Éthique et culture religieuse en dialogue. Regard sur le programme québécois
This article deals with the Quebec syllabus for Ethics and Religious Culture (ERC), which since 2008 has been an obligatory course in all years of Quebec primary and secondary schooling. It aims to provide an understanding of the ERC syllabus that answers the fears formulated by its opponents (membe...
| Auteur principal: | |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Français |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
[2016]
|
| Dans: |
Zeitschrift für Religionskunde
Année: 2016, Volume: 2, Pages: 129-140 |
| Sujets / Chaînes de mots-clés standardisés: | B
Québec
/ Enseignement de l’éthique
/ Religion
/ Identité culturelle
|
| Sujets non-standardisés: | B
Culture religieuse
B Dialogue B Éthique B Québec |
| Accès en ligne: |
Volltext (kostenfrei) |
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| 520 | |a This article deals with the Quebec syllabus for Ethics and Religious Culture (ERC), which since 2008 has been an obligatory course in all years of Quebec primary and secondary schooling. It aims to provide an understanding of the ERC syllabus that answers the fears formulated by its opponents (members of the clergy, Catholic parent groups, but also people outside the Church, groups formed to defend non-confessional education, academics) that the combination of ethics and religious culture in a single subject might jeopardise the pupils' freedom of conscience and religion and the respect for their religious convictions. The author attributes these fears to a misunderstanding of what “religious culture” means in the ERC syllabus, the conception of ethics that it puts forward, and the relationship between these two subjects. Her text shows that the neutral position adopted by the syllabus, in relation to the pupils' moral and religious convictions, ensures a non-conflictual awareness of pluralism and a better appreciation of the diversity of its manifestations. | ||
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