The case for Humanism in religious education

Aldridge, David

doi:10.1080/13617672.2015.1014650

Cited by 11 publications

(3 citation statements)

References 15 publications

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“…Claims to the exclusiveness of their frames leads each to foreclose in advance the possible subject matter that can emerge in RE. Jackson, for example, argues that judgements about transcendent reality might sometimes result but cannot be an aim of religious education, and Wright excludes certain curriculum objects from primary consideration on the grounds that they do not properly make claims about transcendent reality (Wright 2004, 212;Aldridge 2015b). The hermeneutical insight is that such frames cannot contain a student's possible range of understanding, and that there will be an interaction or movement between these frames, and others, in the hermeneutical moment.…”

Section: A Hermeneutics Of Educationmentioning

confidence: 99%

Religious education’s double hermeneutic

Aldridge

2018

British Journal of Religious Education

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This work of disambiguation begins with the simple recognition that there are 'hermeneutics' and 'hermeneutics', and argues that not all senses of the term have been given sufficient attention in the discussion of what religious education is and could be. I hope to do some important definitional work around the different senses that hermeneutics might have in religious education, and thereby to think through what it might mean to say that a concern in religious education is a 'hermeneutical' one. Finally, I hope to address the 'so what' question and make a case for the vital importance of hermeneutics for understanding religious education, as well as for understanding religion. This case lies not primarily in the association of religious education with the interpretation of scripture or more generally with questions of text or interpretation, but in the close association of education in its broadest sense with hermeneutical concerns. I sketch out the implications of a hermeneutical approach for teachers and curriculum planners faced with the tasks (which cannot be interpreted away) of selecting curriculum content and making decisions about pedagogical approach.

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Section: A Hermeneutics Of Educationmentioning

confidence: 99%

Religious education’s double hermeneutic

Aldridge

2018

British Journal of Religious Education

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“…When one truth claim meets the other religious truth claim that may be different from one to another, it may either create conflict or a mutual understanding and respect. For the latter purpose, formal and informal research and seminar are held for the sake of creating peace and respect among different religious followers (Aldridge, 2015;Grant & Matemba, 2013;Mulyadi, 2014;Truna, 2014).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Religious Tolerance in Indonesia: The Islamic Theological Perspectives

Ghazali

Hasanah

2020

HSSR

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Purpose of the study: The purpose of this paper is to elaborate methodological diversities in understanding religions both in internal and external circles and contexts are seen from Islamic theological perspectives. Methodology: The research methodology used in this study is a qualitative analysis, using content analysis method. Main Findings: The diversity of religious beliefs and religious understandings needs to be interpreted as a logical consequence of divine provisions. Methodologically, however, an individual’s belief cannot be adjudged right or wrong without understanding socio-cultural, referent, educational, and other external background experience shaping his belief and diversity. Applications of this study: Understanding and tolerant behavior in the diversity of beliefs in Indonesian society is necessary to create inter and inter-religious harmony, to realize a solid nation and state of life. Therefore, a comprehensive effort is needed to minimize intolerant understanding and behavior in the community from an early age, through integrative education and learning. Novelty/Originality of this study: Generally, research methodology on religion using religious doctrine as the main tool in the analysis of religious thought. This article presents a point of equilibrium between doctrine and

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“…An important and ongoing debate concerns the integration of non-religious worldviews in religious education (Jackson 2014;CoRE 2017). In addition to being a debate about whether nonreligious worldviews should be included (Watson 2010;Aldridge 2015) or excluded (Felderhof 2012;Barnes 2015), the debate has also been concerned with didactical approaches and conceptual and representational challenges of how to best depict such worldviews in RE (Bråten 2018;Everington 2018). An important aspect of this debate relates to equal treatment of different religions and worldviews (Jackson 2014;Åhs, Poulter, and Kallioniemi 2019).…”

Section: Introductionmentioning

confidence: 99%

Emplotting a privileged position. The construction of the history of secular humanism in Norwegian religious education textbooks

Schjetne

Hansen

2019

British Journal of Religious Education

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There has recently been an increasing focus on the inclusion of nonreligious world-views in religious education (RE). An important concern for the legitimacy of an RE subject in public education in liberal democracies is that all traditions, whether religious or secular, are treated in an equal and inclusive manner. This article examines the Norwegian case, where secular worldviews have been integrated as a central part of the compulsory national curriculum in RE for over 20 years. It does so by considering how the history of secular humanism is constructed in Norwegian RE textbooks. Theoretically, the article draws on the postmodern historiographic critique presented by Hayden White. A central concept is emplotment and the idea that emplotments convey moral arguments. Three narratives-'rationality', 'humanity' and 'rights and democracy'are identified as the core of the history of secular humanism being told in the material. The article suggests that the way these narratives are emplotted grants secular humanism a privileged position and that the fair and balanced representation of worldviews in RE education calls for alternative emplotments of this history.

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The case for Humanism in religious education

Cited by 11 publications

References 15 publications

Religious education’s double hermeneutic

Religious education’s double hermeneutic

Understanding the Religious Tolerance in Indonesia: The Islamic Theological Perspectives

Emplotting a privileged position. The construction of the history of secular humanism in Norwegian religious education textbooks

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