The Role of the Bible in Religious Education Reconsidered: Risks and Challenges in Teaching the Bible

Pollefeyt, Didier; Bieringer, Reimund

doi:10.1515/ijpt.2005.007

Cited by 11 publications

(9 citation statements)

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“…The educational potential and pedagogic characteristics of biblical texts have been widely reflected on in the literature. Two good illustrations in this regard are the studies of Shkedi (1997) and Pollefeyt and Bieringer (2005). Shkedi (1997) conducted in‐depth interviews with teachers of the Bible in elementary, middle, and high schools in Israel and in Jewish schools outside Israel.…”

Section: Use Of the Bible In Protestant Christian Secondary Schools: ...mentioning

confidence: 98%

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

Kock

Sonnenberg

Nagel‐Herweijer

2021

Teaching Theology & Religion

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How the Bible functions in (Christian) education in the international discourse on religious education, particularly in the Dutch context, has rarely been empirically investigated. The purpose of this article is to gain insight into how the Bible is functioning in the context of Protestant secondary schools in the Netherlands. In addition to providing a theoretical account, it presents the results of an empirical, explorative, and qualitative study on how the Bible is used in Protestant Christian secondary education in the Netherlands, with a focus on exploring the perspectives of teachers, including religious educators. Seventeen focus group interviews with teachers and school administrators from six secondary schools revealed a variety of goals held by teachers with regard to the use of the Bible in education and identified a variety of divisions in terms of teacher–learner roles. This article reflects on these findings through the use of religious education literature and concepts from the field of Bible didactics.

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Section: Use Of the Bible In Protestant Christian Secondary Schools: ...mentioning

confidence: 98%

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

Kock

Sonnenberg

Nagel‐Herweijer

2021

Teaching Theology & Religion

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“…Carswell (2018a), through an examination of Religious Education curriculum documents in Australia, England and Wales, highlights the problems with the two most common ways in which scripture is chosen in curriculum design, that is, as experimental or doctrinal and taught through themes (Carswell 2018a, p. 290). This approach is seen as 'highly problematic' as it predetermines understandings and an interpretation through one lens (Carswell 2018a, b;Pollefeyt and Bieringer 2010). Pollefeyt and Bieringer (2010) further suggest it is like creating the biblical text as a 'ventriloquist of a priori fixed views' (Pollefeyt and Bieringer 2010, p. 389).…”

Section: The Multiplicity Of Catholic Voicesmentioning

confidence: 99%

“…This approach is seen as 'highly problematic' as it predetermines understandings and an interpretation through one lens (Carswell 2018a, b;Pollefeyt and Bieringer 2010). Pollefeyt and Bieringer (2010) further suggest it is like creating the biblical text as a 'ventriloquist of a priori fixed views' (Pollefeyt and Bieringer 2010, p. 389). Heeding these warnings is essential in adopting a hermeneutical approach to Religious Education.…”

Section: The Multiplicity Of Catholic Voicesmentioning

confidence: 99%

Exploring the beliefs and practices of the hermeneutical communicative model within a Melbourne Catholic primary school

Reed

2020

j. relig. educ.

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In response to a religiously diverse and culturally enriched Australia, this paper will discuss the instance of one Catholic primary school which has taken up the challenge of engaging in Religious Education through integrating the beliefs and practices underlying the KU Leuven's Hermeneutical Communicative Model to Religious Education. This insider reflection will provide a number of insights into the school's professional practice and practical actions that can be taken to enhance the Catholic Identity of a school, as well as the impact on both learners and educators.

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“…For example, sacred narratives include material which supports liberal educational valuesbut also material that contradicts them. From the perspective of modern readers, the Bible, for example, seems to support patriarchy, anti-Judaism, slavery, violence and intolerance if the readers fail to go beyond the text and have a critical dialogue with it (Pollefeyt and Bieringer 2005). Thus, RE teachers have to negotiate between the aims of the curriculum and religious traditions' selfunderstanding of the position of the texts and, as Copley (2007) points out, teachers as narrators hold the power, since they are the ones who represent the narrative in certain light and with certain interpretation.…”

Section: Pedagogical Use Of Religious Narrativesmentioning

confidence: 99%

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

Keränen-Pantsu

Rissanen

2018

Journal of Beliefs & Values

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In this article, we examine how narratives of religious traditions are used as resources in religious education and compare practices from Evangelic Lutheran and Islamic religious education in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal religious education and the integrity of the holy narratives. The research data consists of interviews with teachers of Lutheran (n=4) and Islamic (n=5) religious education as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers' ways of negotiating the tensions as well as some differences between Lutheran and Islamic religious education in the pedagogical use of narratives.

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The Role of the Bible in Religious Education Reconsidered: Risks and Challenges in Teaching the Bible

Cited by 11 publications

References 0 publications

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

Exploring the beliefs and practices of the hermeneutical communicative model within a Melbourne Catholic primary school

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

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