A culture of dialogue. vision, pedagogy and dialogic skills for the RE classroom
The Catholic Church has recently issued a call for “educating to fraternal humanism” that envisions a pluralist society in which all voices are to be heard. This contrasts with previously held positions of outright rejection of pluralist society (Augustinian Thomism) or Christianisation (Whig Thomis...
| 1. VerfasserIn: | |
|---|---|
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
2021
|
| In: |
British Journal of religious education
Jahr: 2021, Band: 43, Heft: 2, Seiten: 150-160 |
| normierte Schlagwort(-folgen): | B
Katholischer Religionsunterricht
/ Interreligiöses Lernen
|
| RelBib Classification: | CC Christentum und nichtchristliche Religionen; interreligiöse Beziehungen KDB Katholische Kirche RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Dialogue
B Pedagogy B curriculum theory B Dominican thomism |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (lizenzpflichtig) |
| Zusammenfassung: | The Catholic Church has recently issued a call for “educating to fraternal humanism” that envisions a pluralist society in which all voices are to be heard. This contrasts with previously held positions of outright rejection of pluralist society (Augustinian Thomism) or Christianisation (Whig Thomism). This paper advances a Dominican Thomist vision of a post-secular society comprising three realms, namely sacred, secular and profane. Dominican Thomism is founded upon human reasoning whereby Catholic and liberal thinkers collaborate to build this society with a fortified secular realm that is a buffer against the other two realms. In such a secular realm the public sphere is pluralist and open to all voices. A socially productive pedagogy is the starting point and this paper points to a dialogic RE intervention in the classroom that offers much promise. |
|---|---|
| ISSN: | 1740-7931 |
| Enthält: | Enthalten in: British Journal of religious education
|
| Persistent identifiers: | DOI: 10.1080/01416200.2019.1628006 |