The Influence of Social and Theological Factors upon the Goals of Religious Education
Students of the church circa 1960 expected congruence among Protestant denominations as the result of national trends involving mobility, the erosion of differences from immigration and class, and the like. Yet, in the 1960s Glock and Stark found that differences in religious outlooks of individuals...
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| Format: | Electronic Article |
| Language: | English |
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| Published: |
Sage Publications
1982
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| In: |
Review of religious research
Year: 1982, Volume: 23, Issue: 3, Pages: 255-263 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
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| 520 | |a Students of the church circa 1960 expected congruence among Protestant denominations as the result of national trends involving mobility, the erosion of differences from immigration and class, and the like. Yet, in the 1960s Glock and Stark found that differences in religious outlooks of individuals, by their denominations, continued. In this article the goals of parents for religious education are taken as the touchstone for examining denominational similarity or dissimilarity. Creedal assent (orthodoxy), education, denomination, and other selected variables were used as predictors of the goals parents endorse relative to the desired outcome in religious education. Parent education is a poor and generally nonsignificant predictor. Creedal assent more often is a better predictor than denomination, but in only two cases is the zero-order effect of denomination significant, while its effect becomes nonsignificant when creedal assent is controlled. Denominationalism represented by theological differences (creedal assent) remains important, but denominational differences apart from theological factors also exist. | ||
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