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Christopher Richardson 《Religious education (Chicago, Ill.)》2013,108(2):292-303
This article suggests an epistemologically nonfoundationalist approach to education in religion. First, it reviews the meaning of “epistemological foundationalism” and gives examples of its influence in the field of religious education. Then, differentiating between antifoundationalism and nonfoundationalism, it considers the educational implications of Richard Rorty's concepts of normal and abnormal discourse. Although acknowledging Michel Foucault's poststructuralist perspective as a critical caveat to Rortian optimism, it maintains the usefulness of Rorty's categories in relation to a proposed redefinition of the terms instruction and education. 相似文献
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《Religious education (Chicago, Ill.)》2013,108(5):311-314
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Robert Kunzman 《Journal of Philosophy of Education》2005,39(1):159-168
The proper role and influence of religion in the public sphere continues to be contested and has important implications for civic education in a liberal democracy. Paul Weithman and Michael Perry argue that religion makes valuable contributions to civic participation and that religiously grounded beliefs should be fully welcome in political decision-making. In response, this paper strives for a middle ground of preparing citizens to engage thoughtfully with a wide range of moral perspectives, religious and otherwise, while promoting a civic virtue that still honours a commitment to public reason. 相似文献
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Lovemore Ndlovu 《British Journal of Religious Education》2014,36(2):174-201
Religion Education teaching in post-independence Zimbabwe has remained bible-oriented and confessional at a time when most Religion Education stakeholders expect an ‘open’, plural and authentic multi-faith Religion Education curriculum. Despite curriculum innovation initiatives aimed at introducing new approaches such as experiential learning, Religion Education stakeholders in Zimbabwe argue for an objective and plural approach that will address the expectations of a post-independence multi-faith society. To contribute to this discourse on the new authentic multi-faith Religion Education curriculum, an empirical study was conducted on a proposed values-oriented multi-faith curriculum. The data obtained showed that most Religion Education stakeholders prefer an authentic values-oriented multi-faith model that would contribute to the teaching of values such as citizenship, human rights, ubuntu/unhu, nationhood, etc. A values-oriented multi-faith approach is, therefore, proposed for possible implementation in Zimbabwe secondary schools. 相似文献
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论我国的教育与宗教相分离 总被引:2,自引:0,他引:2
教育与宗教相分离是我国的一项基本政策。切实排除国民教育领域内的宗教影响 ,对于全面贯彻教育方针、实现社会主义的培养目标具有重要的意义。教育与宗教相分离有其基本含义和实施依据 ,学校教育在贯彻教育与宗教相分离这一原则时 ,也有基本要求 相似文献