Religious competence and the new National Curriculum of Latvia: denominational challenge
In Latvia the implementation of the new National Curriculum is oriented towards a competence based approach that focuses on learning by doing and is based on theoretical constructs of constructionism and social constructivism. For the first time since Latvia gained independence in 1990, the new Nati...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer
[2019]
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| In: |
Journal of Religious Education
Year: 2019, Volume: 67, Issue: 1, Pages: 77-86 |
| RelBib Classification: | AH Religious education KBK Europe (East) |
| Further subjects: | B
Religious competence
B Social and civil sphere of education B Competence B National Curriculum B Religious Education |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a In Latvia the implementation of the new National Curriculum is oriented towards a competence based approach that focuses on learning by doing and is based on theoretical constructs of constructionism and social constructivism. For the first time since Latvia gained independence in 1990, the new National Curriculum will provide a unique opportunity for pupils to study religion as a phenomenon and religions as traditions. The aim of the new National Curriculum is integration of religious competences in the curriculum embracing all 12 years of primary and secondary education. A working group of experts was created for dealing with the social and civil issues of the National Curriculum, and the group has been given the task to develop six main concepts for promoting a harmonious attitude in learners, which would enable them to feel and act more responsibly in the changing social and global reality. Thus, the objective of the Curriculum will be achieved if the learners choose to act responsibly and meaningfully at all times. The religious education programme has to be developed in a way that it fits into this particular framework. It is anticipated that the new programme will challenge the traditional ways of teaching and learning religious education. The aim of this study is to find the answers to the following questions: How can Religious Education be integrated into the social and civil sphere of the new National Curriculum? What is the best approach to integration of Religious Education into the new National Curriculum? Is there a place for denominational aspects of Religious Education? This study is a descriptive analysis of the particular experience gathered while developing the national standard. | ||
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