| Interreligious Learning: The Problem of Interreligious Dialogue in Primary Education Contributor(s): Sterkens, Carl (Author) |
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ISBN: 9004123806 ISBN-13: 9789004123809 Publisher: Brill OUR PRICE: $149.15 Product Type: Hardcover - Other Formats Published: August 2001 Annotation: The increasing plurality of religions and world-views in western society has major implications for religious communication in both public and private settings. This study is an important step in an exploration of the consequences of this religious plurality for religious education in primary education. The chief concern of this study is the following question: To what extent is a pedagogic model in which pupils are encouraged to participate in an interreligious dialogue adequate for coping with this religious plurality? To address this question, the author discusses the following research questions: what are the cognitive, the affective and the attitudinal effects of the interreligious model for religious education, and can this model be legitimised? These questions are considered in the context of a discussion of the meaning of religion and an elaboration of the aim of religious education within the context of a secularized and multicultural society. |
| Additional Information |
| BISAC Categories: - Religion | Comparative Religion - Religion | History - Religion | Christian Theology - General |
| Dewey: 200 |
| LCCN: 2002276069 |
| Series: Empirical Studies in Theology, |
| Physical Information: 0.93" H x 6.42" W x 9.66" (1.41 lbs) 282 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: The increasing plurality of religions and world-views in western society has major implications for religious communication in both public and private settings. This study is an important step in an exploration of the consequences of this religious plurality for religious education in primary education. The chief concern of this study is the following question: To what extent is a pedagogic model in which pupils are encouraged to participate in an interreligious dialogue adequate for coping with this religious plurality? To address this question, the author discusses the following research questions: what are the cognitive, the affective and the attitudinal effects of the interreligious model for religious education, and can this model be legitimised? These questions are considered in the context of a discussion of the meaning of religion and an elaboration of the aim of religious education within the context of a secularized and multicultural society. |
