This book unites and explores different approaches to understand and develop knowledge-based religious education. While the importance of methodological issues in RE is understood and acknowledged, the editors and contributors interrogate what kind of knowledge should be explored, how this knowledge is defined and what the consequences would be. Subsequently, the book focuses on the concept of powerful knowledge which transcends students' everyday experiences, and how it can be incorporated into the RE curriculum. Drawing together international research from RE teaching and learning, the book explores various paths to integrate a truly knowledge-based religious education. The book will appeal to students and scholars of religious education, sociology of education and the philosophy of religion.
Author(s): Olof Franck, Peder Thalén
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 259
City: Cham
Preface
Contents
Notes on Contributors
1: Powerful Knowledge in Religious Education? Perspectives in Conversation with Michael Young and Paulo Freire
Introduction
The Concept of Powerful Knowledge in the Context of Religious Education
Knowledge and Bildung
Competences—Without Knowledge Base?
Powerful Knowledge and Conscientização: Religious Education Based on Michael Young or on Paulo Freire?
Conclusion and Perspectives for the Future
References
2: Powerful Knowledge in Ethics and Existential Questions: Which Discourses, for Which Pupils, in Which Contexts?
Introduction
Material and Method
Powerful Knowledge—An Overview
Key Objections
Discussions on PK in the Field of RE
An Explicit Discussion
An Implicit Discussion
A Sociocultural Perspective on Learning
Pupils’ Perspectives on Ethics and Existential Questions
Potentially Powerful Knowledge in the Fields of Ethics and Existential Questions
Ethics
The Knowledge Field—Interpretations of Ethics
Powerful Knowledge in Ethics
Existential Questions
The Knowledge Field—Interpretations of Existential Questions
Powerful Knowledge Concerning Existential Questions
Concluding Discussion
Implications for the Debate on Powerful Knowledge
Implications for the Debate on PK in RE: Especially Concerning Ethics and Existential Questions
Implications for Implementation of Teaching in Ethics and Existential Questions
References
3: Powerful Knowledge in Non-denominational Religious Education: Some Considerations on the Relationship Between Curriculum and Pedagogy
Powerful Knowledge: Significant Characteristics
Coherence as a Bridge to Curricular Depth
Powerful Knowledge and Didacticizing in RE: Tentative Reflections
RE: The Swedish Example (II)—The Christian Heritage
RE: The Swedish Example (II)—The Non-denominational Paradigm
Transformation at the Classroom Level
Bildung-Related Perspectives
Concluding Remarks
References
4: International Knowledge Transfer in Religious Education and the Debate on Powerful Knowledge
Introduction
Contexts
The Project on International Knowledge Transfer in Religious Education
Starting Point
Questions and Clarifications
Where Is the Project Now?
Knowledge Transfer
Some Aspects on Powerful Knowledge and RE
Common Concerns and Challenges
References
5: Knowledge-based Teaching About Religious Diversity: A New Approach in the “Culture and Citizenship in Québec”
Making Room for Diversity
The Principles of the CCQ Program
Religious Diversity as a Sensitive Topic
Teaching About Religious Diversity in Different Contexts
A Knowledge-based Proposal for Teaching About Diversity in a High School Classroom
Concluding Remarks
References
6: Powerful Knowledge or Big Ideas in Religious Education? Aims and Classroom Approaches
Context
Powerful Knowledge
An Aims-Based School Curriculum
Big Ideas in Science Education
Big Ideas in Religious Education
The Importance of the Site of Learning
The Common School
Independent Schools
Faith Schools
Home Schooling
Lifelong Learning
Conclusions
References
7: The Role of Knowledge, Knowledge Processes and Experience in the RE Curriculum
Introduction
Powerful Knowledge
Paideia and Bildung
Powerful Religious Knowledge (?)
Discussion
References
8: Religion: A Legitimate Anomaly in Education?
Introduction
Liberal Education: Organization, Aims, Content, and Methodology
Religious Education: Organization, Aims, Content, and Methodology
Critical Religious Education: A Better Alternative?
Religion Education as a Truly Liberal Alternative
Big Questions, Ethics and the Semantic Potential of Religion
References
9: Subject-specific Core Knowledge and Skills in the Academic Study of Religion(s) and Religious Education in Theory and Practice
Introduction
Knowledge, Skills, Competences, Bildung: What Do We Talk About?
Subject-specific General Knowledge and Skills in the Academic Study of Religions
Subject-specific Skills, Conceptual Knowledge and Content Knowledge in Study of Religions Programmes at Danish Universities
Subject-specific Core Knowledge and Skills in RE in Practice: National Curriculum
Subject-specific Core Knowledge and Skills in Practice: Learning Material for RE
Grades 1–3: Life Philosophy and Biblical Stories
Grades 4–6: Life Philosophy, Biblical Stories and a Little More on ‘Other Religions’
Grade 7/8–9: Socio-cultural/Ethical Issues
Concluding Discussion: The Challenge of Subject-specific Knowledge and Skills Based on the Study of Religions in RE, and Is There a ‘What’?
References
10: Worldview Literacy as Transformative Knowledge
Introduction
The Knowledge Turn
‘Worldviews’ as More than Content
Why ‘Worldview Literacy’?
Interpretability
Reflexivity
Transformative Encounter
Worldview Literacy as Praxis
A Reconciliation of Aims
Worldview Literacy and Powerful Knowledge
A Way Forward for RE?
References
11: RE and the Complexity of the Knowledge Problem(s)
Introduction
The Knowledge Problem—Two Strategies to Ensure a Solid Knowledge Base
The Collapse of the Analytical Category of Religion
The Concept of Belief—the Next Object of Deconstruction?
A New Intellectual Platform for RE?
Final Comments
References
Index
