Religious Literacy in National Curricula of Estonia
Religious literacy may be seen as a prerequisite for religious freedom. This article analyzes how the development of religious literacy is supported in the curricula of Estonian primary and secondary schools and the extent to which these schools guarantee religious freedom. We assume that developing...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2022
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| In: |
Religions
Year: 2022, Volume: 13, Issue: 5 |
| Further subjects: | B
Cultural Diversity
B national curricula B Freedom Of Religion B Religious Literacy |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Religious literacy may be seen as a prerequisite for religious freedom. This article analyzes how the development of religious literacy is supported in the curricula of Estonian primary and secondary schools and the extent to which these schools guarantee religious freedom. We assume that developing religious literacy is not limited to the lessons of Religious Education but can also be achieved in schools in which Religious Education is not taught. We analyze the national curricula for both basic and upper secondary schools to understand how religious literacy is represented, whether implicitly or explicitly. We are particularly interested in how the competencies of religious literacy are supported in the curricula and how freedom of religion is ensured in state-funded schools. The texts are analyzed according to the core curriculum analysis method and the religious literacy model, which identifies four stages in the development of religious literacy: examining religion as a category, engaging with a disposition towards religions, building up relevant knowledge, and promoting skills to interact well in multicultural society. This analysis shows that the dominant discourse related to religious literacy in the curricula focuses on social skills for future citizens, but religious literacy itself, a vital skill for operating in the modern multicultural world, is scarcely mentioned. Instead, it is present primarily as an implicit concept, and religion is portrayed as distant both in time and in space. Thus, this approach to education contributes insufficiently to the freedom of religion needed in a contemporary multicultural society. | ||
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