Religious Education, Big Ideas and the study of religion(s) and worldview(s)
This article outlines the 'Big Ideas' approach to curriculum reform, as applied in the 'Principles and Big Ideas of Science Education' project. A critical analysis follows of the outcomes of the University of Exeter's 'Identifying Principles and Big Ideas for Religious...
| VerfasserInnen: | ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
[2019]
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| In: |
British Journal of religious education
Jahr: 2019, Band: 41, Heft: 1, Seiten: 27-40 |
| normierte Schlagwort(-folgen): | B
Religionsunterricht
/ Idee
/ Kooperatives Lernen
/ Handlungsorientierter Unterricht
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| RelBib Classification: | AH Religionspädagogik RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Pedagogy
B RE-searchers B Religious Education B Big Ideas |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (Verlag) |
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| 245 | 1 | 0 | |a Religious Education, Big Ideas and the study of religion(s) and worldview(s) |c Rob Freathy (Graduate School of Education, University of Exeter, Exeter, UK) and Helen C. John (Theology and Religion, University of Exeter, Exeter, UK) |
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| 520 | |a This article outlines the 'Big Ideas' approach to curriculum reform, as applied in the 'Principles and Big Ideas of Science Education' project. A critical analysis follows of the outcomes of the University of Exeter's 'Identifying Principles and Big Ideas for Religious Education' project, which sought to apply the same approach to Religious Education (RE) in English schools. This project made great headway in generating 'Big Ideas' to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge means that 'Big Ideas' about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our 'knowledge' of religion(s) and worldview(s) is generated. In this regard, the article posits four 'Big Ideas about the study of religion(s) and worldview(s)' to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the 'RE-searchers approach' to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice. | ||
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