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...
| Authors: | ; |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Springer
2021
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| Em: |
Journal of Religious Education
Ano: 2021, Volume: 69, Número: 3, Páginas: 389-399 |
| Classificações IxTheo: | FB Formação teológica RF Catequética ZA Ciências sociais |
| Outras palavras-chave: | B
Infinity
B Curriculum B Wonder B Universities |
| Acesso em linha: |
Volltext (lizenzpflichtig) |
| Resumo: | 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 |
| Obras secundárias: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-021-00146-6 |