Welcome to my church: faith-practitioners and the representation of religious traditions in secular RE
The paper notices that faith-practitioners’ involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners’ involvem...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Springer
[2020]
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| In: |
Journal of Religious Education
Jahr: 2020, Band: 68, Heft: 3, Seiten: 289-303 |
| RelBib Classification: | CB Christliche Existenz; Spiritualität KBF Britische Inseln RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Living religion
B Pedagogy B Religious Education B Learning outside the classroom B Christianity |
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Volltext (kostenfrei) |
| Zusammenfassung: | The paper notices that faith-practitioners’ involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners’ involvement as a learning strategy can address authentic representation of religions as a learning principle. Empirical data for the paper is drawn from four qualitative interviews with faith-practitioners from different Christian denominations about their preferred representations of Christianity during secular RE study-visits to their churches. The paper finds that faith-practitioners’ preferred representations can be categorised as insider-institutional (denominational) and insider-personal. Together, these types of representation can complement authenticity in the representation of religions in RE because they offer particular, rather than generalised, accounts of religious traditions. |
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| ISSN: | 2199-4625 |
| Enthält: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-020-00122-6 |