Ich sehe was, was du nicht siehst: Chancen englisch-deutscher Bildungsforschung für die Religionswissenschaft
The English »Schools Council RE Project« at the University of Lancaster (1969- 1973) provided a globally innovative impulse for Religious Education related to the Study of Religion, seen as responsible to provide a service for the common good by challenging the European superiority delusion (charact...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Diagonal-Verlag
2012
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| In: |
Zeitschrift für Religionswissenschaft
Year: 2008, Volume: 16, Issue: 1, Pages: 15-24 |
| Online Access: |
Volltext (Verlag) |
| Parallel Edition: | Non-electronic
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| 520 | |a The English »Schools Council RE Project« at the University of Lancaster (1969- 1973) provided a globally innovative impulse for Religious Education related to the Study of Religion, seen as responsible to provide a service for the common good by challenging the European superiority delusion (characterised as »tribalism«). This initial kick-off belongs to the history of current theoretical debates around normativity in science in the context of postmodernism (e. g. Oral History, Feminist and Postcolonial Studies, Grounded Theory). Hence an interdisciplinary cooperation between the Study of Religion and Education not only enriches pedagogy, but vice versa, the Study of Religion benefits from being inspired by international educational research: the participation of culturally non-Christian educationists within English RE reveals that methods as well as epistemological key categories like »knowledge«, »development« or »religion« can’t be neutral but necessarily imply a normative dimension. Therefore, the author is not pleading for normative neutrality but for »procedural values« under the heading of »cultural literacy« as an educational aim in plural democracy – thus answering the Gretchen question »Now tell me, how do you take normativity?« from a Study-of-Religion perspective. This must explicitly include acknowledging emotion in educational theory – current international early childhood education discourses are playing a key role here for education in general. | ||
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