The Paradigms of Contemporary Religious Education
The word ‘paradigm’ appears in a number of Cornelia Roux’s published works (Roux 1998; 1998a; 2003; 2008; 2009; 2011). This article re-examines her use of ‘paradigm’ in the light of Thomas Kuhn’s (1996) The Structure of Scientific Revolutions. Drawing on recently published work on religion and educa...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
ASRSA
2014
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| In: |
Journal for the study of religion
Year: 2014, Volume: 27, Issue: 1, Pages: 52-81 |
| Further subjects: | B
Paradigm
B Epistemology B Education B Religion B Philosophy |
| Online Access: |
Volltext (JSTOR) Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a The word ‘paradigm’ appears in a number of Cornelia Roux’s published works (Roux 1998; 1998a; 2003; 2008; 2009; 2011). This article re-examines her use of ‘paradigm’ in the light of Thomas Kuhn’s (1996) The Structure of Scientific Revolutions. Drawing on recently published work on religion and education (Gearon 2013; 2014), I elaborate why researchers and educators alike require a more rigorous theoretical conceptualisation of the underlying paradigms of contemporary religious education. Outlining how a satisfactory understanding of the paradigms in religious education require an understanding of the epistemological grounds of each, the article presents, by way of demonstration, a critical outline of six such paradigms: the scripturaltheological; the phenomenological; the spiritual-experiential; the philosophical- conceptual; the socio-cultural; and the historical-political.Keywords: religion, education, paradigm, philosophy, epistemology | ||
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