on the island of Ireland: A study among sixth-form students in the Greer tradition. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση/Greek Journal of Religious Education, 5(2), 15-30. DOI: 10.30457/050220222

 

 

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