Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide
This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Fr...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge, Taylor & Francis Group
[2019]
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| In: |
Religious education
Jahr: 2019, Band: 114, Heft: 2, Seiten: 130-142 |
| normierte Schlagwort(-folgen): | B
Simbabwe
/ Religiöser Pluralismus
/ Religionsphänomenologie
/ Religionspädagogik
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| RelBib Classification: | AH Religionspädagogik AX Interreligiöse Beziehungen KBN Subsahara-Afrika |
| Online Zugang: |
Volltext (Resolving-System) |
| Zusammenfassung: | This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015-2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi. |
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| ISSN: | 1547-3201 |
| Enthält: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2018.1560745 |