Initiating Children into Hermeneutical Discourses in Religious Education

Freathy, Rob; Giles, Freathy

doi:10.1179/2044024313z.00000000013

Cited by 6 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Freathy og miljøet rundt ham presenterte sine idealer om tolkningsmangfold som en del av RE-searchers-metodikken, som først ble presentert som en dialogisk tilnaerming egnet for religionslaerere i den engelske grunnskolen (Freathy & Freathy, 2013).…”

Section: Teoretiske Didaktiske Ressurserunclassified

“…Inge AnderslAnd Og Oddrun mArIe HOvde Bråten [124] mingene i denne boken baserte seg på ulike religionsbegrep (Alberts, 2007, s. 111-207). Poenget til Freathy & Freathy (2013) er at dette mangfoldet av akademiske tilnaerminger, inkludert variasjonen i religionsbegrep, ikke bør skjules for elevene. I stedet bør man introdusere elevene for valgmulighet ene og invitere dem med på valget, slik at de får møte åpne begreper, og bli satt i stand til å orientere og posisjonere seg i debatten om dem.…”

Section: Teoretiske Didaktiske Ressurserunclassified

See 1 more Smart Citation

Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene

Andersland

Bråten²

2022

PRI

View full text Add to dashboard Cite

I denne artikkelen undersøker vi hvordan begrepene «religion» og «livssyn» brukes til å beskrive studieobjektet i de nye læreplanene fra 2020 og spør: Hvordan kan man unngå forenklede fremstillinger, og hvordan kan man la elever møte religioner og livssyn som komplekse historiske og nåtidige forhandlede fenomener? I vår lesning av læreplanene finner vi tilfeller av essensialisert språkbruk samt en videreføring av privilegerte posisjoner for kristendom (i norsk versjon) innenfor religionsbegrepet, og livssynshumanisme (i norsk versjon) for livssynsbegrepet. Dette står i et spenningsforhold til idealer om åpen utforsking av fenomenene, som også er uttrykt i planene. Vi diskuterer videre hvorfor essensialisering og priviligering av visse tradisjoner kan sees på som problematisk, og foreslår pragmatiske løsninger knyttet til teoretisering av begrepene som vi håper kan bane vei for ikke-essensialistisk og åpen utforsking av religion og livssyn i praktisk undervisning. Vi argumenterer for en utforskende tilnærming til studiet av religion og livssyn i skolen, som en strategi for å åpne opp begrepene for elevene, i tråd med intensjonen i kjerneelement 2 i nye læreplaner: utforsking av religioner og livssyn med ulike metoder. Nøkkelord: KRLE, Religion og etikk, religion, livssyn, utforsking, ikke-binære livssyn, ikke-essensialistisk religionsbegrep, LK20, didaktiske ressurser, fortolkende tilnærming, RE-searchers, åpne og lukkede begreper

show abstract

Section: Teoretiske Didaktiske Ressurserunclassified

Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene

Andersland

Bråten²

2022

PRI

View full text Add to dashboard Cite

show abstract

“…To this end, we have created four possible 'Big Ideas about SORW', drawing and elaborating upon the theories underpinning our critique of the 'Big Ideas for RE' outlined above. We have also drawn upon and refined the theoretical framework behind the 'RE-searchers approach' to primary school RE, which was co-created by the first author Reader and Freathy 2016;Freathy and Freathy 2013b) and which can be used to exemplify what multi-disciplinary, methodologically-orientated, inquiry-led and reflexive learning might mean in practice. The 'Big Ideas about SORW' that we posit seek to provide answers to some fundamental questions that can be asked of all methodologies and pedagogies; that is, what is the focus of study, by whom is it being studied, how is it being studied, and why is it being studied.…”

Section: Four Big Ideas About the Study Of Religion(s) And Worldview(s)mentioning

confidence: 99%

Religious Education, Big Ideas and the study of religion(s) and worldview(s)

Freathy

John

2018

British Journal of Religious Education

Self Cite

View full text Add to dashboard Cite

This article outlines the 'Big Ideas' approach to curriculum reform, as applied in the 'Principles and Big Ideas of Science Education' project (Harlen 2010). A critical analysis follows of the outcomes of the University of Exeter's 'Identifying Principles and Big Ideas for Religious Education' project, which sought to apply the same approach to Religious Education (RE) in English schools (Wintersgill 2017). This project made great headway in generating 'Big Ideas' to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge mean that 'Big Ideas' about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multimethodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our 'knowledge' of religion(s) and worldview(s) is generated. In this regard, the article posits four 'Big Ideas about the study of religion(s) and worldview(s)' to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the 'RE-searchers approach' to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.

show abstract

Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education

Freathy

Doney

Giles³

et al. 2017

British Journal of Educational Studies

Self Cite

View full text Add to dashboard Cite

This article reconceptualises school teachers and pupils respectively as 'pedagogical bricoleurs' and 'bricolage researchers' who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualization is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English statemaintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the 'RE-searchers approach' to multi-faith Religious Education in primary schools (5-11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures that are characterised by multi-, inter-and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.

show abstract

Initiating Children into Hermeneutical Discourses in Religious Education

Cited by 6 publications

References 12 publications

Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene

Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene

Religious Education, Big Ideas and the study of religion(s) and worldview(s)

Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education

Contact Info

Product

Resources

About