Taking spiritual experiences seriously in the religious education classroom: a transrational approach
Spiritual experiences are common across religious and non-religious faiths, but schoolchildren are often afraid to share these because they fear ridicule from peers who are convinced religion is irrational. The need to speak about spirituality in religious education is increasingly recognised. Signp...
| Auteurs: | ; |
|---|---|
| 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: |
Taylor & Francis
[2019]
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| Dans: |
International journal of children's spirituality
Année: 2019, Volume: 24, Numéro: 3, Pages: 243-259 |
| RelBib Classification: | AB Philosophie de la religion AD Sociologie des religions AG Vie religieuse AH Pédagogie religieuse CB Spiritualité chrétienne RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Education
B spiritual experiences B transrational paradigm B intercultural understanding |
| Accès en ligne: |
Volltext (Resolving-System) |
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| 520 | |a Spiritual experiences are common across religious and non-religious faiths, but schoolchildren are often afraid to share these because they fear ridicule from peers who are convinced religion is irrational. The need to speak about spirituality in religious education is increasingly recognised. Signposts suggests that intercultural understanding implies recognising religious students' perception of reality and helping others understand it. Religious education in Norway now includes exploration of existential questions as a core element, and in England, making sense of religious, spiritual and mystical experiences has been suggested as a big idea. In this paper, we discuss how the dualistic paradigm of modern science makes it difficult to take spirituality seriously as lived experience and empirical phenomenon. Instead we suggest a transrational approach to explore our multidimensional reality in an intercultural dialogue where insiders and outsiders learn from each other. We also explore examples of transrational research on spiritual phenomena. | ||
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