Gateways to accessing powerful RE knowledge: a critical constructive analysis
This article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of...
| Auteur principal: | |
|---|---|
| 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
[2021]
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| Dans: |
Journal of Religious Education
Année: 2021, Volume: 69, Numéro: 1, Pages: 161-174 |
| RelBib Classification: | AH Pédagogie religieuse RF Pédagogie religieuse VB Herméneutique; philosophie |
| Sujets non-standardisés: | B
Religious Education
B Powerful knowledge B threshold concepts B Religious Literacy |
| Accès en ligne: |
Accès probablement gratuit Volltext (lizenzpflichtig) |
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| 520 | |a This article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of powerful knowledge, as a possible platform for developing an approach for how a knowledge base in the subject could be identified. The concept of powerful knowledge is shown to be relevant for how epistemological perspectives can be considered in relation to an analysis of the subject's knowledge base. Such an analysis is carried out, and the concept of threshold concepts is introduced to develop a broader and sharper theoretical framework, at the same time as Young's approach becomes the subject of a more in-depth discussion. The presentation leads to a discussion of various considerations relevant to an analysis of how a powerful RE knowledge may be understood. | ||
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