The primary aim of this paper is to offer an overview of current research into the relationship between religion and family life and to offer suggestions for future research. In order to do this, the paper distinguishes between research in which religion is a dependent variable, labelled as socialization research, and research in which religion is an independent variable, referred to as research into family functioning. With regard to these areas of research, the paper, first, offers an overview of the most important insights existing research has generated thus far, after which some important shortcomings are identified and suggestions for future research are proposed. Subsequently, the paper offers some reflections on methodology and points out some strengths and weaknesses of existing research and offers methodological advice for future research. The paper closes by discussing how research into the relationship between religion and family life may contribute to an overall understanding of religion as such.

The aim of this study was to find out if the typical spread of hospitalized patients with COVID-19 in The Netherlands, with significantly higher levels in the Dutch Bible belt and the southern, traditionally Catholic provinces, is related to the specific religious composition of the country. To do this, government statistics regarding the level of hospitalized patients with COVID-19 per municipality were combined with statistics regarding church attendance and church membership rates. Results showed that in the Dutch Bible belt the level of patients with COVID-19 was strongly related to church attendance, but in the southern, traditionally Catholic part of The Netherlands nominal church membership mattered more than church attendance. On the basis of these findings, the conclusion was drawn that religion probably facilitates the spread of the virus in both a direct and indirect way. It facilitates the spread of the virus directly through worship services but also indirectly by way of endorsing more general cultural festivities like carnival and maybe even by strengthening certain non-religious social bonds. Epidemiologists monitoring the spread of the virus are called upon to focus more on these possible indirect or latent effects of religion.

This paper proposes that the acquisition of meta-concepts and thinking skills in order to facilitate scholarly religious thought should be the principal aim of religious education in schools. As a result, the aim of religious education is primarily stated in cognitive terms and religious education is understood as closely related to education about religion. The educational value of this approach is explained in a cultural–historical perspective on learning. It is shown that there is a close connection between learning and development and that school learning especially contributes to development of pupils’ higher cognitive functions, if school learning aims at the acquisition of subject-specific meta-concepts and thinking skills. In order to apply these insights to religious education, the aim of religious education is reconsidered and some examples of meta-concepts and thinking skills that may serve as the content of religious education are discussed.

This article discusses how practitioners of Islamic Religious Education (IRE) in Dutch primary schools look at the relationship between IRE and citizenship education (CE). To what extent do they believe it is possible and desirable for IRE to contribute to CE? What would an integration of IRE and CE look like, and where do they see potential tensions between IRE and CE? In two extensive focus group discussions, with identity coordinators and experienced IRE teachers, the relationships between IRE and four citizenship dimensions, namely, identity, legal status, participation, and rights, were discussed. Qualitative content analysis of these discussions reveals that the integration of IRE with CE is desirable and possible, but in varying degrees based on the level of different citizenship dimensions. The extent of integration of IRE and CE also depends on the interpretations of Islamic key concepts. IRE and CE were also found to face similar challenges in seeking to achieve integration: both struggle with exclusive interpretations of Islam and citizenship.

During the last three decades Dutch church attendance rates dropped considerably, while the relative share of volunteers in non-religious organizations decreased at a slower rate. This is an unexpected development given the positive association between religious involvement and volunteering. In this article, we try to account for this development by addressing the following question: Why has a massive and ongoing decline of church attendance in the Netherlands not resulted in a similar drop in the relative number of volunteers in non-religious voluntary organizations? In view of this question, we wonder if the negative effect of declining church attendance on volunteering is perhaps counterbalanced by a positive effect of educational expansion. Our findings reveal that this is indeed the case, but these counterbalancing effects are only modest.

RE in Russia has been recently introduced as a compulsory regular school subject during the last year of elementary school. The present study offers a critical analysis of the current practice of Russian RE by comparing it with RE in Sweden, Denmark and Britain. This analysis shows that Russian RE is ambivalent. Although it is based on a non-confessional religious studies approach, Russian RE also serves the interests of the Russian Orthodox Church, which aims to educate students into Orthodox Christianity, as well as the interests of the Russian state itself, which turns RE in a kind of citizenship education focusing on the patriotic upbringing of students.