Claims of everyone a changemaker and calls for social and environmental responsibility resonate with today’s young adults. Less religious than preceding generations, they tend instead to draw their values and purpose from consumer, cultural, and employment affinities. They also rely on their connectivity, digital or otherwise, for the ability to make an impact in the direction of social change they deem necessary. Yet they are less connected than previous generations to some of the most fundamental means that support change, especially faith, family, and institutional leadership. To have a hand in shaping their generational desire for change, religious educators can design curricula to achieve not just traditional student learning outcomes, but social impact outcomes, too. Toward this end, the article proposes that religious educators approach students of religious education as engaged practitioners of change on a contemporaneous basis as well as in anticipation of their future agency. Doing so would instantiate teaching for social impact as a particular form of the praxis already prevalent in religious education. The article explores this potential through a survey of the cause–concerns and desires of young adults in Australia and the United States; a conceptual analysis of the engaged practice that is grounded in studium, or the zeal for coherence; and a description of what it might look like for religious education to integrate social impact outcomes into curricular considerations on the basis of such studium.

中文翻译：

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传授社会影响力：将世代目标和关注点纳入宗教教育

每个人都宣称自己是改变者，并呼吁社会和环境责任，这在当今的年轻人中引起了共鸣。他们不像前几代人那样虔诚，而是倾向于从消费者，文化和就业的亲和力中汲取其价值观和宗旨。他们还依赖于数字或其他方式的连通性，以在他们认为必要的社会变革方向上产生影响。但是，与前几代人相比，它们与支持变革的一些最基本手段之间的联系较少，特别是信仰，家庭和机构领导。为了帮助塑造一代代人对变革的渴望，宗教教育工作者可以设计课程，不仅实现传统的学生学习成果，而且实现社会影响成果。为此，该文章提出，宗教教育者应同时期以及预期他们未来的发展，将宗教教育的学生作为变革的实践者来对待。这样做将实例化社会影响力的教学，作为宗教教育中已经普遍存在的一种特殊形式的实践。本文通过对澳大利亚和美国年轻人的因果关怀和愿望进行了调查，探索了这种潜力。对立足于实践的热忱实践的概念分析，或者是对连贯性的热情；并描述了基于这样的课程，宗教教育将社会影响结果纳入课程考虑的情况。