Religious Studies, Religious Education and the Aims of Education

Autor/in	Barnes, L. Philip
Titel	Religious Studies, Religious Education and the Aims of Education
Quelle	In: British Journal of Religious Education, 37 (2015) 2, S.195-206 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2014.953912
Schlagwörter	Religion Studies; Religious Education; Educational Objectives; Educational Development; Educational Change; Ethical Instruction; Reflection; Transformative Learning; Criticism; Educational Practices; Opinions; Elementary Secondary Education; Higher Education; Foreign Countries; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Religionswissenschaft; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Bildungsreform; Ethics instruction; Teaching of ethics; Ethikunterricht; Pädagogische Transformation; Kritik; Bildungspraxis; Lehrmeinung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	This article interacts with a recent article by Denise Cush and Catherine Robinson in which they call for a new dialogue between religious studies in universities and religious education, and identify a number of developments in religious studies that have implications for the practice of religious education in schools. Cush and Robinson are representative of an influential body of opinion among religious educators that looks to religious studies for inspiration. It is argued that they, along with others, fail to appreciate the difference between the aims of religious studies and those of religious education and that this unrecognised difference leads them both to engage uncritically and superficially with the history of post-confessional religious education and to fail to recognise that the roots of some of the weaknesses in contemporary religious education can be traced to the influence of religious studies over it. Showing that religious education has (and is required to have) a different set of aims from religious studies (though some aims may be held in common) alerts us to its distinctive nature, and this in turn facilitates a clearer understanding of its role in schools, which can serve both to direct and to evaluate educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01