Pub Date : 2023-04-28DOI: 10.1080/01416200.2023.2207209
J. McDonnell
ABSTRACT The promotion of fundamental British values (FBV) and character education in schools can be seen as part of a new policy landscape of values education in England, with significant implications for Religious Education (RE). Research on these policies has tended to emphasise their securitising and constraining effects. This paper shifts attention to teachers’ creative responses to this new policy landscape and the generative contradictions within it. Building on findings from a pilot study, the research used focus groups and creative writing workshops to explore RE teachers’ responses to the new policy landscape (including their perceptions of whole-school approaches to values education) and their imagined futures within it. The findings illustrate how teachers drew on a range of RE pedagogies in their responses to the new policies and illuminate teachers’ feelings about their faith-based interpretation at whole-school level. One key implication is the potential of RE for enacting the new policy agenda in meaningful ways. The research also offers an original contribution to conversations about the faith-based interpretation of FBV and character education at whole-school level, suggesting that the important question in relation to such interpretations may be not whether but how schools are drawing on religion.
{"title":"RE teachers and the shifting landscape of values education in England","authors":"J. McDonnell","doi":"10.1080/01416200.2023.2207209","DOIUrl":"https://doi.org/10.1080/01416200.2023.2207209","url":null,"abstract":"ABSTRACT The promotion of fundamental British values (FBV) and character education in schools can be seen as part of a new policy landscape of values education in England, with significant implications for Religious Education (RE). Research on these policies has tended to emphasise their securitising and constraining effects. This paper shifts attention to teachers’ creative responses to this new policy landscape and the generative contradictions within it. Building on findings from a pilot study, the research used focus groups and creative writing workshops to explore RE teachers’ responses to the new policy landscape (including their perceptions of whole-school approaches to values education) and their imagined futures within it. The findings illustrate how teachers drew on a range of RE pedagogies in their responses to the new policies and illuminate teachers’ feelings about their faith-based interpretation at whole-school level. One key implication is the potential of RE for enacting the new policy agenda in meaningful ways. The research also offers an original contribution to conversations about the faith-based interpretation of FBV and character education at whole-school level, suggesting that the important question in relation to such interpretations may be not whether but how schools are drawing on religion.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"228 - 239"},"PeriodicalIF":0.8,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1080/01416200.2023.2202076
Julian Stern
There is a long-standing contrast, sometimes described as a battle, in school-based literature between being ‘student-centred’ (or ‘child-centred’ or ‘personal’) and being ‘knowledge-centred’ or ‘subject-centred’ or ‘academic’. This is played out in debates on specific school subjects, including RE. Is RE primarily ‘about’ knowledge of religious and other traditions, or is it primarily ‘for’ the edification of the students and/or the benefit of society? Current debates in the UK related to the Commission on Religious Education (Commission on Religious Education CoRE 2018) report include this contrast, with religious knowledge or ‘literacy’ having a more significant role than the more edificatory elements of the subject – implied by the recommendation to drop ‘education’ from the title of the subject (Commission on Religious Education CoRE 2018, 31). ‘education’ in a subject title is seen as trying to make students something (e.g. religious), rather than teaching them about something. The contrast can be seen in many approaches to schooling and the curriculum, and can sometimes also be seen in the different approaches to the schooling of children (up to the age of eleven or twelve) and the schooling of young people above that age, with the more ‘personal’ elements more likely to be stressed with younger students, and more ‘academic’ elements more likely to be stressed with older students. RE as an ‘E’ subject, like PE, PSHE, Citizenship Education, Driver Education, and a number of other subjects, is at the heart of such debates, so dropping the ‘E’ in the subject name (as recommended by CoRE 2018) is itself a significant move. The ‘E’ is given on the grounds that students of the subject are expected to engage personally in the subject: citizenship education (in the UK) is intended to create better and more active citizens, physical education is expected to help students become physically fitter and/or healthier, personal and social education improves personal and social skills. The E in RE suggests a form of ‘learning from religion’, as Grimmitt describes it, the ‘reflective, interpretive, critical, and evaluative interactions’ (Grimmitt, in Grimmitt 2000, 18). Other jurisdictions have sided more with the ‘personal’ or with the ‘academic’, and this is not just related to promoting religiousness (or an individual religious confession), but, as I say, reflects a wider debate on the purpose of schooling – whether it is about ‘making better people’ or about ‘passing on valuable knowledge and skills’. It is helpful finding out how teachers see this apparent contrast, in their work in RE classrooms. Two recent pieces of research in which I have been involved explored the ways in which teachers of religion saw their role, in schools with Catholic or Jewish foundations (Stern and Buchanan 2021; Stern and Kohn 2022). In both projects, there were indeed some tensions evident: some teachers who found themselves conflicted. However, the majority of respondent
在以学校为基础的文献中，“以学生为中心”(或“以儿童为中心”或“以个人为中心”)与“以知识为中心”或“以学科为中心”或“以学术为中心”之间存在着长期存在的对比，有时被描述为一场斗争。这在具体的学校科目的辩论中表现出来，包括人文科学。人文科学主要是“关于”宗教和其他传统的知识，还是主要“为了”教育学生和/或造福社会?英国目前与宗教教育委员会(Commission on Religious Education CoRE 2018)报告相关的辩论包括这种对比，宗教知识或“识字”比主题中更具教化性的元素发挥更重要的作用——建议将“教育”从主题标题中删除(Commission on Religious Education CoRE 2018, 31)。题目中的“教育”被认为是试图让学生有所成就(比如宗教)，而不是教他们什么。这种对比可以在学校教育和课程设置的许多方法中看到，有时也可以在儿童教育(直到11岁或12岁)和超过该年龄的年轻人的教育的不同方法中看到，年轻的学生更有可能强调更多的“个人”因素，而更大的学生更有可能强调更多的“学术”因素。RE作为一个“E”科目，就像体育、PSHE、公民教育、驾驶教育和其他一些科目一样，是此类辩论的核心，因此在科目名称中删除“E”(正如CoRE 2018所建议的那样)本身就是一个重大举措。给出“E”的理由是，该学科的学生应该亲自参与该学科:公民教育(在英国)旨在培养更好、更积极的公民，体育教育旨在帮助学生变得更健康，个人和社会教育提高个人和社会技能。RE中的E表示一种“向宗教学习”的形式，正如Grimmitt所描述的那样，是“反思、解释、批判和评估的互动”(Grimmitt, in Grimmitt 2000, 18)。其他司法管辖区更倾向于“个人”或“学术”，这不仅仅与促进宗教信仰(或个人的宗教信仰)有关，而且，正如我所说，反映了关于学校教育目的的更广泛的辩论——是关于“培养更好的人”还是关于“传授有价值的知识和技能”。了解教师是如何看待这种明显的对比的，是很有帮助的。我最近参与的两项研究探讨了宗教教师在天主教或犹太基础学校中看待自己角色的方式(Stern and Buchanan 2021;Stern and Kohn 2022)。在这两个项目中，确实存在一些明显的紧张关系:一些教师发现自己很矛盾。然而，大多数受访者找到了平衡他们角色的各种“宗教”、“个人”和“知识”方面的方法。这些项目表明，教师通常处于一个连续体上，从他们的意图和实践更“个人化”(或“宗教性”)，到他们的实践更“知识型”或“学术性”。这与Beane等作家所说的相吻合，即所有的学校学科都涉及个人，并且应该被视为与学术学科不同，即使它们也使用类似的知识:“知识学科及其代表性的学校学科领域不是同一件事，即使它们可能涉及类似的知识体系，[因为]它们服务于完全不同的目的”(Beane 1995,617)。一个更广泛的主张是波兰尼，对他来说，所有的学术学科，更不用说学校科目，都是“个人的”(波兰尼1962)，与英国宗教教育杂志2023年的立场有关，卷45,NO。3,225 - 227 https://doi.org/10.1080/01416200.2023.2202076
{"title":"Beyond knowledge-centred versus student-centred RE","authors":"Julian Stern","doi":"10.1080/01416200.2023.2202076","DOIUrl":"https://doi.org/10.1080/01416200.2023.2202076","url":null,"abstract":"There is a long-standing contrast, sometimes described as a battle, in school-based literature between being ‘student-centred’ (or ‘child-centred’ or ‘personal’) and being ‘knowledge-centred’ or ‘subject-centred’ or ‘academic’. This is played out in debates on specific school subjects, including RE. Is RE primarily ‘about’ knowledge of religious and other traditions, or is it primarily ‘for’ the edification of the students and/or the benefit of society? Current debates in the UK related to the Commission on Religious Education (Commission on Religious Education CoRE 2018) report include this contrast, with religious knowledge or ‘literacy’ having a more significant role than the more edificatory elements of the subject – implied by the recommendation to drop ‘education’ from the title of the subject (Commission on Religious Education CoRE 2018, 31). ‘education’ in a subject title is seen as trying to make students something (e.g. religious), rather than teaching them about something. The contrast can be seen in many approaches to schooling and the curriculum, and can sometimes also be seen in the different approaches to the schooling of children (up to the age of eleven or twelve) and the schooling of young people above that age, with the more ‘personal’ elements more likely to be stressed with younger students, and more ‘academic’ elements more likely to be stressed with older students. RE as an ‘E’ subject, like PE, PSHE, Citizenship Education, Driver Education, and a number of other subjects, is at the heart of such debates, so dropping the ‘E’ in the subject name (as recommended by CoRE 2018) is itself a significant move. The ‘E’ is given on the grounds that students of the subject are expected to engage personally in the subject: citizenship education (in the UK) is intended to create better and more active citizens, physical education is expected to help students become physically fitter and/or healthier, personal and social education improves personal and social skills. The E in RE suggests a form of ‘learning from religion’, as Grimmitt describes it, the ‘reflective, interpretive, critical, and evaluative interactions’ (Grimmitt, in Grimmitt 2000, 18). Other jurisdictions have sided more with the ‘personal’ or with the ‘academic’, and this is not just related to promoting religiousness (or an individual religious confession), but, as I say, reflects a wider debate on the purpose of schooling – whether it is about ‘making better people’ or about ‘passing on valuable knowledge and skills’. It is helpful finding out how teachers see this apparent contrast, in their work in RE classrooms. Two recent pieces of research in which I have been involved explored the ways in which teachers of religion saw their role, in schools with Catholic or Jewish foundations (Stern and Buchanan 2021; Stern and Kohn 2022). In both projects, there were indeed some tensions evident: some teachers who found themselves conflicted. However, the majority of respondent","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"225 - 227"},"PeriodicalIF":0.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1080/01416200.2023.2201661
Annika Lilja, Olof Franck, C. Osbeck, K. Sporre, David Lifmark, Anna Lyngfelt
ABSTRACT In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations, in other words, an education that develops a multidimensional ethical competence.
{"title":"Teachers’ perspectives on ethics education – expressed as opportunities and challenges","authors":"Annika Lilja, Olof Franck, C. Osbeck, K. Sporre, David Lifmark, Anna Lyngfelt","doi":"10.1080/01416200.2023.2201661","DOIUrl":"https://doi.org/10.1080/01416200.2023.2201661","url":null,"abstract":"ABSTRACT In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations, in other words, an education that develops a multidimensional ethical competence.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"240 - 250"},"PeriodicalIF":0.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/01416200.2023.2193675
E. Saito
ABSTRACT In the modern world, alienation and marginalisation are serious issues that make people doubt the existence of God. Due to the development of science and technology, which allows humans more space to act as they desire, society has become even more secularised. Fyodor Dostoevsky foresaw and struggled with these problems – as represented in his literary masterpieces, such as The Brothers Karamazov. However, his works are rarely discussed in educational fields. This study, therefore, aims to analyse and obtain educational implications from the dialogues between Ivan Fyodorovich Karamazov and Pavel Fyodorovich Smerdyakov during three visits after the murder of their father, Fyodor Pavlovich Karamazov, in The Brothers Karamazov. Ivan rebelled against God because of the injustice in this world, while Smerdyakov had been a victim of such injustice from his birth. They cooperated based on the Man-God ideology advocated by Ivan. However, it did not liberate them; rather, they awoke with a sense of guilt. For educational implications, while Ivan did not consider Smerdyakov an equal, ‘good people’ treated them differently. They supported Smerdyakov and Ivan with care and realist senses by not only supporting the brothers in any situation but also predicting and accepting undesirable scenarios for them.
{"title":"Dialogues between Ivan and Smerdyakov after the murder of their father from The Brothers Karamazov: their educational implications","authors":"E. Saito","doi":"10.1080/01416200.2023.2193675","DOIUrl":"https://doi.org/10.1080/01416200.2023.2193675","url":null,"abstract":"ABSTRACT In the modern world, alienation and marginalisation are serious issues that make people doubt the existence of God. Due to the development of science and technology, which allows humans more space to act as they desire, society has become even more secularised. Fyodor Dostoevsky foresaw and struggled with these problems – as represented in his literary masterpieces, such as The Brothers Karamazov. However, his works are rarely discussed in educational fields. This study, therefore, aims to analyse and obtain educational implications from the dialogues between Ivan Fyodorovich Karamazov and Pavel Fyodorovich Smerdyakov during three visits after the murder of their father, Fyodor Pavlovich Karamazov, in The Brothers Karamazov. Ivan rebelled against God because of the injustice in this world, while Smerdyakov had been a victim of such injustice from his birth. They cooperated based on the Man-God ideology advocated by Ivan. However, it did not liberate them; rather, they awoke with a sense of guilt. For educational implications, while Ivan did not consider Smerdyakov an equal, ‘good people’ treated them differently. They supported Smerdyakov and Ivan with care and realist senses by not only supporting the brothers in any situation but also predicting and accepting undesirable scenarios for them.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"347 - 357"},"PeriodicalIF":0.8,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1080/01416200.2023.2183383
D. Kennedy
ABSTRACT This paper argues that an enclosed hermeneutical circle is evident at the centre of modern religious education as a result of its rootedness in the romantic hermeneutical tradition. It argues that modern religious education carries an implicit text-based hermeneutical orientation. It contends that such a hermeneutical approach is limited in terms of its ability to engage with persons’ encounter with truth in life itself as it unfolds historically. This paper attempts to move beyond an enclosed hermeneutical circle at the centre of modern religious education, as well as the restrictive hermeneutics that it implicitly promotes, by recognising the givenness of the other in encounters with truth. This is achieved by considering the phenomenological and theological project of Jean-Luc Marion. It argues that Marion has much to offer hermeneutical discourse in religious education by way of his embrace of the possibility of a God-beyond-being, his notion of givenness, and his discernment of four hermeneutical moments of givenness. By engaging with, and introducing, these aspects of Marion’s work to hermeneutical discourse in religious education, this paper points to the need for a more dynamic hermeneutic that is open to the givenness of the other in encounters with truth or truth-events.
{"title":"The possibility of a truth-beyond-being and givenness: engaging the work of Jean-Luc Marion in the hermeneutics of religious education","authors":"D. Kennedy","doi":"10.1080/01416200.2023.2183383","DOIUrl":"https://doi.org/10.1080/01416200.2023.2183383","url":null,"abstract":"ABSTRACT This paper argues that an enclosed hermeneutical circle is evident at the centre of modern religious education as a result of its rootedness in the romantic hermeneutical tradition. It argues that modern religious education carries an implicit text-based hermeneutical orientation. It contends that such a hermeneutical approach is limited in terms of its ability to engage with persons’ encounter with truth in life itself as it unfolds historically. This paper attempts to move beyond an enclosed hermeneutical circle at the centre of modern religious education, as well as the restrictive hermeneutics that it implicitly promotes, by recognising the givenness of the other in encounters with truth. This is achieved by considering the phenomenological and theological project of Jean-Luc Marion. It argues that Marion has much to offer hermeneutical discourse in religious education by way of his embrace of the possibility of a God-beyond-being, his notion of givenness, and his discernment of four hermeneutical moments of givenness. By engaging with, and introducing, these aspects of Marion’s work to hermeneutical discourse in religious education, this paper points to the need for a more dynamic hermeneutic that is open to the givenness of the other in encounters with truth or truth-events.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"334 - 346"},"PeriodicalIF":0.8,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44623875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1080/01416200.2023.2184326
Joseph Chadwin
ABSTRACT This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers’ home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.
{"title":"The lived religious beliefs and experiences of English Hindu teenagers at home and at school","authors":"Joseph Chadwin","doi":"10.1080/01416200.2023.2184326","DOIUrl":"https://doi.org/10.1080/01416200.2023.2184326","url":null,"abstract":"ABSTRACT This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers’ home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"101 6","pages":"251 - 262"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41250552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/01416200.2023.2177256
Aina Hammer
ABSTRACT Both policy and research emphasise the significant role that addressing controversial issues plays in democracy and citizenship education. However, less work has examined what forms of democratic learning are promoted when controversial issues are addressed in specific ways. This article is rooted in action research and, through an analysis of student perspectives, explores the potential for democratic learning when Forum Theatre (FT) is used to address controversial issues in religious education (RE). FT facilitates critical democratic education; hence, it centres on power asymmetries, empowerment and transformation. The findings indicate that this critical pedagogical approach empowers students to become political and moral agents in the search for nonoppressive solutions and that FT promotes education both through and for democracy. However, an explicit goal in FT and critical pedagogy is to critically examine the interconnectedness between micro-oppressions and macro-structures. This was not achieved in the FT exercises in this study: this article discusses the possible reasons for this result, along with recommendations for further reinventions of FT in the context of RE, controversial issues and democratic learning.
{"title":"Addressing controversial issues in religious education by enacting and rehearsing democracy through Forum Theatre: student perspectives","authors":"Aina Hammer","doi":"10.1080/01416200.2023.2177256","DOIUrl":"https://doi.org/10.1080/01416200.2023.2177256","url":null,"abstract":"ABSTRACT Both policy and research emphasise the significant role that addressing controversial issues plays in democracy and citizenship education. However, less work has examined what forms of democratic learning are promoted when controversial issues are addressed in specific ways. This article is rooted in action research and, through an analysis of student perspectives, explores the potential for democratic learning when Forum Theatre (FT) is used to address controversial issues in religious education (RE). FT facilitates critical democratic education; hence, it centres on power asymmetries, empowerment and transformation. The findings indicate that this critical pedagogical approach empowers students to become political and moral agents in the search for nonoppressive solutions and that FT promotes education both through and for democracy. However, an explicit goal in FT and critical pedagogy is to critically examine the interconnectedness between micro-oppressions and macro-structures. This was not achieved in the FT exercises in this study: this article discusses the possible reasons for this result, along with recommendations for further reinventions of FT in the context of RE, controversial issues and democratic learning.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"404 - 414"},"PeriodicalIF":0.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-12DOI: 10.1080/01416200.2023.2170119
Julian Stern
I understand that long-term prisoners, when they eventually leave prison, almost always have problems with their eyesight. Without any distant horizons to look at, most newly-released longterm prisoners lose their long-sight altogether. This is similar to the experience of some academic researchers. We can focus for so long on our own narrow topic, a field or policy context or educational practice, that when we finally raise our heads and look beyond this to the wider horizons of what is happening elsewhere, we cannot focus on anything at a distance. One of the many joys of editing a journal, and, I hope, reading a journal, is being forced to keep looking at what is happening in different educational, policy, and practice settings around the world. There are some journals that achieve a narrow focus, and that is impressive and most helpful in its own way. But it was never going to happen with the BJRE. The BJRE is a long-established journal. Those unfamiliar with RE research might think that more than eight decades of research on RE would clarify matters, so that, over time, researchers could focus more and more on a narrow range of important topics. However, the world keeps turning, and just about every issue of the journal since the first one in 1934 (under the title Religion in Education) has reported that ‘things are changing in RE’. We focus on one issue, and another pops up; we focus on one policy context, and another emerges as significant. So I think there is little chance of us losing our long-sightedness, however frustrating it can be to keep refocusing – near, far, near, and far again – constantly observing a distant horizon whilst being aware of what is in front of our faces. The current issue illustrates well the need to go in and out of focus at different distances. We start with two articles that focus on secularity in very different ways. Good research on French RE has been limited not only by the constitutional restrictions on religion in public institutions, but almost as much by the belief that there is no education about religion happening in French schools. Religions and religious culture are taught in various ways, both in state schools and in private schools. However, as Carol Ferrara points out, there is a lack of equity between, especially, Christian and Muslim culture, with the latter being restricted in various ways. This ethnographic research is good at reminding us that whatever the broader policy, the practice within schools may follow different patterns. A broader perspective on secularity is provided by Tünde Puskás and Anita Andersson in their article on ‘secular Advent’ as a way of promoting a ‘banal national religion’ as part of a ‘banal Swedishness’. I can’t help being worried by banality in education, and this article explains why. In contrast to (nominally) secularist approaches to RE, a number of countries have had long traditions of what is loosely called ‘confessionalist’ RE. There are three articles here
我知道，长期囚犯在最终离开监狱时，视力几乎总是有问题。由于没有任何遥远的视野，大多数新释放的长期囚犯完全失去了他们的远视能力。这与一些学术研究人员的经历类似。我们可以长期专注于自己狭窄的话题、领域、政策背景或教育实践，以至于当我们最终抬起头来，超越这一点，审视其他地方正在发生的事情时，我们无法专注于远处的任何事情。编辑一本期刊，以及我希望阅读一本期刊的众多乐趣之一，就是被迫不断关注世界各地不同的教育、政策和实践环境中发生的事情。有些期刊的关注点很窄，这是令人印象深刻的，也是最有帮助的。但印度人民党永远不会发生这种事。BJRE是一份历史悠久的期刊。那些不熟悉可再生能源研究的人可能会认为，80多年的可再生能源研究会澄清问题，这样，随着时间的推移，研究人员可以越来越多地关注范围很窄的重要主题。然而，世界在不断变化，自1934年第一期《教育中的宗教》以来，几乎每一期杂志都报道了“RE的情况正在发生变化”。我们专注于一个问题，另一个问题突然出现；我们关注一个政策背景，而另一个则显得意义重大。因此，我认为我们失去远视能力的可能性很小，无论我们多么沮丧，都要不断地重新聚焦——近、远、近、远——不断地观察遥远的地平线，同时意识到我们面前的是什么。当前的问题很好地说明了在不同距离上聚焦和不聚焦的必要性。我们从两篇以截然不同的方式关注世俗性的文章开始。对法国RE的良好研究不仅受到宪法对公共机构宗教的限制，而且几乎同样受到法国学校没有宗教教育的信念的限制。宗教和宗教文化在公立学校和私立学校以各种方式进行教学。然而，正如卡罗尔·费拉拉所指出的，基督教文化和穆斯林文化之间缺乏公平，后者受到各种限制。这项民族志研究善于提醒我们，无论更广泛的政策是什么，学校内部的实践都可能遵循不同的模式。Tünde Puskás和Anita Andersson在他们关于“世俗降临节”的文章中提供了对世俗性的更广泛的看法，这是一种将“平庸的民族宗教”作为“平庸的瑞典主义”的一部分来宣传的方式。我不禁为教育中的平庸感到担忧，这篇文章解释了原因。与（名义上）世俗主义的RE方法相反，许多国家有着被松散地称为“忏悔主义”RE的悠久传统。这里有三篇文章展示了这些国家的RE是如何“抬头”看待更广阔的视野的，也许是随着世界各地的变化而远离忏悔主义。Katarzyna Wrońska写道，孤独和无私是波兰自由主义和宗教教育的核心。基于欧洲哲学和基督教人文主义的悠久传统，她参与了波兰的现行政策，并暗示了整个欧洲的RE，挑战建立在自由主义传统的基础上，这些传统可能受到在欧洲大陆和世界各地立足的非自由政治的威胁。在土耳其，穆罕默特·法提赫·根（Muhammet Fatih Genç）和阿赫·梅尔沙德·乌丁（A H M Ershad Uddin）主张对可再生能源采取自由主义的做法，这种做法不一定基于长期的历史条件，而是基于当前全球化和宗教多元化的“事实”。捍卫文化多元主义，同时将宗教形而上学多元主义放在一边，是在一个坚定（宗教）多元世界中关注单一宗教问题的巧妙解决方案。也许这与弗罗申斯卡所提到的17世纪欧洲最初的自由主义哲学相差不远。《英国宗教教育杂志2023》，第45卷，第2期，83-85https://doi.org/10.1080/01416200.2023.2170119
{"title":"In and out of focus: RE horizons","authors":"Julian Stern","doi":"10.1080/01416200.2023.2170119","DOIUrl":"https://doi.org/10.1080/01416200.2023.2170119","url":null,"abstract":"I understand that long-term prisoners, when they eventually leave prison, almost always have problems with their eyesight. Without any distant horizons to look at, most newly-released longterm prisoners lose their long-sight altogether. This is similar to the experience of some academic researchers. We can focus for so long on our own narrow topic, a field or policy context or educational practice, that when we finally raise our heads and look beyond this to the wider horizons of what is happening elsewhere, we cannot focus on anything at a distance. One of the many joys of editing a journal, and, I hope, reading a journal, is being forced to keep looking at what is happening in different educational, policy, and practice settings around the world. There are some journals that achieve a narrow focus, and that is impressive and most helpful in its own way. But it was never going to happen with the BJRE. The BJRE is a long-established journal. Those unfamiliar with RE research might think that more than eight decades of research on RE would clarify matters, so that, over time, researchers could focus more and more on a narrow range of important topics. However, the world keeps turning, and just about every issue of the journal since the first one in 1934 (under the title Religion in Education) has reported that ‘things are changing in RE’. We focus on one issue, and another pops up; we focus on one policy context, and another emerges as significant. So I think there is little chance of us losing our long-sightedness, however frustrating it can be to keep refocusing – near, far, near, and far again – constantly observing a distant horizon whilst being aware of what is in front of our faces. The current issue illustrates well the need to go in and out of focus at different distances. We start with two articles that focus on secularity in very different ways. Good research on French RE has been limited not only by the constitutional restrictions on religion in public institutions, but almost as much by the belief that there is no education about religion happening in French schools. Religions and religious culture are taught in various ways, both in state schools and in private schools. However, as Carol Ferrara points out, there is a lack of equity between, especially, Christian and Muslim culture, with the latter being restricted in various ways. This ethnographic research is good at reminding us that whatever the broader policy, the practice within schools may follow different patterns. A broader perspective on secularity is provided by Tünde Puskás and Anita Andersson in their article on ‘secular Advent’ as a way of promoting a ‘banal national religion’ as part of a ‘banal Swedishness’. I can’t help being worried by banality in education, and this article explains why. In contrast to (nominally) secularist approaches to RE, a number of countries have had long traditions of what is loosely called ‘confessionalist’ RE. There are three articles here ","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"83 - 85"},"PeriodicalIF":0.8,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47246562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/01416200.2023.2176824
B. Carmody
ABSTRACT Religious Education in Zambia and perhaps more widely needs to become more aware of how religion is expressed culturally. ‘Learning about’ religion or religions, which is a common practice, has limited value. It needs a ‘learning from’ dimension. It will be contended that this ‘learning from’ has been extensively neglected in Zambia. A key reason for this is Religious Education’s embodiment in a Western cultural framework. With movement towards ‘learning from’, but approached though Lonergan’s intellectual conversion, Religious Education should enable the student to become more sensitive to different forms of the cultural expression of religion and so enhance his/her capacity to understand religion authentically.
{"title":"Religious education and culture in Zambia","authors":"B. Carmody","doi":"10.1080/01416200.2023.2176824","DOIUrl":"https://doi.org/10.1080/01416200.2023.2176824","url":null,"abstract":"ABSTRACT Religious Education in Zambia and perhaps more widely needs to become more aware of how religion is expressed culturally. ‘Learning about’ religion or religions, which is a common practice, has limited value. It needs a ‘learning from’ dimension. It will be contended that this ‘learning from’ has been extensively neglected in Zambia. A key reason for this is Religious Education’s embodiment in a Western cultural framework. With movement towards ‘learning from’, but approached though Lonergan’s intellectual conversion, Religious Education should enable the student to become more sensitive to different forms of the cultural expression of religion and so enhance his/her capacity to understand religion authentically.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"301 - 308"},"PeriodicalIF":0.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44977467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-22DOI: 10.1080/01416200.2022.2148201
S. Hall
{"title":"Buddhism in Five Minutes (Religion in Five Minutes)","authors":"S. Hall","doi":"10.1080/01416200.2022.2148201","DOIUrl":"https://doi.org/10.1080/01416200.2022.2148201","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"219 - 220"},"PeriodicalIF":0.8,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49268735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：