Riegel, Ulrich
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Publication Access status: Metadata only , Measuring Muslim Lifestyle Using a Halal ScaleThe background and motivation of the research presented in this Article is the obligation of Public Theology to do justice to young Muslim refugees as a minority group in German society regarding the role of religiosity in the way they are coping with life. In the research process, the authors became increasingly aware that most instruments to measure religiosity have a Western and/or Protestant bias in that they are more interested in religious attitude than in religious practice and/or religious lifestyle, which is very important for Muslim religiosity. Therefore, this Article focuses on the distinction between halal and haram as indicators of religious practice according to Muslim benchmarks. Both the concept and the operationalization of a two-dimensional instrument of living a halal life are described. The instrument distinguishes between the individual importance of halal goods (food, medicine, cosmetics) and services (doctors) and their availability in the local environment. Each of the two dimensions comprises four items. Construct validity is shown by confirmatory factor analysis (CFIrobust = 0.934, TLIrobust = 0.902, RMSEArobust = 0.114 [0.073; 0.156]) of a sample of N = 155 Muslim adolescents who have fled to Germany from Syria, Iraq and Afghanistan. External validity is tested by analyzing the correlation of the measurement instrument developed by the authors with the Centrality of Religiosity Scale. The presented halal instrument offers an approach to Muslim lifestyle that meets the orthopractic character of this religion. At the same time, it addresses the consequential dimension of religion within quantitative research.Source Type:Article1 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Metadata only , The impact of institutional context on research in religious education: results from an international comparative study(2023); On the one hand, research on religious education is done according to a transnational scientific paradigm, on the other hand, it is performed within particular institutional contexts which vary from nation to nation.This raises the question of how institutional context affect research on religious education. The paper addresses this question on the basis of an international study. N = 49 colleagues across Europe as well as Israel, South Africa, South Korea, and Turkey filled in an online-questionnaire regarding their own research. Despite the international character of the sample, research on religious education seems to be practiced quite coherently in regard of the objects of inquiry, the applied methods, and the disciplines the colleagues refer to. The few significant differences indicate that theology and educational studies are slightly more important in contexts of denominational religious education as well as analysing both pupils and processes of teaching and learning. In the context of non-denominational RE, instead, religious studies is slightly more important. These results will be discussed.Source Type:Article1
