Learning for Life: A Hermeneutical--Communicative Model for Worldview Education in Light of White Normativity

Autor/inn/en	Mulder, André; van den Berg, Bas
Titel	Learning for Life: A Hermeneutical--Communicative Model for Worldview Education in Light of White Normativity
Quelle	In: Religious Education, 114 (2019) 3, S.287-302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2019.1602465
Schlagwörter	Whites; World Views; Hermeneutics; Action Research; Participatory Research; Models; Cultural Pluralism; Religious Education; Public Schools; Teacher Attitudes; Teaching Skills; Foreign Countries; Elementary School Teachers; Teaching Methods; Dialogs (Language); Classroom Communication; Elementary School Students; Student Attitudes; Teacher Role; Educational Practices; Christianity; Catholics; Protestants; Communities of Practice; Religious Factors; Lesson Plans; Meta Analysis; Social Values; Netherlands + Suchen Sie Ihr Suchwort? White; Weißer; World view; Weltanschauung; Hermeneutik; Projektforschung; Forschungstätigkeit; Analogiemodell; Kulturpluralismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Public school; Öffentliche Schule; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Schülerverhalten; Lehrerrolle; Bildungspraxis; Christentum; Katholik; Protestantism; Protestantismus; Community; Lesson planning; Unterrichtsplanung; Meta-analysis; Metaanalyse; Sozialer Wert; Niederlande
Abstract	In the project "Learning for Life" we developed a hermeneutical--communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the outcomes. A meta-analysis shows that the model can be fruitfully applied in confessional and public schools, as well as in cooperation schools, which are a merger of confessional and public schools. The model is demanding with regard to the skills and attitude of worldview teachers. We suggest improvements for two aspects of the model from the perspective of white normativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01