A theory of recognition as framework for religious education. Reading Axel Honneth from a pedagogical and theological perspective
Experiences of withheld and of granted recognition constitute an integral part of everybody's learning biography, as the experience of recognition is crucial to all processes of socialisation and identity formation. In consequence, the last two decades have seen a considerable interest in recog...
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado: |
Routledge
[2018]
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| En: |
Journal of beliefs and values
Año: 2018, Volumen: 39, Número: 4, Páginas: 416-428 |
| (Cadenas de) Palabra clave estándar: | B
Honneth, Axel 1949-
/ Pedagogía
/ Suceso de aprendizaje
/ Reconocimiento
/ Pedagogía de la religión
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| Clasificaciones IxTheo: | AE Psicología de la religión AH Pedagogía de la religión RF Catequética |
| Otras palabras clave: | B
Religious Education
B religious recognition B Axel Honneth B Recognition |
| Acceso en línea: |
Volltext (Resolving-System) |
| Parallel Edition: | Electrónico
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| Sumario: | Experiences of withheld and of granted recognition constitute an integral part of everybody's learning biography, as the experience of recognition is crucial to all processes of socialisation and identity formation. In consequence, the last two decades have seen a considerable interest in recognition theories, initially particularly in the field of political and social theory but later extending into educational contexts. In dialogue with the influential theory of recognition by German philosopher Axel Honneth, this paper develops an interpretation of recognition which can enrich the theory of education, and in particular that of religious education. A theological perspective on recognition is provided that aims to identify and specify the distinctive contribution that religious education can make to the realisation of recognition in schools and the basic implications for theory and practice that follow from this. |
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| ISSN: | 1469-9362 |
| Obras secundarias: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2018.1442979 |