Welcome to my church: faith-practitioners and the representation of religious traditions in secular RE
The paper notices that faith-practitioners’ involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners’ involvem...
Главный автор: | |
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Формат: | Электронный ресурс Статья |
Язык: | Английский |
Проверить наличие: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Опубликовано: |
Springer
[2020]
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В: |
Journal of Religious Education
Год: 2020, Том: 68, Выпуск: 3, Страницы: 289-303 |
Индексация IxTheo: | CB Христианская жизнь KBF Британские острова RF Катехитика |
Другие ключевые слова: | B
Living religion
B Pedagogy B Religious Education B Learning outside the classroom B Christianity |
Online-ссылка: |
Volltext (kostenfrei) |
Итог: | The paper notices that faith-practitioners’ involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners’ involvement as a learning strategy can address authentic representation of religions as a learning principle. Empirical data for the paper is drawn from four qualitative interviews with faith-practitioners from different Christian denominations about their preferred representations of Christianity during secular RE study-visits to their churches. The paper finds that faith-practitioners’ preferred representations can be categorised as insider-institutional (denominational) and insider-personal. Together, these types of representation can complement authenticity in the representation of religions in RE because they offer particular, rather than generalised, accounts of religious traditions. |
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ISSN: | 2199-4625 |
Второстепенные работы: | Enthalten in: Journal of Religious Education
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Persistent identifiers: | DOI: 10.1007/s40839-020-00122-6 |