Miedema Religious Education in a World of Religious Diversity

1. Auflage 2009
ISBN: 978-3-8309-7193-1
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 209 Seiten

This volume brings together a selection of papers presented at the Fifteenth Session of the International Seminar on Religious Education and Values (ISREV), which took place in 2006 in Driebergen, the Netherlands, addressing the theme ‘Religious Education in a World of Religious Diversity’.
The authors were invited to combine the concept of diversity with the dimensions of temporality, of time and history in reworking their contributions for this book. This temporal aspect is in a sense inherent in educational thinking. On the one hand education as intergenerational transmission has a conservative aspect: tradition being what is actually and presently transmitted from the past and/or what is considered worthwhile to be passed on. On the other hand, acknowledging the activity of students themselves as a prerequisite for any education to happen, brings the open-endedness and therefore the future into the pedagogical arena in terms of development, learning, reflection, edification, et cetera.
So, the question answered in this volume is what does this inherent historicity mean for religious education as well as for (the concept) religion and religious diversity? In answering this question the contributions represent the global character of the concern with religious diversity in relation to religious education, and originate respectively from the following countries: Canada (Bhikkhu, English), United States (Moran), Latvia (Ilishko), Russia (Kozyrev), Germany (Pirner), South Africa (Roux, du Preez, Ferguson), Japan (Omori), Australia (de Souza), Turkey (Selçuk), and the Netherlands (Meijer, Miedema).

Autoren/Hrsg.

Miedema, Siebren

Inhaltsverzeichnis

1;Contents;6
2;Religious Education in a World of Difference. Introduction ;8
2.1;1. Introduction;8
2.2;2. ISREV. A short historical overview;8
2.3;3. The development of pluralist RE in Britain;13
2.4;4. The historicity and reflexivity of learning and understanding;17
2.5;References;19
3;Towards a New Paradigm of RE in Eastern Europe;22
3.1;1. ARTE and its Declaration;22
3.2;2. Stating the problem. Progress or adaptation?;25
3.3;3. Landmarks of progress;28
3.4;4. Shift of paradigms and two vectors of European development;30
3.5;5. Humanitarian paradigm of RE;33
3.6;References;37
4;Pedagogical Challenges for Educating an Authentic Religious Identity and Responsible Pluralism;42
4.1;1. Defining the context;42
4.2;2. Negotiating religious and cultural identity;44
4.3;3. Exploring boundaries;46
4.4;4. Building bridges across translocational positionalities;47
4.5;5. Pedagogical challenges of building a pluralistic future;49
4.6;6. Concluding remarks;51
4.7;References;52
5;Reforming and Transforming Tradition;54
5.1;1. Diversity of educational forms;54
5.2;2. Tolerance and the diversity of religious forms;56
5.3;3. Tradition: measuring diversity;59
5.4;4. Transformation;63
5.5;5. Conclusion;66
5.6;References;66
6;Understanding Religious Education Through Human Rights Values ;68
6.1;1. Introduction;68
6.2;2. Human rights values;70
6.3;3. An analyses of students’ conceptual understanding of human rights before the formal facilitation of human rights values ( HRV);74
6.4;4. A conceptual framework and an analysis of students’ reflections and reflexivity on HRV in praxis;79
6.5;5. Conclusion;83
6.6;References;84
7;Inter-Buddhist Religious Education in Ontario’s Public Schools: A Model for Accommodating Religious Diversity;86
7.1;1. Introduction;86
7.2;2. Buddhism and public recognition;88
7.3;3. Religion in “Multiculturalism” and Schools in Ontario;90
7.4;4. Buddhist ecumenism in Toronto and inter-Buddhist religious education;95
7.5;5. A model of inter-Buddhist religious education;96
7.6;6. Conclusion;100
7.7;References;100
8;Liberal Religious Education in Japan: From the Jinzo Naruse’s Perspective;102
8.1;1. Introduction;102
8.2;2. Transition of Naruse’ s religious views;103
8.3;3. Religious education of Japan Women’s University;110
8.4;4. Conclusion;114
8.5;References;115
9;Silence, Exile and Cunning: Postcolonial Conversations in Religious Diversity;118
9.1;1. Postcolonialism and its uncertainty;118
9.2;2. Enactment of third space;122
9.3;3. Implications for hybridity of religious educators;123
9.4;4. Promise for practice;124
9.5;5. Practical implications;125
9.6;6. Skills for this work;126
9.7;7. Concluding note;128
9.8;References;129
10;Developing an Interfaith Dimension in RE: Theological Foundations and Educational Framework with Special Reference to Turkish Experience ;132
10.1;1. Religious education and tradition;132
10.2;2. The present state: possibilities and problems;134
10.3;3. A starting point in inter-religious education: a believing mind;142
10.4;References;149
11;The Media Culture Approach to Religious Education. An Outline with a Focus on Interreligious Learning;150
11.1;1. The media culture approach to RE – an illustrative introduction;150
11.2;2. The media culture approach to RE – theoretical perspectives;152
11.3;3. Popular media culture as a lingua franca for intercultural learning? – some empirical findings;154
11.4;4. The triangle of interreligious learning;157
11.5;5. Globalization and cultural pluralism within popular media culture;158
11.6;6. Conclusion;161
11.7;References;163
12;Spiritual Intelligence and its Contribution to Religious Education Leadership in a Time of Religious Pluralism and Divisiveness;166
12.1;Introduction;166
12.2;1. The social, cultural, political and educational context;166
12.3;2. Criteria for religious education leadership;172
12.4;3. The role of Spiritual Intelligence in promoting effective leadership in religious education;173
12.5;4. Discussion;177
12.6;5. Conclusion;179
12.7;References;180
13;Cultural Transmission and the Balance Between Tradition and Enlightenment. The Example of Islam ;182
13.1;1. Introduction. The virtual ummah;182
13.2;2. The educational balance of tradition and enlightenment versus the idea of ‘ The Enlightenment’ in the public debate on Islam ( in five theses);185
13.3;3. In conclusion: towards a reflexive form of Islamic education;191
13.4;References;194
14;Religious Education between Certainty and Uncertainty. Towards a Pedagogy of Diversity;196
14.1;1. Introduction;196
14.2;2. Desecularization, deprivatization and plurality;197
14.3;3. Security instead of certainty;199
14.4;4. A pedagogy of diversity;203
14.5;5. A historized, contextual and temporal basis;204
14.6;References;205
15;List of Authors and Editors;208