Questions open to infinity and the legitimacy of wonder in university curricula
Drawing on the work of prominent atheists and theists, this article argues that any genuinely comprehensive vision of education should include space on the curriculum for subjects such as Theology. Theology is an example of a subject which pushes questioning to infinity, thereby allowing for insight...
| Κύριοι συγγραφείς: | ; |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Springer
2021
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| Στο/Στη: |
Journal of Religious Education
Έτος: 2021, Τόμος: 69, Τεύχος: 3, Σελίδες: 389-399 |
| Σημειογραφίες IxTheo: | FB Θεολογικές Σπουδές RF Χριστιανική θρησκευτική εκπαίδευση, Κατηχητική ΖΑ Κοινωνικές επιστήμες |
| Άλλες λέξεις-κλειδιά: | B
Πρόγραμμα σπουδών
B Infinity B Wonder B Universities |
| Διαθέσιμο Online: |
Volltext (lizenzpflichtig) |
| Σύνοψη: | Drawing on the work of prominent atheists and theists, this article argues that any genuinely comprehensive vision of education should include space on the curriculum for subjects such as Theology. Theology is an example of a subject which pushes questioning to infinity, thereby allowing for insight, potential discovery and wonder. The article identifies problems in education systems framed by narrow learning outcomes. These unduly limit the scope for legitimate enquiry and restrict the reach of education. Scholars from a range of disciplines with differing worldviews make a case for a more open educational ambition. |
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| ISSN: | 2199-4625 |
| Περιλαμβάνει: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-021-00146-6 |