Modes of Learning in Religious Education

Autor/in	Afdal, Geir
Titel	Modes of Learning in Religious Education
Quelle	In: British Journal of Religious Education, 37 (2015) 3, S.256-272 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2014.944095
Schlagwörter	Religious Education; Educational Practices; Sociocultural Patterns; Learning Theories; Classroom Communication; Language Usage; Schemata (Cognition); Learning Processes; Teacher Student Relationship; Teaching Methods; Secondary School Teachers; Foreign Countries; Judaism; Jews; Christianity; Action Research; Student Teachers; Secondary School Students; Grade 7; Religious Cultural Groups; Video Technology; Participatory Research; Muslims; Ireland; Norway; Sweden + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungspraxis; Soziokulturelle Theorie; Learning theory; Lerntheorie; Klassengespräch; Sprachgebrauch; Cognition; Schema; Kognition; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Judaismus; Jew; Jude; Jüdin; Juden; Christentum; Projektforschung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Kirchliche Gruppe; Religionszugehörigkeit; Forschungstätigkeit; Muslim; Muslimin; Irland; Norwegen; Schweden
Abstract	This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE--in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01