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|a Jackson, Robert
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|a Jackson, Robert
|a Jackson, Bob
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|a Religious Education for Plural Societies
|b The Selected Works of Robert Jackson
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|a Milton
|b Routledge
|c 2018
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|a 1 Online-Ressource (303 pages)
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|a Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Acknowledgements -- PART I: General introduction -- My work in the context of debates about religious education -- Changes in religious education in the UK, Europe and internationally -- Key influences: secularisation, pluralisation and globalisation -- Educational encounters with religious diversity -- Inclusive religious education: information-based, neutral and detached and information-based impartial and dialogical approaches -- Faith-based and impartial religious education -- Recent developments -- The present volume -- Notes -- References -- 1. Religious education and the arts of interpretation revisited -- Introduction -- Teacher training and teaching -- Teacher-trainer, philosophy and 'world religions' -- Broadcasting and field research -- Learning and creativity -- Past, present and future -- References -- PART II: Empirical research -- Introduction -- The chapters -- Note -- References -- 2. Studying British Hindu children and representing them in school texts -- Hindus in Britain -- Religious practice -- Religious transmission -- Some findings -- Multiple cultural competence -- Religions Through Festivals: Hinduism -- Listening to Hindus -- References -- 3. The diversity of experience in the religious upbringing of children from Christian families in Britain -- Ethnic diversity -- Denominational and doctrinal diversity -- The Holy Spirit -- Baptism -- Holy Communion -- Saints -- Conclusion -- Being a Christian at school -- Notes -- References -- 4. The 'Young People's Attitudes to Religious Diversity' project in the context of Warwick Religions and Education Research Unit (WRERU) research -- WRERU's studies of religious diversity and education -- Expansion of WRERU and the UK government DCSF project
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| 520 |
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|a The Religion and Society Programme: Young People's Attitudes to Religious Diversity -- Synergy of REDCo and Diversity project -- Conclusion -- Notes -- References -- PART III: The interpretive approach to religious education -- Introduction -- Conclusion -- The chapters -- References -- 5. Studying religious diversity in public education: An interpretive approach to religious and intercultural understanding -- Introduction -- Origins and development -- Key pedagogical principles -- The Warwick RE Project -- Constraints -- Wider applications of an interpretive approach -- Conclusion -- Notes -- References -- 6. The representation of religions -- Introduction -- The concept of religion -- World religions -- Knowledge and power -- The names of the religions -- Summary -- Faith and tradition -- Criticisms of Smith -- Membership groups -- A three-level model -- Conclusion -- Notes -- References -- 7. Implications of an interpretive approach -- Criticisms of an interpretive, multi-faith approach -- The aims of religious education in publicly funded schools -- Edification and learning from religion -- Edification and one's own religio-cultural background -- Partnership between professionals and insiders -- Policy for RE in a pluralistic democracy -- The political context of religious education -- Notes -- References -- 8. Contextual religious education and the interpretive approach -- Introduction -- Contextual religious education -- The representation of religions -- The importance of groups -- Dualism and nominalism -- Construction -- Social facts and collective intentionality -- The debate about 'religions' in religious studies -- The status of religions as 'social facts' -- Conclusion -- Notes -- References -- PART IV: Religious education and plurality -- Introduction -- The chapters -- References -- 9. Religious education in the context of plurality
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| 520 |
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|a Changing trends in religious, moral and civic education -- Plurality -- Plural societies -- Religious education and plurality -- Identity formation -- Conclusion -- Notes -- References -- 10. Religious education's contribution to intercultural education, citizenship education and values education -- Multicultural or intercultural education -- Religious education and citizenship education -- The contribution of religious education to education for citizenship -- Values education -- Conclusion -- Notes -- References -- 11. Towards a pluralistic religious education -- Pupils as agents -- Foundations of pluralistic approaches -- Management and school policy -- Social cohesion and the aims of RE -- International projects -- Should the subject change? -- Notes -- References -- PART V: Human rights and international policy developments -- Introduction -- The Council of Europe -- The Council of Europe's educational work -- The Council of Europe's work on religious diversity and education -- Other activities concerning religious diversity and education -- Exchanges on the religious dimension of intercultural dialogue -- Religious diversity and intercultural education -- A European Resource Centre -- The Council of Europe 2008 Recommendation -- The chapters -- References -- 12. Dialogical liberalism: A human rights rationale for 'education about religions and beliefs' -- Inclusive religious education and its aims -- Modern human rights codes -- The United Nations Universal Declaration of Human Rights -- Debates about human rights -- Justifying human rights politically: comprehensive and political liberalism -- Dialogical liberalism -- A dialogical approach to human dignity -- Rights and responsibilities -- Summing up dialogical liberalism -- Conclusion -- Note -- References
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| 520 |
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|a 13. Inclusive study of religions and world views in schools: Signposts from the Council of Europe -- Introduction -- The Council of Europe -- Towards the 2008 Council of Europe Recommendation -- The development of Signposts -- Using REDCo research -- Signposts as a discussion tool -- Representing religious and cultural plurality -- Religions, or religions and non-religious convictions? -- Education and extremism: a changing climate -- Example 1: UK government law and policy -- Example 2: Council of Europe Declaration and Action Plan -- Extremism and education about religions: discussion -- Conclusion -- References -- 14. The politicisation and securitisation of religious education?: A rejoinder -- Introduction -- The REDCo Project -- Gearon on REDCo -- REDCo on 'counter-secularisation' and 'civil religion'? -- Collusion with 'political funders'? -- Gearon's representation of the 'historical-political paradigm' -- Gearon's views on religious education -- A different view of religious education -- Different aims of religious education -- The Toledo Guiding Principles and 'securitisation' -- Towards the securitisation of religious education/religion in education -- The OSCE as the 'source' of the Toledo Guiding Principles? -- Summing up Gearon's view -- 'Religious understanding' and 'understanding religion(s)' -- Political and historical context -- Religious education and liberty -- Conclusion -- Notes -- References -- Index
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|a Jackson, Robert H.
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|a Jackson, Mo.
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|a Religious education,Religious pedagogy,Religious education,Religious pluralism,Religion,Pluralism
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|a Pluralisme religieux,Pédagogie des religions,Éducation religieuse
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|a Educación religiosa,Pedagogía de la religión,Pluralismo religioso
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|a Educazione religiosa,Pedagogia della religione,Pluralismo religioso
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|a 宗教多元主义,宗教多元论,宗教教育
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| STF |
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|a 宗教多元主義,宗教多元論,宗教教育
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| STG |
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|a Educação religiosa,Pedagogia da religião,Pluralismo religioso
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|a Педагогика религии,Религиозное воспитание,Религиозный плюрализм
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|a Θρησκευτική εκπαίδευση,Θρησκευτική παιδαγωγική,Θρησκευτικός πλουραλισμός
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