Religious Education, Big Ideas and the Study of Religion(s) and Worldview(s)

Autor/inn/en	Freathy, Rob; John, Helen C.
Titel	Religious Education, Big Ideas and the Study of Religion(s) and Worldview(s)
Quelle	In: British Journal of Religious Education, 41 (2019) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2018.1500351
Schlagwörter	Religious Education; World Views; Educational Change; Curriculum Development; Educational Principles; Science Education; Outcomes of Education; Program Descriptions; Teaching Methods; Epistemology; Foreign Countries; Course Content; Criticism; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; World view; Weltanschauung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsprinzip; Naturwissenschaftliche Bildung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ausland; Kursprogramm; Kritik
Abstract	This article outlines the 'Big Ideas' approach to curriculum reform, as applied in the 'Principles and Big Ideas of Science Education' project. A critical analysis follows of the outcomes of the University of Exeter's 'Identifying Principles and Big Ideas for Religious Education' project, which sought to apply the same approach to Religious Education (RE) in English schools. This project made great headway in generating 'Big Ideas' to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge means that 'Big Ideas' about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our 'knowledge' of religion(s) and worldview(s) is generated. In this regard, the article posits four 'Big Ideas about the study of religion(s) and worldview(s)' to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the 'RE-searchers approach' to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01