The Living Art of Religious Education: A Paradigm of Hermeneutics and Dialogue for RE at Faith Schools Today

Autor/inn/en	Pollefeyt, Didier; Richards, Michael
Titel	The Living Art of Religious Education: A Paradigm of Hermeneutics and Dialogue for RE at Faith Schools Today
Quelle	In: British Journal of Religious Education, 42 (2020) 3, S.313-324 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2019.1593106
Schlagwörter	Religious Education; Hermeneutics; Dialogs (Language); Teaching Methods; Anthropology; Theological Education; Literacy; Religious Factors; Christianity; Museums; Audio Equipment; Guides; Catholics; Churches; Peace; Educational Philosophy; Intergroup Relations; Cultural Pluralism + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Hermeneutik; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Anthropologie; Alphabetisierung; Schreib- und Lesefähigkeit; Christentum; Museum; Museumswesen; Museen; Audio-CD; Handbuch; Leitfaden; Katholik; Church; Kirche; Frieden; Bildungsphilosophie; Erziehungsphilosophie; Intergruppenbeziehungen; Kulturpluralismus
Abstract	In light of ongoing debates about religious education as hermeneutical, this contribution proposes a 'hermeneutical-communicative' (HCM) paradigm for RE through the development of a twofold reflection: (a) a critical (re-)evaluation of the theological and anthropological foundations for RE in light of (b) a context marked by religious and philosophical diversity, disaffiliation and 'areligiosity'. In this way, the HCM approach proposes an identity for RE that lies at the intersection of 'hermeneutical' and 'dialogical'. Drawing upon theologies of interreligious dialogue, this contribution first analyses four paradigms for RE (exclusivism, inclusivism, pluralism, particularism) and then advocates for a hermeneutical-communicative approach characterised by an emphasis on interreligious 'literacy', philosophical and religious hospitality and inter-hermeneutical dialogue. Such a paradigm results in a number of implications for practice, including sensitivity to 'big questions' in life, engagement with the Gospels and the faith tradition, respect and appreciation for other avenues in the search for meaning and identity, and attention to the personal growth of young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01