What is wrong with religious education? A response to Philip Barnes
This article reviews Philip Barnes’ account of problems with religious eEducation (RE), and explores the practical implications of his position. Acknowledging his compelling logic - that RE is premised on an acceptance of all religions as equally theologically true - this article argues for optimism...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2008
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| In: |
Journal of beliefs and values
Year: 2008, Volume: 29, Issue: 1, Pages: 29-37 |
| Further subjects: | B
Phenomenology
B Inclusive B normative values B attainment targets B religious difference B post‐liberal paradigm B exclusive B Syncretism |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | This article reviews Philip Barnes’ account of problems with religious eEducation (RE), and explores the practical implications of his position. Acknowledging his compelling logic - that RE is premised on an acceptance of all religions as equally theologically true - this article argues for optimism: with controversy and ambiguity moving to centre stage, a re‐orientation of RE’s attainment targets could focus RE curricula and provide a measure of direction for future progress. Equally, a focus on developing individual values for life in a plural democracy - where personal destinies often conflict both culturally and existentially - would likewise give RE a more potent purpose and the foundations for a normative agenda. Inspired by J.S. Mill, this article concludes that such RE may have to move beyond the classroom to achieve its potential as a critical, inclusive, relevant and progressive subject with coherent social and educational aims. |
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| ISSN: | 1469-9362 |
| Contains: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617670801928209 |
