The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

Autor/in	Kvamme, Ole Andreas
Titel	The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability
Quelle	In: Discourse and Communication for Sustainable Education, 8 (2017) 2, S.24-37 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.1515/dcse-2017-0013
Schlagwörter	Ethical Instruction; Religious Education; Sustainability; Sustainable Development; Context Effect; Environmental Education; Discussion (Teaching Technique); Role of Religion; Metacognition; Educational Methods; Values Education; Foreign Countries; Grade 10; Observation; Hermeneutics; Norway + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Nachhaltigkeit; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Educational method; Erziehungsmethode; Werterziehung; Ausland; Beobachtung; Hermeneutik; Norwegen
Abstract	Education for sustainable development as presented by UNESCO involves a value dimension which is both pivotal and problematic. Pivotal, because values concern what matters to beings, problematic because the values brought forward are formulated as universal values, with the risk of suppressing the plurality of context. The first part of the article develops a theoretical approach for a research project on environmental ethical values in moral education which accommodates for both universality and context. While the scope is mainly theoretical, some empirical material is brought in to illustrate and exemplify. The school subject involved includes religious education, and the empirical material shows that religion is a part of the context. However, this aspect is not accentuated in the theoretical approach presented. The second part is a mediation between this theoretical approach on moral education and the interpretive approach addressing religious education. The aim is to explore common ground, uncover factual tension and reflect on how both moral education and religious education may contribute to environmental and sustainability education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01