Religious education and culture in Zambia

Datos Bibliográficos

ID21445274
AutoresBrendan Carmody (0000-0001-5018-2533, Institute of Education, University College London, London, UK, autor de correspondencia)
Año2023
Volumen45
Número3
Páginas301-308
Fecha de publicación2023-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBritish Journal of Religious Education (JOURNAL)
Identificadores de la revistaISSN: 0141-6200 • E-ISSN: 1740-7931
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01416200.2023.2176824
OpenAlexW4319302403
IdiomaEN
Referencias citadas24

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

Dimension (graph theory) · Environmental ethics · Epistemology · Pedagogy · Religious education · Religious philosophy · Social science · Sociology · Value (mathematics) · Philosophy · Religion, Society, and Development · Religious Education and Schools · Theological Perspectives and Practices