Religioni a scuola Modelli, problemi e sfide dall'Europa
In the last three decades of the twentieth century, the teaching of religion went through a remarkable paradigmatic change in nearly every educational system in Europe. Courses on religion taught from an apologetic and theological perspective frequently turned into courses aimed at satisfying the st...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Italian |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Morcelliana
2009
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| In: |
Studi e materiali di storia delle religioni
Year: 2009, Volume: 75, Issue: 2, Pages: 387-408 |
| Further subjects: | B
HISTORY education
B History of religion B Religious Education B Religious Studies B Europe B Hermeneutics in religion B education policy B Curriculum B CHURCH & state |
| Parallel Edition: | Non-electronic
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| 520 | |a In the last three decades of the twentieth century, the teaching of religion went through a remarkable paradigmatic change in nearly every educational system in Europe. Courses on religion taught from an apologetic and theological perspective frequently turned into courses aimed at satisfying the student's anthropological need (religion seen as hermeneutics of the meaning of life), the critical need as well as the correct methodology of the school (religion as a subject of the curriculum, studied according to historical, linguistic, symbolic, and ethical perspectives) and the cognitive demand by the 'knowledge society' that has become multi-faith everywhere (religion as an initiation into the pluralism of faiths and non-religious beliefs). At the same time the different forms of religious education were progressively emancipated from direct control by ecclesiastical authorities. These has been a movement towards one of two models: either joint management - as in the systems where there is an official agreement between the Church and the State - or an exclusive management controlled by the school authorities. A summary map of the present four models of religious teaching (learning into religion - learning from religion - learning about religion[s] - learning out of religion)shows that the dominant tendency focuses on accredited approaches having a serious epistemological basis and legitimated by an intercultural pedagogy. Some very important philosophical, juridical, and educational questions are still open to religious science and pedagogical-didactical research. There are questions that refer to a post-secular vision of lay education. The people responsible for the European educational policy and the national Ministries of public education would seen not indifferent to this new post-secular vision. (English) | ||
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