Religious Literacy, Moral Recognition, and Strong Relationality

Autor/in	Richardson, Michael J.
Titel	Religious Literacy, Moral Recognition, and Strong Relationality
Quelle	In: Journal of Moral Education, 46 (2017) 4, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2017.1324771
Schlagwörter	Religion; Literacy; Moral Values; Public Schools; Moral Development; Intellectual Development; Teaching Methods; Educational Philosophy; Religious Education; Abstract Reasoning; Attitudes + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Moral value; Ethischer Wert; Public school; Öffentliche Schule; Moralische Entwicklung; Mental development; Geistige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Abstraktes Denken; Denken; Attitude; Einstellung; Verhalten
Abstract	Several proposals for addressing religious literacy or including religious content in American public schools point to potential advantages for intellectual and moral development. These proposals include moral arguments, which suggest that religious literacy is an individual and social good. Although the proposals selected for this analysis span the previous two decades, it appears that little progress has been made toward addressing religious literacy in American public school contexts. In this theoretical article, I examine several of these proposals using a philosophical contrast between weak and strong relationality. It is argued that although these proposals include strong relational assumptions, weak relational assumptions remain that could inhibit the successful implementation of these proposals--or perhaps even undermine their ultimate goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01