Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide

Autor/in	Museka, Godfrey
Titel	Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide
Quelle	In: Religious Education, 114 (2019) 2, S.130-142 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2018.1560745
Schlagwörter	Phenomenology; Course Descriptions; Religious Education; Elementary Secondary Education; Curriculum Implementation; Cultural Pluralism; Teaching Methods; Guidelines; Foreign Countries; Judaism; Christianity; Islam; African Culture; Indigenous Populations; Empathy; Comparative Analysis; Educational History; Zimbabwe + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Kursstrukturplan; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Ausland; Judaismus; Christentum; Africa; Culture; Afrika; Kultur; Sinti und Roma; Empathie; History of education; Bildungsgeschichte; Simbabwe
Abstract	This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015-2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01