Le défi du pluralisme et la contestation juridique d'une formation obligatoire pour toutes et tous en Éthique et culture religieuse
The Ethics and Religious Culture (ERC) syllabus applied in Quebec since 2008 represents the last phase in a slow process of deconfessionalisation of schools in the province. The response that this non-confessional curriculum brings to the challenge of the pluralism of Quebec society has given rise t...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | French |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2016]
|
| In: |
Zeitschrift für Religionskunde
Year: 2016, Volume: 2, Pages: 164-176 |
| Standardized Subjects / Keyword chains: | B
Province
/ Ethics teaching
/ Religion
/ Cultural identity
/ Religious instruction
/ Confessionality
/ Abolition of
|
| Further subjects: | B
Éthique et culture religieuse
B Pluralisme B Contestation juridique B Obligatoire |
| Online Access: |
Volltext (kostenfrei) |
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| 245 | 1 | 3 | |a Le défi du pluralisme et la contestation juridique d'une formation obligatoire pour toutes et tous en Éthique et culture religieuse |c Luc Bégin |
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| 520 | |a The Ethics and Religious Culture (ERC) syllabus applied in Quebec since 2008 represents the last phase in a slow process of deconfessionalisation of schools in the province. The response that this non-confessional curriculum brings to the challenge of the pluralism of Quebec society has given rise to some opposition, including two legal challenges. In both cases, the obligatory character of the syllabus was called into question. This article analyses these two legal challenges, situating the main arguments that were developed in relation to the objectives and structure of the ERC syllabus. The importance of maintaining the obligatory character of the syllabus- so as to respond adequately to the challenge of pluralism - and the question of infringement of the freedom of religion to which the judges at the various levels paid particular attention - are central to the analysis. | ||
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| STB | 0 | 0 | |a Abolition,Confessionnalité,Enseignement de la religion,Enseignement de l’éthique,Éthique (matière scolaire, Allemagne),Éthique,Identité culturelle,Identité culturelle,Religion,Religions,Religion |
| STC | 0 | 0 | |a Abolición,Confesionalidad,Enseñanza de ética,Enseñanza religiosa,Identidad cultural,Identidad cultural,Religión,Religión,Religión |
| STD | 0 | 0 | |a Abolizione,Confessionalità,Etica <materia>,Insegnamento dell'etica,Insegnamento dell'etica,Identità culturale,Identità culturale,Insegnamento della religione,Lezione di religione,Religione (materia),Lezione di religione,Religione,Religione,Religione,Religione |
| STE | 0 | 0 | |a 伦理学课程,伦理学教学,信条性,宗教,宗教,宗教课程,宗教课,宗教教学,废除,废止,文化认同,文化身份 |
| STF | 0 | 0 | |a 信條性,倫理學課程,倫理學教學,宗教,宗教,宗教課程,宗教課,宗教教學,廢除,廢止,文化認同,文化身份 |
| STG | 0 | 0 | |a Abolição,Confessionalidade,Ensino de ética,Ensino religioso,Identidade cultural,Identidade cultural,Religião,Religião |
| STH | 0 | 0 | |a Конфессиональность,Культурная идентичность,Культурная идентичность (мотив),Преподавание религии,Преподавание этики,Религия (мотив),Религия,Устранение |
| STI | 0 | 0 | |a Hθική <μάθημα>,Διδασκαλία ηθικής,Θρησκεία (μοτίβο),Θρησκεία,Θρησκευτικά (μάθημα),Κατάργηση,Ομολογία (θρησκεία),Πολιτιστική ταυτότητα,Πολιτιστική ταυτότητα (μοτίβο) |
| SUB | |a REL | ||
| SYG | 0 | 0 | |a Provinz Québec,Province du Québec,Que.,Kupaik,Ville de Québec,Québec City,Kupaik , Ethik,Ethische Erziehung,Moralunterricht , Religion,Mystik,Mythologie , Identität,Kulturelles Bewusstsein,Identität,Kulturelles Bewusstsein , Glaubensunterweisung,Religionsdidaktik,Religionslehre |
