Questions open to infinity and the legitimacy of wonder in university curricula
Drawing on the work of prominent atheists and theists, this article argues that any genuinely comprehensive vision of education should include space on the curriculum for subjects such as Theology. Theology is an example of a subject which pushes questioning to infinity, thereby allowing for insight...
| Auteurs: | ; |
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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: |
Springer
2021
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| Dans: |
Journal of Religious Education
Année: 2021, Volume: 69, Numéro: 3, Pages: 389-399 |
| RelBib Classification: | FB Formation théologique RF Pédagogie religieuse ZA Sciences sociales |
| Sujets non-standardisés: | B
Infinity
B Programme scolaire B Wonder B Universities |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | Drawing on the work of prominent atheists and theists, this article argues that any genuinely comprehensive vision of education should include space on the curriculum for subjects such as Theology. Theology is an example of a subject which pushes questioning to infinity, thereby allowing for insight, potential discovery and wonder. The article identifies problems in education systems framed by narrow learning outcomes. These unduly limit the scope for legitimate enquiry and restrict the reach of education. Scholars from a range of disciplines with differing worldviews make a case for a more open educational ambition. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-021-00146-6 |