This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or “world religions.”
Purchase
Buy instant access (PDF download and unlimited online access):
Institutional Login
Log in with Open Athens, Shibboleth, or your institutional credentials
Personal login
Log in with your brill.com account
Alberts, Wanda (2007). Integrative Religious Education in Europe: A Study-of-Religions Approach. Berlin / New York: De Gruyter.
Alberts, Wanda (2008). Didactics of the Study of Religions. Numen 55 (2-3), pp. 300-334.
Alberts, Wanda (2011). Religious Education in Norway. In: Leni Franken & Patrick Loobuyck, eds., Religious Education in a Plural, Secularised Society: A Paradigm Shift, Münster: Waxmann, pp. 99-114.
Andreassen, Bengt-Ove (2008). “Et ordinært fag i særklasse”—En analyse av fagdidaktiske perspektiver i innføringsbøker i religionsdidaktikk, PhD thesis, Institutt for religionsvitenskap, Universitetet i Tromsø.
Andreassen, Bengt-Ove (2014). Christianity as Culture and Religions as Religions. British Journal of Religious Education 36 (3), pp. 265-281.
Andreassen, Bengt-Ove (2016 2(2012 1)). Religionsdidaktikk: En innføring. Oslo: Universitetsforlaget.
Antes, Peter (2006). Grundriss der Religionsgeschichte: Von der Prähistorie bis zur Gegenwart. Stuttgart: Kohlhammer.
Berglund, Jenny (2009). Teaching Islam: Islamic Religious Education at Three Muslim Schools in Sweden. Uppsala: Universitetstryckeriet.
Berglund, Jenny (2015). Publicly Funded Islamic Religious Education in Europe and the United States. Washington: The Brookings Institution.
Cotter, Christopher R., and Robertson, David G., eds. (2016a). After World Religions: Reconstructing Religious Studies. London: Routledge.
Cotter, Christopher R., and Robertson, David G. (2016b). The World Religions Paradigm in Contemporary Religious Studies. In: Christopher R. Cotter & David G. Robertson, eds., After World Religions: Reconstructing Religious Studies, London: Routledge, pp. 1-20.
easr (2016). EASR Working Group “Religion in Public Education”. http://easr.org/index.php?id=1470 (accessed January 17, 2017).
Frank, Katharina (2010). Schulischer Religionsunterricht: Eine religionswissenschaftlich-soziologische Untersuchung. Stuttgart: Kohlhammer.
Franken, Leni (2017). Coping with Diversity in Religious Education: An Overview. Journal of Beliefs and Values (online), pp. 1-16.
Jensen, Tim (2008). rs Based re in Public Schools: A Must for a Secular State. Numen 55 (2-3), pp. 123-150.
Jensen, Tim (2013). A Battlefield in the Culture Wars: Religious Education in Danish Elementary School 1989-2011. In: Ansgar Jödicke, ed., Religious Education Politics, the State, and Society, Würzburg: Ergon, pp. 25-48.
Jensen, Tim (2016). asr and re. The Journal of the Irish Society for the Academic Study of Religions 3, pp. 59-83.
Joy, Morny (2016). Revisiting Comparative Religion in the Light of Contemporary Criticism: In Celebration of Tim Jensen’s 65th Birthday. In: Peter Antes, Armin W. Geertz, & Mikael Rothstein, eds., Contemporary Views on Comparative Religion, Sheffield: Equinox, pp. 17-32.
Klafki, Wolfgang (2007 6). Neue Studien zur Bildungstheorie und Didaktik: Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik. Weinheim: Beltz.
luh (Leibniz Universität Hannover), Seminar für Religionswissenschaft (2008). Modulhandbuch, Studienfach Religionswissenschaft / Werte und Normen im fächerübergreifenden Bachelorstudiengang (unpublished).
Martin, Craig (2016). Religion as Ideology: Recycled Culture vs. World Religions. In: Christopher R. Cotter & David G. Robertson, eds., After World Religions: Reconstructing Religious Studies, London: Routledge, pp. 63-74.
nkm (Niedersächsisches Kultusministerium) (2009). Kerncurriculum für das Gymnasium, Schuljahrgänge 5-10: Werte und Normen. Hannover: Land Niedersachsen. http://www.schure.de/22410/33,82105.htm (accessed January 17, 2017).
nkm (Niedersächsisches Kultusministerium) (2016). Religionsunterricht. Hannover: Land Niedersachsen. http://www.mk.niedersachsen.de/schule/schuelerinnen_und_schueler_eltern/religionsunterricht/religionsunterricht-90778.html (accessed January 17, 2017).
NSchG, Land Niedersachsen (2015). Niedersächsisches Schulgesetz. Hannover.
Owen, Suzanne (2011). The World Religions Paradigm: Time for a Change. Arts & Humanities in Higher Education 10 (3), pp. 253-268.
Ramey, Steven W. (2016). The Critical Embrace: Teaching the World Religions Paradigm as Data. In: Christopher R. Cotter & David G. Robertson, eds., After World Religions: Reconstructing Religious Studies, London: Routledge, pp. 48-60.
Skolverket (2016). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (reviderad 2016). Stockholm: Skolverket.
udir (2015). Læreplan i kristendom, religion, livssyn og etikk (KRLE). Oslo: Utdanningsdirektoratet. http://www.udir.no/kl06/rle1-02/ (accessed January 17, 2017).
Undervisningsministeriet (2016). Fælles Mål for faget kristendomskundskab. København http://www.emu.dk/sites/default/files/Kristendomskundskab%20-%20januar%202016.pdf (accessed January 17, 2017).
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 374 | 145 | 0 |
Full Text Views | 654 | 27 | 4 |
PDF Views & Downloads | 325 | 73 | 3 |
This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or “world religions.”
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 374 | 145 | 0 |
Full Text Views | 654 | 27 | 4 |
PDF Views & Downloads | 325 | 73 | 3 |