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Mar 10, 2022 · This research examines how supernatural beliefs vary by race/ethnicity, gender, and education after adjustment for other demographic characteristics and religiosity. There were five gender differences, such that women were more likely than men to believe in or fear all nonmaterial or spiritual supernatural phenomena, as well as Atlantis.
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May 4, 2022 · For example, higher belief scores have been noted for individuals high in extraversion and neuroticism [19–21], while lower belief scores have been seen for those with higher levels of education [22–24]. Paranormal belief levels also appear to vary across academic disciplines; with those engaged in hard (or natural) sciences, medicine, and ...
- 10.1371/journal.pone.0267360
- 2022
- PLoS One. 2022; 17(5): e0267360.
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that some paranormal phenomena are real. This in turn means that despite perpetual fascination in the paranormal by billions of people, these topics are ignored by 99% of the academic world, except to frame these interests into the weird,4 bizarre, and outlandish things that people wrongly believe.
Teaching the Paranormal and the Occult . CONTENTS Contributors iii Teaching the Paranormal and the Occult: Editor’s Introduction 1 Fred Glennon Religious Education and the Paranormal: Reflections of Discussing Anomalous Experiences in the Classrooms 4 Jack Hunter Haunting the Religious Studies Classroom 9 Richard J. Callahan, Jr.
- Introduction
- Why The Paranormal?
- The Paranormal in Practice: UFOs and The Nature of God
- Conclusion
- Resources
For a while now I have been thinking of different ways to use the paranormal as a catalyst for deeper understanding in my teaching of religious education and religious studies in secondary and further education institutions respectively. I have found that my students, regardless of age, are often fascinated by the paranormal, influenced in part, no...
In recent years, the attention of certain scholars in academic religious studies has shifted towards a focus on paranormal topics as an avenue for deepening our understanding of religion more generally. Jeffrey J. Kripal (2010), for instance, has argued in his bookAuthors of the Impossible that the paranormal is “our secret in plain sight,” and tha...
The following is a brief reflection on an instance in which, as part of my own experience as a trainee RE teacher, I used the paranormal (UFOs specifically) as a springboard for philosophical discussions about “who or what is God?” The lessons took place with two Year 7 (11–12 years old) RE classes at a large secondary school in Shropshire, United ...
Martin (1994, 357) has highlighted the benefits of incorporating pseudoscience and the paranormal into science education programs, but which also apply to RE programs. He writes: The goal should not be to instil such beliefs in students but to get them to think critically about such beliefs. Science education…should not be narrowly conceived. The g...
Armstrong, Thomas. 1984. “Transpersonal Experience in Childhood.” Journal of Transpersonal Psychology16, no. 2: 207–230. Braswell, Gregory S., Karl S. Rosengren, and Howard Berenbaum. 2012. “Gravity, God and Ghosts? Parents’ Beliefs in Science, Religion and the Paranormal and the Encouragement of Beliefs in their Children.”International Journal of ...
Feb 9, 2018 · 4.1 The Effect of a Critical Thinking Course on Belief. This study shows that taking a course in science and critical thinking, which also directly confronts paranormal and pseudoscientific beliefs, can reduce students’ belief in paranormal and pseudoscientific subjects.
popular experience. Belief in paranormal topics is correlated with race, age, income, education level, and religious affiliation. Perhaps most importantly, the authors note that Americans’ obvious interest in the paranormal is tempered by their desire to show that they can keep a healthy distance from it. The stigma about paranormal beliefs ...
