Religious Education for Free and Equal Citizens

Autor/in	Barnes, L. Philip
Titel	Religious Education for Free and Equal Citizens
Quelle	In: British Journal of Religious Education, 44 (2022) 1, S.4-13 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, L. Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2020.1854687
Schlagwörter	Religious Education; Prosocial Behavior; Public Policy; Criticism; Intergroup Relations; Democracy; Role of Education; Educational Policy; Christianity; Muslims; Religious Cultural Groups; Political Attitudes; Beliefs; Religious Factors; Islam; Moral Values; Citizenship; Antisocial Behavior + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Öffentliche Ordnung; Kritik; Intergruppenbeziehungen; Demokratie; Bildungsauftrag; Politics of education; Bildungspolitik; Christentum; Muslim; Muslimin; Kirchliche Gruppe; Religionszugehörigkeit; Political attitude; Politische Einstellung; Belief; Glaube; Moral value; Ethischer Wert; Staatsbürgerschaft
Abstract	The aim of this article is to interact critically with Matthew Clayton and David Stevens's recent critique of non-confessional religious education, constituted as a separate, compulsory subject in the school curriculum. Three different critical arguments are considered: the contention that religious education is an unsuitable vehicle for fostering toleration and mutual understanding; their framing and application of an 'acceptability requirement' to religious education, which states that government principles and policy should be justified by reasons that cannot be rejected by reasonable citizens, and which they believe religious education fails; and finally, their rejection of the view that religious education fulfils a democratic purpose in providing pupils with the competences to consider and assess religious claims to truth. Religious education is defended against all three charges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01