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Religious education in a global-local world

Author: Jenny Berglund; Yafa Shanneik; Brian Bocking
Publisher: Switzerland : Springer, 2016.
Series: Boundaries of religious freedom, v. 4.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
This book examines Religious Education (RE) in over ten countries, including Australia, Indonesia, Mali, Russia, UK, Ireland, USA, and Canada. Investigating RE from a global and multi-interdisciplinary perspective, it presents research on the diverse past, present, and possible future forms of RE. In doing so, it enhances public and professional understanding of the complex issues and debates surrounding RE in the  Read more...
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Genre/Form: Electronic books
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jenny Berglund; Yafa Shanneik; Brian Bocking
ISBN: 9783319322896 3319322893
OCLC Number: 953834134
Notes: Includes index.
Description: 1 online resource.
Contents: Acknowledgments; Contents; Chapter 1: Introduction; 1.1 Models of Religious Education; 1.2 Religious Education and Social Cohesion; 1.3 Differences in Education and Training of Teachers; 1.4 In This Book: Authors, Topics and Regions; References; Chapter 2: Religious Education in European Organisations, Professional Associations and Research Groups; 2.1 Introduction; 2.2 Understanding Religion(s): Intrinsic and Instrumental Aims; 2.3 European Organisations: The Council of Europe; 2.3.1 Intercultural Education and the Challenge of Religious Diversity and Dialogue in Europe 2.3.2 The Council of Europe on the Place of Religion in Education2.3.3 Teaching About Non-religious Convictions; 2.3.4 Signposts: A Council of Europe Dissemination Document; 2.4 European Organisations: The Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; 2.4.1 The Toledo Guiding Principles; 2.5 The Professionalisation of Religious Education; 2.5.1 The European Forum for Teachers of Religious Education (EFTRE); 2.5.2 The Co-ordinating Group for Religion in Education in Europe (CoGREE); 2.5.3 The European Wergeland Centre (EWC) 2.6 European Research in Religious Education2.6.1 International Seminar on Religious Education and Values (ISREV); 2.6.2 European Network for Religious Education Through Contextual Approaches (ENRECA); 2.6.3 The European Association for the Study of Religions (EASR); 2.6.4 International Society for the Sociology of Religion (ISSR); 2.6.5 The International Network for Interreligious and Intercultural Education (IRE); 2.6.6 The REDCo Project; 2.6.7 Selected Findings from REDCo Qualitative and Quantitative Studies; 2.6.8 Teaching Religion in a Multicultural European Society (TRES) 2.6.9 The European Values Study2.6.10 Doctoral Research; 2.6.11 European Book Series; 2.7 Conclusion; References; Chapter 3: Comparative Studies in Religious Education: Perspectives Formed Around a Suggested Methodology; 3.1 Introduction; 3.2 What Are Comparative Studies in RE?; 3.3 Core Ideas of the Methodology; 3.4 The Dimensions; 3.5 The Levels; 3.6 Findings in the Original Study; 3.7 Comparison Between Nine Western European Countries; 3.8 A Map of Different Contexts of Relevance to RE; 3.9 Where Some Topics of Relevance to the Field of RE Would Fit into the Model 3.10 Seeing the Field of RE Research as a Supranational Field3.11 Summary and Conclusion; References; Chapter 4: What Have We Learned from Four Decades of Non-confessional Multi-faith Religious Education in England? Policy, Curriculum and Practice in English Religious Education 1969-2013; 4.1 Introduction; 4.2 Factors Behind the Introduction of Non-confessional, Multi-faith Religious Education at the End of the 1960s; 4.3 Changes in the Last Four Decades; 4.4 Changes Within Religious Studies and Religious Education; 4.5 1994, 2004 and 2014 (Late 2013)
Series Title: Boundaries of religious freedom, v. 4.
Responsibility: Jenny Berglund, Yafa Shanneik, Brian Bocking, editors.
More information:

Abstract:

This book examines Religious Education (RE) in over ten countries, including Australia, Indonesia, Mali, Russia, UK, Ireland, USA, and Canada. Investigating RE from a global and multi-interdisciplinary perspective, it presents research on the diverse past, present, and possible future forms of RE. In doing so, it enhances public and professional understanding of the complex issues and debates surrounding RE in the wider world. The volume emphasizes a student-centred approach, viewing any kind of 'RE', or its absence, as a formative lived experience for pupils. It stresses a bottom-up, sociological and ethnographic/anthropological research-based approach to the study of RE, rather than the 'top down' approaches which often start from prescriptive legal, ideological or religious standpoints. The twelve chapters in this volume regard RE as an entity that has multiple and contested meanings and interpretations that are constantly negotiated. For some, 'RE' means religious nurturing, either tailored to parental views or meant to inculcate a uniform religiosity. For others, RE means learning about the many religious and non-religious world-views and secular ethics that exist, not promoting one religion or another. Some seek to avoid the ambiguous term 'religious education', replacing it with terms such as 'education about religions and beliefs' or 'the religious dimension of intercultural education'.

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