The Challenge of Religious Education to Deal with Past and Present Catholicism

Autor/in	Elshof, Toke
Titel	The Challenge of Religious Education to Deal with Past and Present Catholicism
Quelle	In: British Journal of Religious Education, 41 (2019) 3, S.261-271 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2018.1484689
Schlagwörter	Religious Education; Secondary Education; Catholics; Foreign Countries; Individual Development; Religious Factors; Religion; Student Diversity; Spiritual Development; Self Concept; Student Attitudes; Interests; Identification (Psychology); Cultural Influences; Reflection; Netherlands + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sekundarbereich; Katholik; Ausland; Individuelle Entwicklung; Selbstkonzept; Schülerverhalten; Bildungsinteresse; Cultural influence; Kultureinfluss; Niederlande
Abstract	Religious education (RE) in secondary schools in the Netherlands is challenged to redefine the educational aims. Concerning this debate, the preference for a cognitive approach is remarkably dominant, not only among scholars but among RE teachers as well. This appeal for a cognitive turn is based upon two hypotheses: first on the presumption of religious blankness among religiously unaffiliated pupils and second on a specific view on the way religious affiliation, religious reflectivity and religious tolerance are intertwined. The current article elaborates on a empirical research that questions both hypotheses. It first discovered the ongoing connection religiously unaffiliated pupils have with a former and conventional type of Catholicism, which impedes the development of their reflective personal religiosity as well as that of their interreligious openness. Second, this investigation revealed that personal connectedness with contemporary Catholic faith encourages these two developments. As such, this research contributes to a nuanced perspective on the chances and bottlenecks within religious learning by religiously unaffiliated and affiliated pupils. Concerning the redefinition of religious educational aims, it provides empirical arguments for a balanced combination of cognitive, attitudinal and experiential aims and advocates a preference for experiential and attitudinal aspects as a didactical starting point. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01