The Merits of Using “Worldview” in Religious Education

Kooij, J.C. van der; Ruyter, Doret de; Miedema, S.

doi:10.1080/00344087.2016.1191410

Cited by 39 publications

(18 citation statements)

References 12 publications

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“…Valk (2017a), for example, sees the notion of worldview as necessary in the context of WE. His thoughts are somewhat in line with van der Kooij et al (2013Kooij et al ( , 2017, where the usage of the term worldview has many benefits. Firstly, it underlines the need to view many types of worldviews in both personal and organizational contexts.…”

Section: Conceptual Considerations: Worldview and Lived Religionsupporting

confidence: 59%

“…By using the term worldview, we aim to find an inclusive term for pupils from diverse backgrounds present in the integrative classroom. Succinctly put, a worldview can be defined as the ontological, epistemological and ethical framework which ascribes meaning to the world but also orients people in everyday life (van der Kooij et al 2017;Åhs et al 2019a). Attitudes towards life goals, interpersonal relationships and various personal concerns are informed by one's worldview and the values it provides (Åhs et al 2019b).…”

Section: Conceptual Considerations: Worldview and Lived Religionmentioning

confidence: 99%

“…However, even with these caveats, we believe a worldview is useful as an inclusive concept referring to the multiple religious and secular positions in the classroom. Also, the widespread use of the concept (Wintersgill 2017;Freathy and John 2019;van der Kooij et al 2017) makes it impactful.…”

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confidence: 99%

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Pupils and worldview expression in an integrative classroom context

2019

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The aim of this study is to explore pupil perspectives on religions and worldviews in a mutual integrative space of religious and worldview education in a Finnish context. Analysing group interview data (N = 38) gathered from lower secondary school pupils attending mutual classes of religious and worldview education, the article explores how religious and non-religious worldviews can be explored in order to enhance subjectification in worldview education. The findings indicate that for pupils, the heterogeneity and lived dimensions reflected in personal worldviews, and questions relating to meaning, emotion and individuality in worldviews, are at the forefront in learning from religions and worldviews. The experiences of the pupils indicate that the concepts employed in religious and worldview education concerning religions and worldview phenomena should be examined critically in the light of the personal meaning making level of the pupils themselves.

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Section: Conceptual Considerations: Worldview and Lived Religionsupporting

confidence: 59%

Section: Conceptual Considerations: Worldview and Lived Religionmentioning

confidence: 99%

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Pupils and worldview expression in an integrative classroom context

2019

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“…The main purpose of worldview education is to assist students to develop a broader and deeper understanding of self and others. In doing so it engages students in ontological, epistemological and existential questions about life, beliefs and values (Van der Kooij et al, 2016;Van der Kooij et al, 2013), using a Socratic approach, critical thinking and site visits as teaching tools. These experiences assist students to broaden and deepen their understanding about life, self, others, and environment (Valk, 2009b).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Enhancing Religious Education Through Worldview Exploration

Valk

Tosun

2016

Discourse and Communication for Sustainable Education

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Exploring one’s worldview requires a journey into one’s heart, soul and mind (Knowing Self). But Knowing Self requires Knowing Others, imperative in a global world. To what extent do schools prepare students for participation in that global world, especially when it comes to awareness of its worldview diversity, and no less its religious diversity? This paper presents the findings of two research projects highlighting knowledge, awareness and attitudes towards various worldviews. The findings of the first is rather discouraging, a result of little to no attention given to teaching about religion in the schools. The second is much more encouraging, a result of worldview education that explores both religious and secular worldviews – their impacts on individuals and society. It then gives a brief description of a worldview framework that deepens and broadens awareness and understanding of self and others, encourages questioning and openness, and develops critical thinking.

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“…The purpose of this article is to contribute to the discussion about the role of religious education in the development of public education worldviews using empirical data based on students' perceptions and experiences. In recent years, literature has witnessed an international upsurge in the interest surrounding worldviews in public education (Aerts et al 2007;van der Kooij et al 2017;Kavonius et al 2015; Commission on Religious Education 2018).…”

Section: Introductionmentioning

confidence: 99%

The contribution of religious education and ethics to the development of worldviews: reflections of Finnish 9th grade students

Kavonius

Ubani

2020

j. relig. educ.

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The purpose of this article is to discuss the role of religious education and ethics instruction in the development of worldviews in public education using empirical data. The research question of the article is: How is the contribution of RE and Ethics in the development of worldviews perceived among 9th grade students? The study is based on qualitative interview data (N = 37) gathered from Finnish 9th grade students of different religious and worldview backgrounds. The article will also describe three cases from that sample: from Islamic RE, Lutheran RE and Ethics instruction. The data was analyzed with qualitative content analysis. The results indicate that students' perceptions on the contribution of RE or ethics to the development of their worldviews could be divided into two groups: RE or Ethics were seen as contributors to students' already existing worldviews or considered insignificant in relation to the development of their worldviews. Whether the instruction was considered strengthening or irrelevant in the development of a worldview did not depend on the background of the student. Aspects related to experiences about the instruction were intertwined with the questions referring to the contribution of instruction in the formation of worldviews.

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The Merits of Using “Worldview” in Religious Education

Cited by 39 publications

References 12 publications

Pupils and worldview expression in an integrative classroom context

Pupils and worldview expression in an integrative classroom context

Enhancing Religious Education Through Worldview Exploration

The contribution of religious education and ethics to the development of worldviews: reflections of Finnish 9th grade students

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