A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

Abstract

Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the ‘map of history’ developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.

Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation

“…However, it was only in the academic year 2015-2016 that the implementation of IRE teacher training programs in regular Flemish teacher training was accelerated 6 , in direct relation to public pressure arising as a consequence of the Paris and Brussels terrorist attacks. The Belgian/Flemish debates resonate with the international, at least Western European, debate on the place and added value of religion in a school context (Franken 2017a(Franken , 2017b(Franken , 2017c(Franken , 2018Franken and Loobuyck 2013a, 2013bFranken 2009, 2011;Zilliacus and Kallioniemi 2016;Valk and Tosun 2016;Sahin 2018;Kjeldsen 2019). Additionally, debates regarding citizenship education are ongoing (Franken 2014;Loobuyck 2019aLoobuyck , 2019bLoobuyck , 2020Sahin 2017a).…”

Religinis švietimas kaip laukas: jo agentai ir sąveika su kitais laukais

“…Priešingu atveju, remiantis Bourdieu (1971), pažeidžiama individo visavertė socializacija, nes neužtikrinamas visapusiškas religinio jausmo ugdymas. Kjeldsen (2019) pabrėžia poreikį atskirti religinį švietimą nuo teologijos ir religinių organizacijų interesų. "Mokomojo dalyko pavadinimas, programa ir turinys negali būti palankesni konkrečiai religijai, taikant kultūrinius istorinius argumentus, kaip dažnai pasitaiko krikščionybės atveju Europos šalyse" (Kjeldsen 2019, 15).…”

“…"Mokomojo dalyko pavadinimas, programa ir turinys negali būti palankesni konkrečiai religijai, taikant kultūrinius istorinius argumentus, kaip dažnai pasitaiko krikščionybės atveju Europos šalyse" (Kjeldsen 2019, 15). Tyrėjai (Alberts 2010;Kjeldsen 2019) konstatuoja, kad šiuolaikinėje visuomenėje negalima ignoruoti globalizacijos, pliuralizmo, migracijos ar sekuliarizacijos įtakos, nes tai veikia skirtingas visuomenės sritis, nepaisant to, kokia iki tol buvo konkrečios valstybės istorija. Neišimtis ir švietimo laukas, kuris turėtų neatsilikti nuo modernėjančio pasaulio, kuriame aktyviai vyksta socialiniai pokyčiai.…”

Evaluation of Students’ Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia

“…Basic education is the most basic level of formal education in Indonesia (Effendy & Leilani, 2021;Emilzoli et al, 2021;Mutiani, 2021). Basic education also includes junior high school which aims to lay the foundation for intelligence, knowledge, and skills (Anisah & Suntara, 2020;Kjeldsen, 2019;Zariae et al, 2021). Middle School will be a solid and useful foundation when children will take education at a higher level.…”