Traiter de la religion à l'école. La contribution d'une réflexion sur l'épistémologie des sciences des religions
The introduction of a common curriculum for the French speaking part of Switzerland has altered teaching on religion at the secondary level. While the new curriculum provides a general framework as well as objects of study, it does not, however, define the epistemological background for the category...
| 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: |
[2015]
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| Dans: |
Zeitschrift für Religionskunde
Année: 2015, Volume: 1, Pages: 85-94 |
| Sujets / Chaînes de mots-clés standardisés: | B
Suisse romande
/ Enseignement secondaire
/ Enseignement de la religion
/ Logique épistémique
/ Science des religions
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| Sujets non-standardisés: | B
Epistémologie
B PER B Sciences des religions |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | The introduction of a common curriculum for the French speaking part of Switzerland has altered teaching on religion at the secondary level. While the new curriculum provides a general framework as well as objects of study, it does not, however, define the epistemological background for the category “religion”. This essay attempts to clarify this background by identifying the academic discipline on which it builds (the study of religion) as well as the disciplinary matrices that cohabit within it. Finally, the essay deals with the issue of the critical dimension of the scholarly discipline and suggests ways to preserve it in the context of public schools. |
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| ISSN: | 2297-6469 |
| Contient: | Enthalten in: Zeitschrift für Religionskunde
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