Climate, social justice and an education in power
The argument is put forward that for pupils in Religion and Worldviews to have an understanding of the existential crisis we now find ourselves in, the curriculum must offer a deliberate analysis of power, whether power over people or the natural world. This call is supported by liberal educational...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer
2022
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| Dans: |
Journal of Religious Education
Année: 2022, Volume: 70, Numéro: 3, Pages: 355-365 |
| Sujets non-standardisés: | B
Environnement (art)
B Liberal Education B Autonomy B Power |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | The argument is put forward that for pupils in Religion and Worldviews to have an understanding of the existential crisis we now find ourselves in, the curriculum must offer a deliberate analysis of power, whether power over people or the natural world. This call is supported by liberal educational thinking. A liberal education approach is presented as a model geared towards knowledge and understanding above all, within which an analysis of power is possible.Also addressed is the question of how far educators can expect any changed outcomes in pupils’ outlook or behaviour, based on their learning. It is proposed that to honour pupils’ intellectual autonomy, no outcome can be expected. If next generation are to innovate, they need to understand the form and nature of the powers they are dealing with. It is proposed that teachers of Religion and Worldviews could contribute to a crucial understanding at this precarious point in our planet’s history. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-022-00189-3 |