Chris Hermans
Biographic Data
| ID | 277737 |
|---|---|
| NAME | Chris Hermans |
| GIVEN NAMES | Chris |
| FAMILY NAME | Hermans |
| SIGNATURE | HERMANS C |
| AFFILIATIONS | University of the Free State, Bloemfontein, South Africa and Radboud University, Nijmegen, The Netherlands |
| ORCID | 0000-0001-7075-8755 |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
The Religious Gender Gap within Dutch Relationships: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach
Like other Western countries, in the Netherlands women continue to demonstrate higher levels of religiosity than men. In this article, we set out to explain this Dutch religious gender gap regarding belief in God, prayer and church attendance. Using high quality survey data ( LISS 2015), a comprehensive model is built combining social and psychological differences between Dutch men and women. These gender differences are operationalized where the…
Why Dutch Women are Still More Religious than Dutch Men: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach
In many secular Western countries, women continue to demonstrate higher levels of religiosity than men. But why does this religious gender gap persist? In this research note, we set out to explain the religious gender gap in the Netherlands for three dimensions of religiosity: belief in God, frequency of prayer and frequency of church attendance. Using high quality national representative survey data from LISS (Longitudinal Internet Studies for t…
Why God Has Left the Netherlands: Explanations for the Decline of Institutional Christianity in the Netherlands Between 1966 and 2015
Why has the Netherlands witnessed such a strong process of secularization? This article examines this process very extensively. Based on modernization theory, it follows several social cultural developments in Dutch society over the last 50 years and distinguishes between effects on the individual level as well as on the level of society. We are able to do so because of rich data availability, derived from micro-level longitudinal surveys (God in…
Good education, the good teacher, and a practical art of living a good life: A Catholic perspective
What is good education? We value education for reasons connected to the good provided by education in society. This good is connected to be the pedagogical aim of education. This article distinguishes five criteria for good education based on the concept of ‘Bildung’.Next, these five criteria are used to develop the idea of the good teacher. The rationale behind the analysis is that the good teacher should be able to realise what we consider to b…
Religion and Conflict Attribution: An Empirical Study of the Religious Meaning System of Christian, Muslim and Hindu Students in Tamil Nadu, India
Contains fulltext : 131953.pdf (Publisher’s version ) (Closed access)
‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education
In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three t…
Citizenship education in religious schools: An analysis of tolerance in Catholic schools from a virtue ethical point of view
The question explored in this article is whether religious schools can contribute to the formation of the civic virtues in pupils by means of citizenship education. It is commonly agreed that civic virtues are needed in pluriform Western societies to promote social cohesion and reduce hostile attitudes. However, some argue that religious schools cannot further this process: in such schools pupils do not learn to deal with people from other religi…
What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations…
How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils’ otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three aspects in interreligious classroom communication? To answer this question we investigated the interactio…
Memory of Deductive and Inductive Sermons: Empirical Research into the Effects of Transmission of Theological Concepts in the Doctrinal Mode
Transmission of religion is important in order to pass on the beliefs, rituals, stories, devotional practices etc. as part of a religious tradition to the next generation. According to Whitehouse (2004) two requirements have to be fulfilled in order that this transmission is successful: it must take a form that people can remember and people must be motivated to pass on these beliefs and rituals. In the empirical research, five categories of pred…
Promoting Authoring in Interreligious Classroom Communication: Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
What opportunities are students offered to author themselves as religious persons in interreligious classroom communication? There are two conditions for authoring: (1) allowing for a variety of voices of religion, and (2) stimulating interaction between different voices of religion. Scope for diverse voices of religion depends on the view of religion adopted when promoting the expression of different voices: a canonical, a critical or a global v…
Moral Pluralism and Goals of Moral Education within Christian Adult Education
The article focuses on the way moral pluralism is dealt with in adult religious-moral education. Following the philosopher N. Rescher, various angles on the diversity of moral stances are identified: nihilism, monism, scepticist pluralism, relativist pluralism, syncretist pluralism and contextualist pluralism. On the basis of this typology certain goals of Christian moral education for adults are singled out. The results of an empirical study amo…
Relationship between Goal Orientations and Educational Methods in Christian Adult Education
Christian adult education has various goals and educational methods. From a theoretical perspective the authors' task is to formulate a relationship between goals and methods. Their distinction between goals is based on whether the authority for Christian identity formation lies 'outside' or 'inside' the adult learner. The distinction between educational methods is based on the question whether the educator or the learner, or both, directs the le…
Expressing Otherness in Interreligious Classroom Communication. Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
This qualitative research investigates the degree in which pupils, who belong to different religions, express their religious otherness in dialogical communication, the degree in which teachers offer them room to do so and the views on religious pluralism that teachers use to this end. Otherness refers to the relation of the I with himself and with the other. The expressions of otherness of both teachers and pupils in nine lessons on interreligio…
Religious Practice and Religious Socialization: Comparative Research among Christian, Muslim and Hindu Students in Tamilnadu, India
This article seeks, first, to offer a comprehensive theoretical framework of religious practice — based particularly on the works of Stark and Glock — that may be used in comparative research among adherents of different religious traditions. Secondly we clarify the role of the agents of religious socialization and their function as "reference others", taking into account the contributions of Bajzek, Milanesi and Schlenker. The empirical analysis…
Affected by Ritual. Predictors of Agreement with Church Marriage Rites in The Netherlands
Why do couples opt for a church wedding ritual living in a modern secularized society. Based on the ritual form hypothesis of Lawson and McCauley, the authors identify the specific church wedding rites as special agent rituals and the rites that form the ritual framework of every eucharist or prayer (and communion) services (eucharistic rites) as special instrument rituals. The participants not only distinguished the church wedding rites from the…
The Influence of Feelings on Cognitive Achievement in Religious Education
It has commonly been assumed that when it comes to religion, affect and cognition are mutually related. In this article we examine whether feelings influence cognitive achievement in religious education on the basis of two strategic interventions in the primary school classroom. Both interventions are meant to help students achieve cognitive understanding of religious ideas by interpreting biblical parables and other stories, but they do so in di…
Parable Understanding in the Primary School Classroom: A Socio-Cultural Perspective on Learning to Understand Parables
In recent decades parable understanding has been widely researched in the field of pedagogy of religion, mainly conducted in a Piagetian framework. This article presents an intervention study taking a socio-cultural perspective on learning to understand parables. The aim of this research is to investigate the effects of curriculum interventions by way of both comprehensive and partial strategic learning tasks on the understanding of parables in t…
Interpreting Religious Pluralism: Comparative Research Among Christian, Muslim and Hindu Students in Tamil Nadu, India
How do Christians, Muslims and Hindus interpret religions other than their own? The theoretical framework of the research is models of religious pluralism developed by scholars in the field of theology of religions, especially Knitter. The authors pay special attention to pluralistic models, which have so far remained rather unclear. Special attention is paid to gender as a factor influencing levels of agreement with models of religious pluralism…
Towards a Typology of General Aims of Christian Adult Education
This article deals with the variety of general aims of Christian adult education in a pluralist society. The authors propose a theoretical framework of possible aims to Christian adult education. This framework consists of two dimensions: a formal dimension consisting of the goals or orientations of Christian adult education, and a material dimension that concerns the content of the (religious) identity formed by the education process. Based on t…
Religion and Moral Education. Empirical Research into the Moral Consciousness of Trainee Teachers in the Netherlands
This article deals with the way trainee primary school teachers approach religion in moral education. To explain the relation between religion and reason we use Habermas's framework. We distinguish between three ways of dealing with religion in this context: value communication, value transfer and value presentation Exploratory empirical research shows that trainee teachers recognise only two approaches. The first two are combined. Whether and ho…
Dependent Autonomy. Towards a Contextualised and Dialogic Aim for Moral Education
This article presents two approaches to moral education: the autonomy approach and the heteronomy approach. Generally the two approaches are considered to be mutually exclusive. The study described here, conducted among Dutch teachers at Catholic primary schools, reflects a positive relation between the two approaches. This leads to the assumption that teachers regard moral education as a dialogical, embodied and contextual process (Vygotski). In…
Remembrance and Hope in Roman Catholic Funeral Rites: Attitudes of Participants Towards Past and Future of the Deceased
In this article the authors focus on Roman Catholic funeral rites, and investigate how the past and future of the deceased are reflected in the attitudes of participants at these funerals. The main question of the article is: In what sense are past and future of the deceased represented in Roman Catholic funerals today, as reflected in the attitudes of participants? Past and future are aspects of memory. According to Jan Assman, rituals have a un…
Social Constructionism and Theology
Scholars of practical theology are increasingly regarding the discipline as one whose scope extends beyond the bounds of an applied theology. The concept of action, or practice, plays a central role in this new understanding. At the base of theological reflections by scholars of practical theology are the practices, and these are analyzed empirically. The aim of the discipline is to transform these practices and develop a hermeneutical action the…
Metaphor Theories and Religious Language Understanding
Contains fulltext : 158828.pdf (Publisher’s version ) (Closed access)
Children's Interpretation of Biblical Narratives: A Proposal for a Research Design
The understanding of religious language has seldom been an object of empirical research. Only Goldman's research from over 30 years is well known. However, his investigation has been criticised for several reasons. This article presents a proposal for a research design which aims to examine problems which previous endeavours faced. Its empirical verification is provided in the last sections of the paper on the basis of the data collected in a pil…
Why Dutch Women are Still More Religious than Dutch Men: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach
In many secular Western countries, women continue to demonstrate higher levels of religiosity than men. But why does this religious gender gap persist? In this research note, we set out to explain the religious gender gap in the Netherlands for three dimensions of religiosity: belief in God, frequency of prayer and frequency of church attendance. Using high quality national representative survey data from LISS (Longitudinal Internet Studies for t…
Why God Has Left the Netherlands: Explanations for the Decline of Institutional Christianity in the Netherlands Between 1966 and 2015
Why has the Netherlands witnessed such a strong process of secularization? This article examines this process very extensively. Based on modernization theory, it follows several social cultural developments in Dutch society over the last 50 years and distinguishes between effects on the individual level as well as on the level of society. We are able to do so because of rich data availability, derived from micro-level longitudinal surveys (God in…
Children's Interpretation of Biblical Narratives: A Proposal for a Research Design
The understanding of religious language has seldom been an object of empirical research. Only Goldman's research from over 30 years is well known. However, his investigation has been criticised for several reasons. This article presents a proposal for a research design which aims to examine problems which previous endeavours faced. Its empirical verification is provided in the last sections of the paper on the basis of the data collected in a pil…
Metaphor Theories and Religious Language Understanding
Contains fulltext : 158828.pdf (Publisher’s version ) (Closed access)
Social Constructionism and Theology
Scholars of practical theology are increasingly regarding the discipline as one whose scope extends beyond the bounds of an applied theology. The concept of action, or practice, plays a central role in this new understanding. At the base of theological reflections by scholars of practical theology are the practices, and these are analyzed empirically. The aim of the discipline is to transform these practices and develop a hermeneutical action the…
Dependent Autonomy. Towards a Contextualised and Dialogic Aim for Moral Education
This article presents two approaches to moral education: the autonomy approach and the heteronomy approach. Generally the two approaches are considered to be mutually exclusive. The study described here, conducted among Dutch teachers at Catholic primary schools, reflects a positive relation between the two approaches. This leads to the assumption that teachers regard moral education as a dialogical, embodied and contextual process (Vygotski). In…
Remembrance and Hope in Roman Catholic Funeral Rites: Attitudes of Participants Towards Past and Future of the Deceased
In this article the authors focus on Roman Catholic funeral rites, and investigate how the past and future of the deceased are reflected in the attitudes of participants at these funerals. The main question of the article is: In what sense are past and future of the deceased represented in Roman Catholic funerals today, as reflected in the attitudes of participants? Past and future are aspects of memory. According to Jan Assman, rituals have a un…
Interpreting Religious Pluralism: Comparative Research Among Christian, Muslim and Hindu Students in Tamil Nadu, India
How do Christians, Muslims and Hindus interpret religions other than their own? The theoretical framework of the research is models of religious pluralism developed by scholars in the field of theology of religions, especially Knitter. The authors pay special attention to pluralistic models, which have so far remained rather unclear. Special attention is paid to gender as a factor influencing levels of agreement with models of religious pluralism…
Towards a Typology of General Aims of Christian Adult Education
This article deals with the variety of general aims of Christian adult education in a pluralist society. The authors propose a theoretical framework of possible aims to Christian adult education. This framework consists of two dimensions: a formal dimension consisting of the goals or orientations of Christian adult education, and a material dimension that concerns the content of the (religious) identity formed by the education process. Based on t…
Religion and Moral Education. Empirical Research into the Moral Consciousness of Trainee Teachers in the Netherlands
This article deals with the way trainee primary school teachers approach religion in moral education. To explain the relation between religion and reason we use Habermas's framework. We distinguish between three ways of dealing with religion in this context: value communication, value transfer and value presentation Exploratory empirical research shows that trainee teachers recognise only two approaches. The first two are combined. Whether and ho…
Parable Understanding in the Primary School Classroom: A Socio-Cultural Perspective on Learning to Understand Parables
In recent decades parable understanding has been widely researched in the field of pedagogy of religion, mainly conducted in a Piagetian framework. This article presents an intervention study taking a socio-cultural perspective on learning to understand parables. The aim of this research is to investigate the effects of curriculum interventions by way of both comprehensive and partial strategic learning tasks on the understanding of parables in t…
Religious Practice and Religious Socialization: Comparative Research among Christian, Muslim and Hindu Students in Tamilnadu, India
This article seeks, first, to offer a comprehensive theoretical framework of religious practice — based particularly on the works of Stark and Glock — that may be used in comparative research among adherents of different religious traditions. Secondly we clarify the role of the agents of religious socialization and their function as "reference others", taking into account the contributions of Bajzek, Milanesi and Schlenker. The empirical analysis…
Affected by Ritual. Predictors of Agreement with Church Marriage Rites in The Netherlands
Why do couples opt for a church wedding ritual living in a modern secularized society. Based on the ritual form hypothesis of Lawson and McCauley, the authors identify the specific church wedding rites as special agent rituals and the rites that form the ritual framework of every eucharist or prayer (and communion) services (eucharistic rites) as special instrument rituals. The participants not only distinguished the church wedding rites from the…
The Influence of Feelings on Cognitive Achievement in Religious Education
It has commonly been assumed that when it comes to religion, affect and cognition are mutually related. In this article we examine whether feelings influence cognitive achievement in religious education on the basis of two strategic interventions in the primary school classroom. Both interventions are meant to help students achieve cognitive understanding of religious ideas by interpreting biblical parables and other stories, but they do so in di…
Relationship between Goal Orientations and Educational Methods in Christian Adult Education
Christian adult education has various goals and educational methods. From a theoretical perspective the authors' task is to formulate a relationship between goals and methods. Their distinction between goals is based on whether the authority for Christian identity formation lies 'outside' or 'inside' the adult learner. The distinction between educational methods is based on the question whether the educator or the learner, or both, directs the le…
Expressing Otherness in Interreligious Classroom Communication. Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
This qualitative research investigates the degree in which pupils, who belong to different religions, express their religious otherness in dialogical communication, the degree in which teachers offer them room to do so and the views on religious pluralism that teachers use to this end. Otherness refers to the relation of the I with himself and with the other. The expressions of otherness of both teachers and pupils in nine lessons on interreligio…
Citizenship education in religious schools: An analysis of tolerance in Catholic schools from a virtue ethical point of view
The question explored in this article is whether religious schools can contribute to the formation of the civic virtues in pupils by means of citizenship education. It is commonly agreed that civic virtues are needed in pluriform Western societies to promote social cohesion and reduce hostile attitudes. However, some argue that religious schools cannot further this process: in such schools pupils do not learn to deal with people from other religi…
What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations…
How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils’ otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three aspects in interreligious classroom communication? To answer this question we investigated the interactio…
Memory of Deductive and Inductive Sermons: Empirical Research into the Effects of Transmission of Theological Concepts in the Doctrinal Mode
Transmission of religion is important in order to pass on the beliefs, rituals, stories, devotional practices etc. as part of a religious tradition to the next generation. According to Whitehouse (2004) two requirements have to be fulfilled in order that this transmission is successful: it must take a form that people can remember and people must be motivated to pass on these beliefs and rituals. In the empirical research, five categories of pred…
Promoting Authoring in Interreligious Classroom Communication: Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
What opportunities are students offered to author themselves as religious persons in interreligious classroom communication? There are two conditions for authoring: (1) allowing for a variety of voices of religion, and (2) stimulating interaction between different voices of religion. Scope for diverse voices of religion depends on the view of religion adopted when promoting the expression of different voices: a canonical, a critical or a global v…
Moral Pluralism and Goals of Moral Education within Christian Adult Education
The article focuses on the way moral pluralism is dealt with in adult religious-moral education. Following the philosopher N. Rescher, various angles on the diversity of moral stances are identified: nihilism, monism, scepticist pluralism, relativist pluralism, syncretist pluralism and contextualist pluralism. On the basis of this typology certain goals of Christian moral education for adults are singled out. The results of an empirical study amo…
‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education
In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three t…
Religion and Conflict Attribution: An Empirical Study of the Religious Meaning System of Christian, Muslim and Hindu Students in Tamil Nadu, India
Contains fulltext : 131953.pdf (Publisher’s version ) (Closed access)
Good education, the good teacher, and a practical art of living a good life: A Catholic perspective
What is good education? We value education for reasons connected to the good provided by education in society. This good is connected to be the pedagogical aim of education. This article distinguishes five criteria for good education based on the concept of ‘Bildung’.Next, these five criteria are used to develop the idea of the good teacher. The rationale behind the analysis is that the good teacher should be able to realise what we consider to b…
Why God Has Left the Netherlands: Explanations for the Decline of Institutional Christianity in the Netherlands Between 1966 and 2015
Why has the Netherlands witnessed such a strong process of secularization? This article examines this process very extensively. Based on modernization theory, it follows several social cultural developments in Dutch society over the last 50 years and distinguishes between effects on the individual level as well as on the level of society. We are able to do so because of rich data availability, derived from micro-level longitudinal surveys (God in…
The Religious Gender Gap within Dutch Relationships: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach
Like other Western countries, in the Netherlands women continue to demonstrate higher levels of religiosity than men. In this article, we set out to explain this Dutch religious gender gap regarding belief in God, prayer and church attendance. Using high quality survey data ( LISS 2015), a comprehensive model is built combining social and psychological differences between Dutch men and women. These gender differences are operationalized where the…
Why Dutch Women are Still More Religious than Dutch Men: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach
In many secular Western countries, women continue to demonstrate higher levels of religiosity than men. But why does this religious gender gap persist? In this research note, we set out to explain the religious gender gap in the Netherlands for three dimensions of religiosity: belief in God, frequency of prayer and frequency of church attendance. Using high quality national representative survey data from LISS (Longitudinal Internet Studies for t…
Sociology (24 works) · Psychology (20 works) · Epistemology (16 works) · Philosophy (15 works) · Social Psychology (15 works) · Religious Education and Schools (14 works) · Pedagogy (13 works) · Religion and Society Interactions (10 works) · Religious studies (9 works) · Social science (9 works)