As of 2021, Brill Research Perspectives in Religion and Education is no longer published as a journal by Brill, but will continue as a book series.
Religion and education is a dynamic and increasingly important area of work, intersecting the fields of theology and religious studies, and drawing upon the foundation disciplines and methodologies of philosophy, sociology, psychology and history of education. It is particularly focused upon religious education as variously conceived in different domestic, religious, educational, social and national contexts. Brill Research Perspectives in Religion and Education provides researchers with the opportunity to give an account of the most recent scholarship and to define and direct the agenda for future research. Written as single or co-authored monographs with an accompanying bibliography, each specially commissioned issue contains a 50 to 100-page article on a given theme, offering a critical and up-to-date summary of research, commentary and analysis. As ‘religion and education’ grows in importance, this series will contribute to making knowledge accessible and debate internationally informed.
A sense of belonging is a fundamental human need. Alarmingly, research tells us that a significant portion of the population feel lonely and like they don’t belong. Loneliness has become an epidemic and people in adolescence and old age groups are at risk. Having a sense of belonging has widespread physiological and psychological benefits, with positive outcomes that transcend the lifespan, and possibly generations. The need to belong is common for all people irrespective of culture, race, ethnicity, geography, or location.
The aim of this journal is to present contemporary research on belonging, human connection and loneliness and draw together transdisciplinary approaches and theoretical orientations to address a burgeoning issue of our time. A secondary aim of the journal is to highlight how detrimental a lack of belonging is for psychological and physical functioning. The Journal of Belonging and Human Connection (JBHC) is a direct response to a critical issue and seeks to provide a platform for which we can begin to address it.
What does an integrated STEM education curriculum look like in implementation, assessment, and evaluation? The Research in Integrated STEM Education Editors believe that this anchoring idea can contribute to education and research innovations as policy makers and educationist rethink and invent new approaches in education and research to address the broader goal of 21st century education.
The true spirit of STEM education is reflected in the editorial board’s purposeful intent to be inclusive and authentic. This journal aims to offer a professional platform for sharing policy-based, research-based, and practitioner-based insights drawn from the work of diverse STEM stakeholders from pre K-16 levels worldwide so as to concretise ideas about STEM integration and catalyse new ways of conceptualising and enacting STEM integrations.
This journal emphasizes the integration of STEM and aims to preserve the original intent of STEM education by underscoring the integration of at least two (if not all) of the STEM disciplines. Therefore, manuscripts must address STEM as an integration of two of more disciplines with education. The integration of the four STEM disciplines can take various forms and format such as multi-, inter- or trans-disciplinary integration. These can be differentiated in terms of the degree of integration that preserves the unique identity of each discipline (i.e., multi-disciplinary) or merged flexibly to solve a problem using STEM knowledge without clear distinction on which STEM disciplines are being engaged (i.e., trans-disciplinary). The topic of the manuscript must be related to STEM education. Manuscripts that discuss STEM content without discussion on the applications and implications to STEM policy, teaching, learning, or assessment will not be accepted.
For questions and/or submissions please contact the Editors-in-Chief Tang Wee Teo and Merrilyn Goos.