Russian School Textbooks on Religion: Theological Learning, Ideological Confrontation, or Religious Education

Basil, John D.

doi:10.1093/jcs/css056

Cited by 2 publications

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“…Development and implementation of the new policy did not escape the attention of Western observers (see Basil, 2013;Clay, 2015;Glanzer, 2005;Glanzer & Petrenko, 2007;Loya, 2006Loya, , 2008Willems, 2007Willems, , 2012. The course's multi-module, multi-religious, and multicultural structure, and its elective nature have been generally appreciated by observers, and interpreted within the discourse of accommodation for religious diversity and religious freedom.…”

Section: Expert Evaluationsmentioning

confidence: 99%

Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

Lisovskaya

2016

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This paper explores the approach to religious education that has been instituted in Russia since 2012. The new policy's manifestly proclaimed goals seem convergent with the values of religious freedom, self-determination, tolerance, and inter-faith peace that are espoused by Western liberal democracies. Yet Russia's hidden religious education curriculum is far more consistent with a neo-imperial model of ethno-religious (Russian Orthodox) hegemony and limited toleration of selected, other faiths whose reach is restricted to politically peripheral ethno-territorial entities. This model embodies and revitalizes Russia's imperial legacies. Yet the revitalization is, in itself, an outcome of strategic choices made by the country's religious and secular elites in the course of its desecularization. Building on discourse analysis of five Russian textbooks and a teacher's manual, this article shows how the neo-imperial model manifests itself in the suppression of exogenous and endogenous pluralism, cultivation of the ideology of "ethnodoxy", and in essentially imperialist mythology. The paper concludes by predicting the new model's potential instability.

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Section: Expert Evaluationsmentioning

confidence: 99%

Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

Lisovskaya

2016

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“…There are two ways to read this reticence: either as an indication of a presence or a lack of normative worldview agendas and transmission in public schooling. I will interpret this reticence as an active (if not always successful) strategy to defuse a heated political field or, as Basil (2012) puts it, of 'playing it safe ' (p. 27).…”

Section: Introductionmentioning

confidence: 99%

Fair and cloudy weathers of tolerance in civic and religious education in northern Europe

Strandbrink

2014

Education, Citizenship and Social

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This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the 'soft' normative reproduction and validation of certain ethical and cultural identities. In the article, the rhetorical goals of neutralism and tolerance in current European political-educational thought are measured against empirical modes and practices of education. A parochialism-cosmopolitanism conceptual dichotomy is constructed and used as a main analytical guide, which allows for a number of critical conclusions to be made on the production of normative statehood through education in contemporary 'post-normative' Europe. The ultimate ambition of the text is thus to contribute to shedding new light on the interpretation and enactment of value diversity in these seven educational settings and interculturalising societies.

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Russian School Textbooks on Religion: Theological Learning, Ideological Confrontation, or Religious Education

Cited by 2 publications

References 0 publications

Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

Fair and cloudy weathers of tolerance in civic and religious education in northern Europe

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