Details
| Original language | English |
|---|---|
| Pages (from-to) | 443-458 |
| Number of pages | 16 |
| Journal | Method and Theory in the Study of Religion (MTSR) |
| Volume | 29 |
| Issue number | 4-5 |
| Early online date | 16 Nov 2017 |
| Publication status | Published - 2017 |
Abstract
This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or "world religions".
Keywords
- Easr working group on religion in public education, Religious education, Study of religions, Teacher training, Teaching programmes, World religions paradigm
ASJC Scopus subject areas
- Arts and Humanities(all)
- Religious studies
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In: Method and Theory in the Study of Religion (MTSR), Vol. 29, No. 4-5, 2017, p. 443-458.
Research output: Contribution to journal › Article › Research › peer review
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TY - JOUR
T1 - Reconstruction, Critical Accommodation or Business as Usual?
T2 - Challenges of Criticisms of the World Religions Paradigm to the Design of Teaching Programmes in the Study of Religions
AU - Alberts, Wanda
N1 - Publisher Copyright: © Koninklijke Brill NV, Leiden, 2017.
PY - 2017
Y1 - 2017
N2 - This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or "world religions".
AB - This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or "world religions".
KW - Easr working group on religion in public education
KW - Religious education
KW - Study of religions
KW - Teacher training
KW - Teaching programmes
KW - World religions paradigm
UR - http://www.scopus.com/inward/record.url?scp=85037605992&partnerID=8YFLogxK
U2 - 10.1163/15700682-12341404
DO - 10.1163/15700682-12341404
M3 - Article
VL - 29
SP - 443
EP - 458
JO - Method and Theory in the Study of Religion (MTSR)
JF - Method and Theory in the Study of Religion (MTSR)
IS - 4-5
ER -