Religious individualization: new challenges to education for tolerance

Schweitzer, Friedrich

doi:10.1080/01416200601037551

Cited by 45 publications

(21 citation statements)

References 6 publications

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“…While not all individuals will fit comfortably within these descriptions, the contrasting indicators provide a useful picture of the polarities that developed in the cultural change process. This summary has drawn particularly on the ideas of Eckersley (2005, 2Á15) and to a lesser extent on Crawford and Rossiter (2006) and Schweitzer (2004Schweitzer ( , 2007.…”

Section: Cultural Meanings Associated With a Relatively Secular Eclementioning

confidence: 99%

Perspective on contemporary spirituality: implications for religious education in Catholic schools

Rossiter

2010

International Studies in Catholic Education

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A number of constructs like secularisation, privatisation of religion etc. have been used to describe the significant change in spirituality of many of the young people in Australian Catholic schools over the last 50 years, from a more traditional religious spirituality to something that is more secular, eclectic and individualistic. To some extent, this change has been acknowledged; but the religion curricula in Catholic schools still give the impression that all of the students are, or should be, regular churchgoers Á as if Sunday Mass attendance was to be the end point of their education in spirituality. An interpretation of change in spirituality in terms of change in cultural meanings has been developed for the purpose of understanding contemporary spiritualities in other than a deficit model. Such an interpretation may be more persuasive in getting Catholic education authorities and religious educators firstly to accept, rather than condemn or ignore, the significant change in contemporary spiritualty; and secondly, to take steps to address this change positively and constructively in the Catholic school religion curriculum. This article is concerned with the first step Á understanding contemporary spirituality; the second question will be considered in a follow-up article. The framework developed here for interpreting how and why spirituality has changed has relevance to education in spirituality in other contexts.

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Section: Cultural Meanings Associated With a Relatively Secular Eclementioning

confidence: 99%

Perspective on contemporary spirituality: implications for religious education in Catholic schools

Rossiter

2010

International Studies in Catholic Education

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“…Thus, tolerance in the Islamic framework is grounded on the ideas of freedom of religion and the equality of all human beings as creatures of God, which should lead to the respectful treatment of all peoples, despite the exclusivity and universality of religious truths. Schweitzer [18] introduces the possibility of pursuing tolerance in education by invoking the values related to tolerance within religious traditions and seeing them as "resources for tolerance." His arguments rest on findings according to which individualised faith does not engender tolerance.…”

Section: Introductionmentioning

confidence: 99%

How Finnish Muslim Students Perceive and Deal with Religious and Cultural Difference: Negotiating Religious Tradition with Modern Liberal and Postmodern Ideals

Rissanen¹

2012

Education Research International

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This paper presents the results of a qualitative case study examining Muslim students' ways of perceiving and dealing with difference. The study is motivated by the need, expressed in previous literature, to achieve more elaborate comprehension of the relation between tolerance and religiosity. Deeper understanding of these dynamics is pursued by concentrating on one specific group and context-Muslim youngsters in Finland. The students' negotiations between different cultural and ideological sources of understanding difference and tolerance will be elaborated and discussed. These negotiations reflect the special challenges encountered when dealing with religious difference.

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“…Και αυτό, για τον Jansen, είναι ένα μεγάλο πρόβλημα, γιατί το εγώ θεοποιεί εαυτό. Η εισαγωγή αυτού του μοντέλου στην Ευρώπη έχει απασχολήσει ειδικούς ερευνητές, που υποστηρίζουν ότι δεν υπάρχει ωφέλεια των μαθητών από τέτοιου είδους προσεγγίσεις, αντίθετα ανακύπτουν μια σειρά από προβλήματα (Schweitzer, 2007). Ο Gearon (2013) υποστηρίζει ότι, αν και οι προθέσεις μπορεί να είναι αγαθές για μια θρησκευτική εκπαίδευση που θα προωθεί την ειρήνη, τελικά καταλήγουμε σε μια πολιτικοποιημένη θρησκευτική εκπαίδευση.…”

Section: η ατομική θρησκείαunclassified

Η Διαμόρφωση Θρησκευτικών Ταυτοτήτων Σύμφωνα Με Τις Αλλαγές Του Μοντέλου Διδασκαλίας Του Μαθήματος Των Θρησκευτικών Στην Ελλάδα Από Το 2011 Και Μετά

Κομνηνού

2019

SCAD

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There are changes in the West Europe concerning religion such as the drastic decline of organized religion, secularization, the emergence of the individualized religion, and the new age spiritualties. These trends are reflected in Religious Education models applied in Great Britain. In 2011, the introduction of these models in the religious education in Greece results to dissemination of new religious movements, causing problems such as religious syncretism. Discourse analysis was utilized as a research tool in order to reveal policies/ideologies connected to religious education reform in Greece.

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Religious individualization: new challenges to education for tolerance

Cited by 45 publications

References 6 publications

Perspective on contemporary spirituality: implications for religious education in Catholic schools

Perspective on contemporary spirituality: implications for religious education in Catholic schools

How Finnish Muslim Students Perceive and Deal with Religious and Cultural Difference: Negotiating Religious Tradition with Modern Liberal and Postmodern Ideals

Η Διαμόρφωση Θρησκευτικών Ταυτοτήτων Σύμφωνα Με Τις Αλλαγές Του Μοντέλου Διδασκαλίας Του Μαθήματος Των Θρησκευτικών Στην Ελλάδα Από Το 2011 Και Μετά

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