Angela Porcarelli
Biographic Data
| ID | 833543 |
|---|---|
| NAME | Angela Porcarelli |
| GIVEN NAMES | Angela |
| FAMILY NAME | Porcarelli |
| SIGNATURE | PORCARELLI A |
| AFFILIATIONS | University of Padua |
| ORCID | 0000-0003-3098-7419 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Dialogical Epistemology for Catholic Religious Education: Disciplinary Identity and Educational Openness in Plural Societies
Growing religious and cultural pluralism has placed dialogue at the centre of the international debate on Religious Education (RE). Contemporary scholarship has emphasised its importance for the study of religions, personal development, freedom of conscience, democratic citizenship, and intercultural coexistence. Less attention has been paid to the relationship between the dialogical quality of RE and the epistemological structure of the school s…
Introduction: Religion’s Influence in Non-Formal and Informal Educational Contexts
This Special Issue of Religions, entitled “Examining Religion’s Influence in Non-Formal and Informal Educational Contexts: Beliefs, Practices and Narratives”, originates from the recognition that learning increasingly occurs outside formal institutions [...]
Reading in Two Voices of an Educational Experience of Interreligious Jewish-Christian Dialogue
This article explores an interreligious educational initiative jointly developed by the Union of Italian Jewish Communities (UCEI) and the Italian Episcopal Conference (CEI), the "Sixteen Sheets on Judaism," created to support Catholic religious education in Italian schools. Using a dialogical-hermeneutic methodology within a constructivist qualitative framework, the study applies Hermeneutic Content Analysis to thematically code and interpret th…
Between Confucianism and Christianity: Epistemological and Syncretic Challenges in Constructing a Chinese Catholic Educational Discourse
The relationship between Confucianism and Catholicism in contemporary Chinese Catholic educational settings is marked not only by significant cultural and philosophical differences, but also by profound analogies that open promising avenues for dialogue and mutual enrichment. Drawing on dialogical-interpretive methodology grounded in hermeneutic philosophy, the study explores core ontological and pedagogical concepts in both traditions. Confucian…
Educational Functions of Biblical Narratives: Insights from an Empirical Research
The process of building personal identity can be interpreted in a narrative sense: each person is the author and protagonist of their own story. Educators use multiple narratives, some of which have a suggestive power and will become "structuring" for the narrative construction of the self. Here, we present some results from a research study that explored the knowledge and meaning a sample of young people attributed to biblical stories and some "…
Identity and Multiplicity of Belonging in a Europe in Search of Democracy
The research we present concerns the narratives of political and social identity of young adolescents sampled in Northern, Central and Southern Italy. Our qualitative analysis is based on constructivism and aims to enhance narratives by privileging the communication of meanings elaborated by the young people. Consistent with this perspective is our choice of the paradigm of pedagogical personalism, which places the human being as a ‘person’ at th…
Institutionalizing the Relationship between Religious Teaching and Religious Freedom: The Case of the Republic of San Marino
This paper examines the principles of denominational religious teaching in public schools at the background of a broader debate, concerning its compatibility with the standards of freedom of/from religion, by assessing the case of the Republic of San Marino. In doing so, revisions were made to some of the solutions proposed within the framework of international documents, such as the Toledo Guiding Principles on Teaching about Religions and Belie…
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Identity and Multiplicity of Belonging in a Europe in Search of Democracy
The research we present concerns the narratives of political and social identity of young adolescents sampled in Northern, Central and Southern Italy. Our qualitative analysis is based on constructivism and aims to enhance narratives by privileging the communication of meanings elaborated by the young people. Consistent with this perspective is our choice of the paradigm of pedagogical personalism, which places the human being as a ‘person’ at th…
Institutionalizing the Relationship between Religious Teaching and Religious Freedom: The Case of the Republic of San Marino
This paper examines the principles of denominational religious teaching in public schools at the background of a broader debate, concerning its compatibility with the standards of freedom of/from religion, by assessing the case of the Republic of San Marino. In doing so, revisions were made to some of the solutions proposed within the framework of international documents, such as the Toledo Guiding Principles on Teaching about Religions and Belie…
Introduction: Religion’s Influence in Non-Formal and Informal Educational Contexts
This Special Issue of Religions, entitled “Examining Religion’s Influence in Non-Formal and Informal Educational Contexts: Beliefs, Practices and Narratives”, originates from the recognition that learning increasingly occurs outside formal institutions [...]
Reading in Two Voices of an Educational Experience of Interreligious Jewish-Christian Dialogue
This article explores an interreligious educational initiative jointly developed by the Union of Italian Jewish Communities (UCEI) and the Italian Episcopal Conference (CEI), the "Sixteen Sheets on Judaism," created to support Catholic religious education in Italian schools. Using a dialogical-hermeneutic methodology within a constructivist qualitative framework, the study applies Hermeneutic Content Analysis to thematically code and interpret th…
Between Confucianism and Christianity: Epistemological and Syncretic Challenges in Constructing a Chinese Catholic Educational Discourse
The relationship between Confucianism and Catholicism in contemporary Chinese Catholic educational settings is marked not only by significant cultural and philosophical differences, but also by profound analogies that open promising avenues for dialogue and mutual enrichment. Drawing on dialogical-interpretive methodology grounded in hermeneutic philosophy, the study explores core ontological and pedagogical concepts in both traditions. Confucian…
Educational Functions of Biblical Narratives: Insights from an Empirical Research
The process of building personal identity can be interpreted in a narrative sense: each person is the author and protagonist of their own story. Educators use multiple narratives, some of which have a suggestive power and will become "structuring" for the narrative construction of the self. Here, we present some results from a research study that explored the knowledge and meaning a sample of young people attributed to biblical stories and some "…
A Dialogical Epistemology for Catholic Religious Education: Disciplinary Identity and Educational Openness in Plural Societies
Growing religious and cultural pluralism has placed dialogue at the centre of the international debate on Religious Education (RE). Contemporary scholarship has emphasised its importance for the study of religions, personal development, freedom of conscience, democratic citizenship, and intercultural coexistence. Less attention has been paid to the relationship between the dialogical quality of RE and the epistemological structure of the school s…
Religious Education and Schools (6 works) · Religious education (4 works) · Epistemology (3 works) · Sociology (3 works) · Dialogical self (2 works) · Jewish Identity and Society (2 works) · Law (2 works) · Narrative (2 works) · Philosophy (2 works) · Political science (2 works)