Towards an Ethical-Dialogical Approach to Religious Education: A Theoretical Analysis from the Cases of Ireland and England

Autor/in	Carvalho, Tarcísio Amorim
Titel	Towards an Ethical-Dialogical Approach to Religious Education: A Theoretical Analysis from the Cases of Ireland and England
Quelle	In: Journal of Religious Education, 70 (2022) 2, S.157-179 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carvalho, Tarcísio Amorim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-022-00173-x
Schlagwörter	Foreign Countries; Religious Education; Ethics; Communication (Thought Transfer); Cultural Pluralism; Teaching Methods; Beliefs; Student Experience; Cultural Background; Diversity (Institutional); Student Diversity; Ireland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethik; Communication; thought; Kommunikation; Gedanke; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Studienerfahrung; Irland
Abstract	This article draws on the experiences of Ireland and England, which support different conceptions and practices of religious education (RE), in order to provide a normative framework for the organisation of RE in multicultural states. This analysis consists in an assessment of three conceptions of RE: the liberal conception, which emphasises neutrality and objectivity; the pragmatist conception, which is egalitarian in character; and the tradition-oriented conception, which is based on a substantive ethics. Rejecting the view that RE should be only informative and free from criticism of content, I will make the case for an ethical-dialogical approach to RE, whereby pupils can learn from each other's beliefs and experiences, as availed by their own cultural traditions, without setting aside their capacity to evaluate different moral claims. This approach to RE is especially designed to multidenominational schools that recognise the ethical potential of learning from religion, but are sensible towards issues of conscience in plural environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01