Religious education
Learning what from studying religions
Dados Bibliográficos
| ID | 21445142 |
|---|---|
| Autores | Brendan Carmody (0000-0001-5018-2533, University College London, autor correspondente) |
| Ano | 2025 |
| Volume | 47 |
| Fascículo | 3 |
| Páginas | 389-399 |
| Data de publicação | 2025-07-03 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Religious Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0141-6200 • E-ISSN: 1740-7931 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01416200.2024.2436919 |
| OpenAlex | W4404956942 |
| Idioma | EN |
| Referências citadas | 54 |
‘Learning from’ in Religious Education, as a mode of moving towards interdenominational and interfaith learning, has a long and fruitful history. However, It has been criticised for being overly subjective as it mainly encourages learning about oneself. Though this has value, it needs to address better the need to understand rather than simply use the religious tradition that is being studied. It raises the question of the objectivity of ‘Learning from’ religions. It is argued that interpreting the correctness of one’s understanding of a text entails more than ‘learning about’ a religious tradition. It should also include a process of self-reflection to enable a judgement of one’s accuracy in comprehending the text’s grammar as well as its underlying more universal truth. This calls for a movement towards what the philosopher-theologian, Bernard Lonergan, named intellectual conversion, a personal appreciation of what true knowledge entails. It is thus contended that ‘Learning from’ religions needs not only awareness of one’s ‘signals of transcendence’ but also of how they can be developed, in light of what is being presented, leading to an informed and wise choice of worldviews about how one is to live, which is an admirable goal of Religious Education
Epistemology · Judgement · Objectivity (philosophy) · Pedagogy · Religious education · Sociology · Spiritual development · Spirituality · Value (mathematics) · Computer Science · Diverse Education Studies and Reforms · Philosophy · Religious Education and Schools · Theological Perspectives and Practices
Catholic Schools
Critical Lessons
Rethinking Religious Education and Plurality
The Politics of Education
Transformative learning theory
Dialogue across Differences
After Virtue
The future of publicly funded faith schools
A methodological turn in RE
Religious education and worldview theory
Teaching religious education as if the world mattered
The Challenge for Religious Education in Zambia’s Formal Education System
Religious literacy
Current teaching practice for religious education in Hong Kong
On Holy Ground
Religion, liberalism and education
Faith and the literary imagination
Learning from what? A question of subject focus in religious education in England and Wales
The Robert Bellah Reader
The Future Of Publicly Funded Faith Schools
The Meaning and End of Religion
Augustine and education in critical thinking
Information/Transformation
Why Theology Can and Should be Taught at Secular Universities
Is Religious Education Possible? A reply to Roger Marples
Developing Critical Rationality as a Pedagogical Aim
Response to Patricia Hannam’s Review of Critical Religious Education, Multiculturalism and the Pursuit of Truth
Teaching the Unteachable or Why Too Much Good Is Bad. Religious Education in Catholic Schools Today
Religion in Human Evolution
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |