Learning in Encounter and Addressing Normativity in Religious Education Faculties/Programs
Working with normative considerations is an important part of empirical research in religious education (RE) and in the formation of practical theologians, in general, and of religious educators in RE faculties/programs, in particular. What does sufficient reflection on normativity look like in teac...
| Auteur principal: | |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
[2020]
|
| Dans: |
Religious education
Année: 2020, Volume: 115, Numéro: 4, Pages: 426-435 |
| Sujets / Chaînes de mots-clés standardisés: | B
Interreligiosité
/ Normativité
/ Professeur de religion
/ Formation
|
| RelBib Classification: | AD Sociologie des religions AH Pédagogie religieuse |
| Sujets non-standardisés: | B
Practical Theology
B Theological Reflection B Religious Education B hermeneutical skills B Normativity B learning in encounter |
| Accès en ligne: |
Volltext (Resolving-System) |
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| 520 | |a Working with normative considerations is an important part of empirical research in religious education (RE) and in the formation of practical theologians, in general, and of religious educators in RE faculties/programs, in particular. What does sufficient reflection on normativity look like in teaching religious educators? From a practical theological perspective, directions for working with normativity in RE faculties/programs are provided and discussed. These directions entail pedagogical and theological reflection on the levels of four layers of normativity: (1) discourse in religious practice, (2) the professional theory of practice, (3) the academic theory of practice, and (4) the metatheoretical foundation of observations of and research in practices. The author illustrates the argument with a discussion of the concept of learning in encounter. | ||
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