Knowledge, Faith Development, and Religious Education that Includes All
This article explores the notion of inclusive religious education as it impacts people with and without disabilities. The changes that need to occur to make religious education inclusive go far beyond the idea of inclusion to the basic premise of what faith development entails. A case is made that r...
| 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: |
Routledge
2010
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| Dans: |
Journal of religion, disability & health
Année: 2010, Volume: 14, Numéro: 2, Pages: 186-203 |
| Sujets non-standardisés: | B
Inclusive Religious Education
B Faith Development B People with disabilities |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This article explores the notion of inclusive religious education as it impacts people with and without disabilities. The changes that need to occur to make religious education inclusive go far beyond the idea of inclusion to the basic premise of what faith development entails. A case is made that religious education in most of its current forms is too knowledge-based, leading to an errant premise about how faith is developed and to misguided structures for the Christian church. The presence of persons with intellectual disabilities reminds us to re-examine this knowledge orientation, resulting in recommendations for faith development programs that will benefit all. |
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| ISSN: | 1522-9122 |
| Contient: | Enthalten in: Journal of religion, disability & health
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| Persistent identifiers: | DOI: 10.1080/15228961003622377 |