Essay. The Supreme Court and the pedagogy of religious studies
Constitutional parameters for the teaching of religion in public schools
Bibliographic Data
| ID | 8203802 |
|---|---|
| Authors | Stephen H Webb (Wabash College, corresponding author), S Webb |
| Year | 2002 |
| Volume | 70 |
| Issue | 1 |
| Pages | 135-157 |
| Publication date | 2002-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of the American Academy of Religion (JOURNAL) |
| Journal identifiers | ISSN: 0002-7189 • E-ISSN: 1477-4585 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/jaar/70.1.135 |
| OpenAlex | W2011357151 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
The United-States' Supreme Court uses the idea of objective pedagogy to define the proper role of religion in public school classrooms. The justices tend to leave this idea undefined, except to oppose objectivity to advocacy. Current pedagogical theory challenges this opposition. Moreover, educators often translate the Court's idea of objectivity into an exclusion of some methodologies in religious studies, like theology. A reformulation of religious studies pedagogy could not only meet the Court's standards on neutrality but also lead to a more engaging and open pedagogical response to the religious pluralism represented in public classrooms.
Constitution · Constitutional court · Establishment Clause · First amendment · Political science · Sociology · Supreme court · American Constitutional Law and Politics · Law · Mormonism, Religion, and History · Religious Education and Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 2007 - 2007 (1) |
| Citation velocity | historical |
| Highly cited | No |