Religious Education, a Matter of Understanding? Reflections on the Final Report of the Commission on Religious Education

Autor/inn/en	Hannam, Patricia; Biesta, Gert
Titel	Religious Education, a Matter of Understanding? Reflections on the Final Report of the Commission on Religious Education
Quelle	In: Journal of Beliefs & Values, 40 (2019) 1, S.55-63 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannam, Patricia) ORCID (Biesta, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2018.1554330
Schlagwörter	Religious Education; Beliefs; Futures (of Society); Foreign Countries; Reports; Teaching Methods; World Views; Hermeneutics; Political Attitudes; Educational Quality; Teacher Effectiveness; Philosophy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Belief; Glaube; Future; Society; Zukunft; Ausland; Abschlussbericht; Berichten; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung; Hermeneutik; Political attitude; Politische Einstellung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Philosophie
Abstract	In this article we offer reflections on the final report of the Commission on Religious Education (CoRE) that was published in England in 2018. We expose and problematise the prominent place of understanding in the report, not only as an educational method, but also the underlying world view of the report itself, a world view which we characterise as 'hermeneuticism'. We raise educational, theological and political concerns about the particular approach taken in the report. We propose instead that religious education (RE) should be considered first of all in terms of what it means to live with a religious or non-religious orientation, conceived in existential terms rather than in terms of beliefs or practices or objectified world views. Educationally we show that what we term a non-hermeneutic way of viewing our humanity would open different possibilities for RE and its future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01