Learning in Encounter and Addressing Normativity in Religious Education Faculties/Programs

Bibliographic Data

ID21379836
AuthorsJos De Kock (0000-0002-4784-2788, Evangelical Theological Faculty, corresponding author), A de Kock (Practical Theology and Rector of Evangelische Theologische Faculteit, Leuven, Belgium)
Year2020
Volume115
Issue4
Pages426-435
Publication date2020-08-07
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueReligious Education (JOURNAL)
Journal identifiersISSN: 0034-4087 • E-ISSN: 1547-3201
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00344087.2020.1789415
OpenAlexW3042378958
LanguageEN
Citations received2
References cited12

Working with normative considerations is an important part of empirical research in religious education (RE) and in the formation of practical theologians, in general, and of religious educators in RE faculties/programs, in particular. What does sufficient reflection on normativity look like in teaching religious educators? From a practical theological perspective, directions for working with normativity in RE faculties/programs are provided and discussed. These directions entail pedagogical and theological reflection on the levels of four layers of normativity: (1) discourse in religious practice, (2) the professional theory of practice, (3) the academic theory of practice, and (4) the metatheoretical foundation of observations of and research in practices. The author illustrates the argument with a discussion of the concept of learning in encounter

Argument (complex analysis) · Epistemology · Foundation (evidence) · Normative · Pedagogy · Perspective (graphical) · Political science · Reflection (computer programming) · Religious education · Sociology · Computer Science · Law · Philosophy · Religion and Society Interactions · Religion, Spirituality, and Psychology · Religious Education and Schools

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