Nuestros investigadores

Daniel Peter James Moulin 

Publicaciones científicas más recientes (desde 2010)

Autores: Moulin, Daniel Peter James;
Revista: JOURNAL OF CONTEMPORARY RELIGION
ISSN 1353-7903  Vol. 31  Nº 2  2016  págs. 223 - 238
Christians¿ experiences of anti-Christian prejudice are relatively unexplored in sociological research. This article analyses perceived anti-Christian prejudice reported by Christian adolescents in England. Rich interview data were collected regarding Anglican, Baptist, and Catholic adolescents (N=26) over a five-month period in churches and church youth groups in an English city. The young people reported incidents of anti-Christian name-calling (slurs), bullying, labelling, and aggressive questioning about their faith by non-Christian peers, indicating that anti-Christian prejudice may affect the status of Christians in adolescent peer-group hierarchies. They also perceived formal aspects of schooling to be biased against Christian beliefs and practices. These episodes suggest that, like prejudice against other religious groupings, anti-Christian prejudice has historical negative tropes and stereotypes based upon perceived inferiority. However, unlike other kinds of religious prejudice, the analyses also suggest that anti-Christian prejudice may sometimes be related to philosophical objections to religious beliefs rather than perceived negative racial or ethnic attributes. These findings are discussed with reference to the debate about secularisation.
Autores: Moulin, Daniel Peter James;
Revista: HEYTHROP JOURNAL
ISSN 0018-1196  Vol. 56  Nº 3  2015  págs. 500 - 501
Autores: Moulin, Daniel Peter James;
Revista: JOURNAL OF EDUCATION AND CHRISTIAN BELIEF
ISSN 1366-5456  Vol. 19  Nº 2  2015  págs. 135 - 148
This article considers potential problems concerning Religious Education in public (state-funded) secondary schools in England in order to inform ongoing debates about religion in public education in the United States and elsewhere. Findings of empirical studies conducted in England are discussed in relation to arguments that critique Religious Education. It is argued that Religious Education as it is currently conceived and practised in England may be problematic for religious believers because it can misrepresent and critique religions, particularly Christianity. It is also suggested that the subject may be confused in its aims and purpose because it is not based upon any theological or religious authority. It is suggested that these problems may present challenges to religious identity formation among adolescents and therefore may be a cause of concern for religious communities.
Autores: Moulin, Daniel Peter James;
Revista: RACE ETHNICITY AND EDUCATION
ISSN 1361-3324  2015  págs. 1 - 23
This article explores the reported schooling experiences of 28 adolescents attending non-Jewish English secondary schools who self-identified as Jews. Their reported school peer-interactions suggest Jews attending non-Jewish schools may face several challenges from members of non-Jewish peer groups, including anti-Semitism. Their reported experiences of classroom worlds, on the other hand, suggest that curricula and pedagogical methods could be perceived to exacerbate these challenges. These findings are discussed in relation to two on-going educational debates: the provision of state-funded faith schools, and the debate about the nature and purpose of the curriculum subject Religious Education in non-faith schools.
Autores: Moulin, Daniel Peter James;
Revista: BRITISH EDUCATIONAL RESEARCH JOURNAL
ISSN 0141-1926  2014 
This paper explores religious adolescents' reported experiences of secondary schools. Fifty-four qualitative interviews were conducted in places of worship in three cities in England with Christians (n=46), Jews (n=38) and Muslims (n=15). Secondary schools of a religious and non-religious character were reported as not providing a suitable environment for religious observances, nor as a place to act and behave according to participants' religious principles. Religious adolescents reported prejudice and criticism of their beliefs or religious affiliations from their peers and sometimes from teachers. They also perceived their religious traditions to be distorted, inaccurately or unfairly represented in some lessons. The focus of this paper is the identity choices religious adolescents reported in response to these challenges. Three groups of identity choices are theorised and explored: religious identity seeking, religious identity declaration and religious identity masking. The findings are discussed in view of religious identity construction theory, good practice for teachers and also the potential concerns of faith communities.
Autores: Moulin, Daniel Peter James;
Revista: RELIGIOUS EDUCATION
ISSN 0034-4087  Vol. 107  Nº 2  2012  págs. 158 - 173
Autores: Moulin, Daniel Peter James; Robson, James;
Revista: OXFORD REVIEW OF EDUCATION
ISSN 0305-4985  Vol. 38  Nº 5  2012  págs. 539 - 550
ICS This article considers impotant philosophical arguments concerning religion and civil society.
Autores: Moulin, Daniel Peter James;
Revista: BRITISH JOURNAL OF RELIGIOUS EDUCATION
ISSN 0141-6200  Vol. 33  Nº 3  2011  págs. 313 - 326
Autores: Moulin, Daniel Peter James;
Libro:  Lev Tolstoi i mirovaya literatura
2010  págs. 25 - 32
Autores: Moulin, Daniel Peter James;
Título: Leo Tolstoy
2014 
How do we know what we should teach? And how should we go about teaching it? These deceptively simple questions about education perplexed Tolstoy. Before writing his famous novels War and Peace and Anna Karenina, Tolstoy opened an experimental school on his estate to try and answer them. His experiences there incited his life-long inquiry into the meaning and purpose of religion, literature, art and life itself. In this text, Daniel Moulin tells the story of the course of Tolstoy's educational thought, and how it relates to Tolstoy's fiction and other writings. It begins with his experience of being a child and adolescent, incorporates his travels in Europe, the experimental school, his literature, and his views on art, philosophy, and spirituality. Throughout, the relevance and impact of Tolstoy's thinking on education are translated into applicable theory for today's education students.
Autores: Moulin, Daniel Peter James;
Título: Leo Tolstoy
2011 
First edition in hardback