Hermeneutical learning in religious education
This article describes the contours of hermeneutical learning in the context of religious education. Hermeneutical learning is firstly distinguished from monoreligious learning and multireligious learning. Hermeneutical learning is based on a triple hermeneutic task: interpretation of text, context...
| 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: |
Springer
[2020]
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| Dans: |
Journal of Religious Education
Année: 2020, Volume: 68, Numéro: 1, Pages: 1-11 |
| RelBib Classification: | AH Pédagogie religieuse RF Pédagogie religieuse VA Philosophie |
| Sujets non-standardisés: | B
Catholic Identity
B Religious Education B Hermeneutics |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |
| Résumé: | This article describes the contours of hermeneutical learning in the context of religious education. Hermeneutical learning is firstly distinguished from monoreligious learning and multireligious learning. Hermeneutical learning is based on a triple hermeneutic task: interpretation of text, context and the biography of the student, and avoids both monocorrelation and relativism. In realising this task, the concept of hermeneutical intersections' is introduced as well as criteria to deal with these conflicts of interpretations' in religious education. Finally, the role of the religious educator is developed as witness, specialist, and moderator in the hermeneutical learning process. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-020-00090-x |