Learning from religions as ‘skilful means’: a contribution to the debate about the identity of religious education

Teece, Geoff

doi:10.1080/01416200802170037

Cited by 16 publications

(15 citation statements)

References 11 publications

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“…Teece (2008) supported Hick's (1983) concept of a "soteriological structure" to illustrate human nature, recognizing that every religion had different assumptions of the human spiritual defect, the spiritual path of transformation, and the goal of spiritual transformation. Similar to Hackney's (2010) statement of penitence as vital to growth, Buddhist repentance emphasized the ultimate goal of living with moral decency in that the practice of ritual confession and repentance 2 was essential to release the individual from bad attitudes to achieve the level of Bodhisattva (Konior, 2010).…”

Section: Repentancementioning

confidence: 77%

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Shih¹,

Tsai²

2017

UCER-B

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The paper analyzes a religion-based college's spiritual education through Buddhist sutra adaptation (BSA) experiences to explore the students' perceptions of good, filial piety, and environmental ethics, as well as their behavioral modifications, accordingly. The BSA is an artistic presentation of singing and signing in the Tzu Chi Missions for moral reflection on desire, anger, and ignorance. The participating students are interviewed and observed for their after-school participation of BSA experiences, and in the context of humanities course performance. This paper intends to highlight a special form of moral education through BSA experiences.

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Section: Repentancementioning

confidence: 77%

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Shih¹,

Tsai²

2017

UCER-B

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“…There are some valuable contributions on RE and learning, including, for instance, on the distinctions between learning about and from religion (Grimmit 1987;Teece 2008Teece , 2010Hella and Wright 2009). The common concern of these authors is how RE should be done; each author argues for different pedagogical strategies (i.e.…”

Section: Mf Norwegian School Of Theology Oslo Norwaymentioning

confidence: 98%

Modes of learning in religious education

Afdal

2014

British Journal of Religious Education

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This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE -in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice.

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“…However, how the teaching of religion should be undertaken in schools in England and Wales has become a source of disagreement and controversy (Barnes and Wright 2006;Barnes 2006;Maybury and Teece 2005;Teece 2008;Wright 2004).…”

Section: A Plurality Of Views In the Classroom: A Religious Educationmentioning

confidence: 99%

“…According to Teece (2008), the function that the religions play in the process of teaching and learning can be described as upayic. Upaya, or 'skilful means' was a concept used by the Buddha in two ways.…”

Section: Religions As Vehicles For Human Transformationmentioning

confidence: 99%

“…To enable Smart's approach to be put into practice, teachers as well as students need pedagogical assistance in addressing the complex issue of effectively teaching multi-faith religious education to multi-faith classes (Teece 2008;Wright 2004). Frequently, teachers have to wrestle with the problem of reconciling their own religious (or non-religious) commitments with the variety of perspectives they are expected to teach.…”

Section: Teaching Darwinian Evolution 681mentioning

confidence: 99%

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Teaching Darwinian Evolution: Learning from Religious Education

Stolberg

2009

Sci & Educ

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This article examines what science education might be able to learn from phenomenological religious education's attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of 'learning from religion' as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin's responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin's evolutionary approach.

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Learning from religions as ‘skilful means’: a contribution to the debate about the identity of religious education

Cited by 16 publications

References 11 publications

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Modes of learning in religious education

Teaching Darwinian Evolution: Learning from Religious Education

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