Psychological type and attitude towards Celtic Christianity among committed Churchgoers in the United Kingdom: an empirical study

This article takes the burgeoning interest in Celtic Christianity as a key example of the way in which churches may be responding to the changing spiritual and religious landscape in the United Kingdom today and examines the power of psychological type theory to account for variation in the attitude of committed churchgoers to this innovation. Data provided by a sample of 248 Anglican clergy and lay church officers (who completed the Francis Psychological Type Scales together with the Attitude toward Celtic Christianity Scale) demonstrated that intuitive types, feeling types, and perceiving types reported a more positive attitude towards Celtic Christianity than sensing types, thinking types, and judging types. These findings are interpreted to analyse the appeal of Celtic Christianity and to suggest why some committed churchgoers may find this innovation less attractive

Psychological Type and Attitude towards Celtic Christianity among Committed Churchgoers in the United Kingdom: An Empirical Study

This article takes the burgeoning interest in Celtic Christianity as a key example of the way in which churches may be responding to the changing spiritual and religious landscape in the United Kingdom today and examines the power of psychological type theory to account for variation in the attitude of committed churchgoers to this innovation. Data provided by a sample of 248 Anglican clergy and lay church officers (who completed the Francis Psychological Type Scales together with the Attitude toward Celtic Christianity Scale) demonstrated that intuitive types, feeling types, and perceiving types reported a more positive attitude towards Celtic Christianity than sensing types, thinking types, and judging types. These findings are interpreted to analyse the appeal of Celtic Christianity and to suggest why some committed churchgoers may find this innovation less attractive

In a Trinitarian Embrace: Reflections from a Local Eucharistic Community in a Global World

The context of the chapter is an Anglican “liberal Catholic” congregation in the Church of England, within a multicultural northern UK city, where those who gather represent the diversity of the globalized, postcolonial world. The chapter highlights the relationship between Anglo-Catholic Eucharistic liturgy, with its Trinitarian form, and feminist commitment to justice-making. The exclusion of feminist reimagining from current rethinking of Trinitarian theology is challenged by affirming the place of a sparse Trinitarian rule, in order to expose heteropatriarchal contraventions of the rule and then to re-site feminist reimagining in relation to it. This enables female imagery for God to infuse, rather than displace, classical liturgical language of God as Father-Son-Spirit, and undermines deeply entrenched heteropatriarchal contraventions. The metaphor of a Trinitarian embrace reflects this opening of the received Trinitarian liturgical form. The impetus for the feminist struggle for justice is found in being swept up into Christ through the Trinitarian missio Dei, in anticipation of the abundant table spread by Divine Wisdom for all people

Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS, and science education in order to have a better understanding of how science works in society and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS and re-define entrepreneurship in the NOS context; (2) explore the issues emerging in the “financial systems” of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship, into NOS; (3) conceptualize NOS, EOS, and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry, and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side