AbstractThe purpose of this research project was to create a better understanding of the role education plays within the Jehovah’s Witness organisation. The idea began by discussing the educational programmes they have set up within themselves and exploring why such programmes were created in the first place, how the programmes work, and more recently how these programmes were adapted in the face of Covid-19 compared with how formal education adapted. A two-phase research project began by focusing on individual experience with the programs with data collected through an online survey done through Qualtrics. In phase two, website martial was analysed to create a deeper understanding of the expense of the educational programs provided, as well as an understanding of why it was seen as necessary to create such programs.
In contrast to this, formal education, mainly focusing on school settings, is analysed in how they have handled the response to Covid-19 and how this compares to the response seen from Jehovah’s Witnesses. It focussd on key questions such as how they differed, what the two could learn from one another moving forward,thus, creating an extensive look into how the educational programmes could advance in a post covid-19 restriction world with a combination of in person and virtual learning to create the most diverse and accessible programmes possible, without losing the key functions and aims of the programmes in the process. While this application may take time and trial and error, it provides an insight into improvements for both organisations that perhaps would not have been considered without the covid-19 pandemic. A key example of this, is the suggested combination of in person and technological education, in order to keep as many participants included as possible, while also retaining a sense of community and belonging.
This leads to the idea and pathway of further research that could be conducted, not just in reference to Jehovah’s witnesses but a broader audience with the sole purpose to improve education in the more inclusive and detailed way possible for every participant.
|Date of Award||19 Jul 2022|
|Supervisor||Berenice Golding (Main Supervisor) & Chris Cameron (Co-Supervisor)|