Religious Literacy as Religion Literacy: A Response from the UK
This response builds on Wolfart’s observations on the theological underpinnings of the “religious literacy” paradigm in a North American context by reflecting on the situation in the United Kingdom. Here, it is even more apparent that institutional factors are a bigger driver than methodological fac...
| 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: |
Brill
2022
|
| In: |
Method & theory in the study of religion
Year: 2022, Volume: 34, Issue: 5, Pages: 475-483 |
| Standardized Subjects / Keyword chains: | B
Great Britain
/ Knowledge
/ Religion
/ Religious pedagogy
/ Religious studies
/ Religious education
|
| RelBib Classification: | AA Study of religion AH Religious education |
| Further subjects: | B
Commentary
B TRS B Religious Education B United Kingdom B Interfaith B Religious Literacy |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a This response builds on Wolfart’s observations on the theological underpinnings of the “religious literacy” paradigm in a North American context by reflecting on the situation in the United Kingdom. Here, it is even more apparent that institutional factors are a bigger driver than methodological factors, driven by the neo-liberalisation of the universities and the entrenched institutional dominance of confessional approaches to the study of religion. Yet it also provides a way for social-scientific scholars of religion to explain the instrumental value of the subject to policymakers and funding bodies. I conclude by sketching an approach to religious literacy more in keeping with post-phenomenological Religious Studies. | ||
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