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New Perspectives on Religious and Spiritual Education

:	Theo van der Zee, Terence J. Lovat (Eds.)
:	New Perspectives on Religious and Spiritual Education
:	Waxmann Verlag GmbH
:	9783830977001
:	1
:	CHF 28.90
:

:	Philosophie, Religion
:	English

:	304
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Society is a complex phenomenon, characterized by constant change, often entailing conflict. This is seen in our own times where philosophies and movements of individualism, pluralism and globalization intersect and often collide. Still, even in this fast-moving and highly materialist world, religion and spirituality remain crucial aspects of human and social living, and therefore must be among the many focusses of the modern school. Teachers of Religious and Spiritual Education (RSE) are therefore expected to support students’ religious and spiritual understanding as well as their overall development. How can they best meet this challenge? This book is comprised of various interdisciplinary research findings drawn from international scholarship. The findings are of a different order from each other but all have in common an element of surprise, sufficient to impel reflection and re-thinking of many of the assumptions that normally underpin RSE. The book therefore constitutes a contribution to ongoing understanding of the role played by religious and spiritual education and of the proper interface between RSE and the modern school, contemporary curricula and the teacher of today.
Contributions by Robert Crotty, Ola Erik Domaas, Michael Fricke, Liam Gearon, Adrian-Mario Gellel, Eija Hanhimaki, Laura Hirsto, Tapani Innanen, Terence Lovat, Klaas Macha, Emanuel P. Magro, Adil Mamodaly, Fritz Oser, Ulrich Riegel, Inkeri Rissanen, Sturla Sagberg, Kirsi Tirri, Theo van der Zee, Karen Wenell

	Contents	6
	Meeting the needs for new perspectives of thought and practice in religious and spiritual education	8
	An interdisciplinary approach	9
	A balance between explanation and interpretation	10
	Relation with other fields of interest	11
	References	12
	I. An interdisciplinary approach	14
	Does body-based learning lead to a better retention of religious education knowledge?	16
	Abstract	16
	Introduction	16
	1. Body-based learning in religious education	17
	2. Research question, methodology and sample	21
	3. Empirical results	24
	4. Discussion	29
	References	32
	Developing students’ willingness to encounter difference	40
	Teachers’ practices in Islamic education Abstract	40
	Introduction	40
	1. Different approaches to dealing with diversity in religious education	42
	2. Empirical research into teachers’ practices in Islamic education	44
	3. Results	45
	4. Discussion	53
	5. Conclusion	54
	References	55
	Thinking about the afterlife	58
	A cognitive science perspective on what children tend to believe Abstract	58
	Introduction	58
	1. Theoretical reflection	60
	2. Empirical research	62
	3. Method	62
	4. Results	64
	5. Conclusion and discussion	67
	References	69
	Abstract	72
	Introduction	72
	1. Theoretical perspectives	73
	2. The Norwegian context	76
	3. The texts and tasks	77
	4. Three texts about Jesus	79
	5. Conclusion and concluding remarks	83
	References	85
	Interfaith education and phenomenological method	88
	Abstract	88
	Introduction	88
	1. Foundational epistemological and methodological thought	89
	2. Dewey, Habermas and phenomenology	91
	3. The origins and distinctiveness of phenomenology	93
	4. The complementary ends of phenomenology	94
	5. Phenomenology and the spiritual exemplar	96
	6. Phenomenology as method for interfaith education	98
	7. Conclusion	99
	Abstract	102
	Introduction	102
	1. Theoretical background	103
	2. Empirical research into morality, religion and spirituality in educators’ voices	104
	3. Results	107
	4. Conclusion	111
	References	112
	II. A balance between explanation and interpretation	116
	‘Ears to hear’ – the Bible, the Sower and performative Christianity	118
	Abstract	118
	Introduction and research questions	118
	1. Parts and wholes in and out of context	119
	3. Localising the global: The Sower in Solentiname	125
	4. Re-distributing the local: The sower in the classroom	129
	5. Conclusion	131
	References	132
	Personal projects among students of theology	134
	Motivational variations between different study phases	134
	Introduction	134
	1. Theoretical background: The personal worldview as a dynamic context for goals and intentions	136
	2. Empirical research	138
	3. Results	139
	4. Discussion	144
	5. Conclusion	146
	References	146
	Religious myth as the leading discourse in religious education	150
	A reflection based on the Abrahamic religions Abstract	150
	Introduction	150
	1. Culture and multiculturalism	151
	2. Religion and religious pluralism	152
	3. The pivotal role of myth	154
	4. The Jewish myth	155
	5. The Christian myth	157
	6. The Islamic myth	160
	7. Implications for religious education	161
	8. Further research	163
	9. Conclusion	164
	References	164
	Imagination’s role in religious and spiritual education	166
	Abstract	166
	Introduction	166
	1. “Corporate images” and the Christian world of meaning	167
	2. Imagination: Operating processes	172
	3. Imagination: Implications for religious and spiritual education	176
	4. Conclusion	177
	References	177
	Rethinking the role of religious education in a knowledge society	180
	A Shia Ismaili Muslim perspective Abstract	180
	Introduction	180
	1. Relevant literature background	183
	2. An interdisciplinary approach to religious education	185
	3. A cosmopolitan ethic through religious education	189
	4. Conclusion	192
	References	193