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Too many competing imperatives? Does RE need to rediscover its identity?

机译:太多的当务之急? RE是否需要重新发现其身份?

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The intention of this paper is to make a contribution to religious education (RE)’s constant search for a rigorous curriculum identity. The Arts and Humanities Research Council (AHRC)/Economic and Social Research Council (ESRC) project ‘Does RE work?’ has recently reported its findings, in which it concludes that RE suffers from too many competing expectations. A major reason for this is that, according to the report, policymakers have ‘freighted it with too many competing imperatives’. Such imperatives range from religious literacy, through multicultural awareness, philosophical understanding, moral development and understanding heritage to sex and relationship education. In all, the project lists 13 such imperatives! It is little wonder then that the project echoes OfSTED’s recent finding that teachers were under-confident and unsure as to the aims and purposes of the subject. The AHRC/ESRC project’s findings also reflect a theoretical debate in RE that has been going on for some time. This debate might be termed ‘religious education and disciplinary identity’. So, should RE be regard as a discipline in its own right, rather like history is regarded as a discipline, or is RE better understood as employing a number of disciplines such as philosophy, anthropology, psychology in its pursuit? This question of the subject’s identity did not simply arise out a move from a ‘confessional’ Christian identity to a multi-faith identity in the 1970s but was a live issue well before then. This paper takes the view that RE needs to prioritise its aims for the subject and place the aim of pupils’ spiritual and moral development at the forefront of its concerns. In so doing religious educators need to continue the debate about the representation of religion in RE.View full textDownload full textKeywordsreligious education, aims, content, representing religionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13617672.2011.600815
机译:本文的目的是为宗教教育(RE)不断寻求严格的课程标识做出贡献。艺术与人文研究理事会(AHRC)/经济与社会研究理事会(ESRC)项目“可再生能源工作了吗?”最近报告了其发现,结论是可再生能源遭受了太多相互竞争的期望。造成这种情况的主要原因是,根据该报告,政策制定者“以过多的竞争性命令来弥补它”。这些义务包括宗教素养,多元文化意识,哲学理解,道德发展和对遗产的理解,以及性和关系教育。总共,该项目列出了13个这样的必要条件!难怪该项目与OfSTED最近的发现相呼应,即教师对本学科的目的和宗旨缺乏信心和不确定性。 AHRC / ESRC项目的发现也反映了已经进行了一段时间的关于RE的理论辩论。这场辩论可以称为“宗教教育和学科认同”。因此,应该将RE本身视为一门学科,而不是将历史视为一门学科,还是应该将RE更好地理解为在追求哲学时采用诸如哲学,人类学,心理学等众多学科?这个主题身份的问题并不仅仅是在1970年代从“ conf悔”的基督徒身份转变为多信仰的身份而引起的,而是在此之前的一个现实问题。本文认为,可再生能源需要优先考虑其针对该学科的目标,并将学生的精神和道德发展目标置于其关注的最前沿。为此,宗教教育工作者需要继续就宗教在RE中的表示进行辩论。查看全文下载全文关键字宗教教育,目标,内容,代表宗教,twitter,technorati,可口,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13617672.2011.600815

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