Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions

Description

This book unites and explores different approaches to understand and develop knowledge-based religious education. While the importance of methodological issues in RE is understood and acknowledged, the editors and contributors interrogate what kind of knowledge should be explored, how this knowledge is defined and what the consequences would be. Subsequently, the book focuses on the concept of powerful knowledge which transcends students' everyday experiences, and how it can be incorporated into the RE curriculum. Drawing together international research from RE teaching and learning, the book explores various paths to integrate a truly knowledge-based religious education. The book will appeal to students and scholars of religious education, sociology of education and the philosophy of religion. Preface Contents Notes on Contributors 1: Powerful Knowledge in Religious Education? Perspectives in Conversation with Michael Young and Paulo Freire Introduction The Concept of Powerful Knowledge in the Context of Religious Education Knowledge and Bildung Competences—Without Knowledge Base? Powerful Knowledge and Conscientização: Religious Education Based on Michael Young or on Paulo Freire? Conclusion and Perspectives for the Future References 2: Powerful Knowledge in Ethics and Existential Questions: Which Discourses, for Which Pupils, in Which Contexts? Introduction Material and Method Powerful Knowledge—An Overview Key Objections Discussions on PK in the Field of RE An Explicit Discussion An Implicit Discussion A Sociocultural Perspective on Learning Pupils’ Perspectives on Ethics and Existential Questions Potentially Powerful Knowledge in the Fields of Ethics and Existential Questions Ethics The Knowledge Field—Interpretations of Ethics Powerful Knowledge in Ethics Existential Questions The Knowledge Field—Interpretations of Existential Questions Powerful Knowledge Concerning Existential Questions Concluding Discussion Implications for the Debate on Powerful Knowledge Implications for the Debate on PK in RE: Especially Concerning Ethics and Existential Questions Implications for Implementation of Teaching in Ethics and Existential Questions References 3: Powerful Knowledge in Non-denominational Religious Education: Some Considerations on the Relationship Between Curriculum and Pedagogy Powerful Knowledge: Significant Characteristics Coherence as a Bridge to Curricular Depth Powerful Knowledge and Didacticizing in RE: Tentative Reflections RE: The Swedish Example (II)—The Christian Heritage RE: The Swedish Example (II)—The Non-denominational Paradigm Transformation at the Classroom Level Bildung-Related Perspectives Concluding Remarks References 4: International Knowledge Transfer in Religious Education and the Debate on Powerful Knowledge Introduction Contexts The Project on International Knowledge Transfer in Religious Education Starting Point Questions and Clarifications Where Is the Project Now? Knowledge Transfer Some Aspects on Powerful Knowledge and RE Common Concerns and Challenges References 5: Knowledge-based Teaching About Religious Diversity: A New Approach in the “Culture and Citizenship in Québec” Making Room for Diversity The Principles of the CCQ Program Religious Diversity as a Sensitive Topic Teaching About Religious Diversity in Different Contexts A Knowledge-based Proposal for Teaching About Diversity in a High School Classroom Concluding Remarks References 6: Powerful Knowledge or Big Ideas in Religious Education? Aims and Classroom Approaches Context Powerful Knowledge An Aims-Based School Curriculum Big Ideas in Science Education Big Ideas in Religious Education The Importance of the Site of Learning The Common School Independent Schools Faith Schools Home Schooling Lifelong Learning Conclusions References 7: The Role of Knowledge, Knowledge Processes and Experience in the RE Curriculum Introduction Powerful Knowledge Paideia and Bildung Powerful Religious Knowledge (?) Discussion References 8: Religion: A Legitimate Anomaly in Education? Introduction Liberal Education: Organization, Aims, Content, and Methodology Religious Education: Organization, Aims, Content, and Methodology Critical Religious Education: A Better Alternative? Religion Education as a Truly Liberal Alternative Big Questions, Ethics and the Semantic Potential of Religion References 9: Subject-specific Core Knowledge and Skills in the Academic Study of Religion(s) and Religious Education in Theory and Practice Introduction Knowledge, Skills, Competences, Bildung: What Do We Talk About? Subject-specific General Knowledge and Skills in the Academic Study of Religions Subject-specific Skills, Conceptual Knowledge and Content Knowledge in Study of Religions Programmes at Danish Universities Subject-specific Core Knowledge and Skills in RE in Practice: National Curriculum Subject-specific Core Knowledge and Skills in Practice: Learning Material for RE Grades 1–3: Life Philosophy and Biblical Stories Grades 4–6: Life Philosophy, Biblical Stories and a Little More on ‘Other Religions’ Grade 7/8–9: Socio-cultural/Ethical Issues Concluding Discussion: The Challenge of Subject-specific Knowledge and Skills Based on the Study of Religions in RE, and Is There a ‘What’? References 10: Worldview Literacy as Transformative Knowledge Introduction The Knowledge Turn ‘Worldviews’ as More than Content Why ‘Worldview Literacy’? Interpretability Reflexivity Transformative Encounter Worldview Literacy as Praxis A Reconciliation of Aims Worldview Literacy and Powerful Knowledge A Way Forward for RE? References 11: RE and the Complexity of the Knowledge Problem(s) Introduction The Knowledge Problem—Two Strategies to Ensure a Solid Knowledge Base The Collapse of the Analytical Category of Religion The Concept of Belief—the Next Object of Deconstruction? A New Intellectual Platform for RE? Final Comments References Index