Fostering critical religious thinking in multicultural education for teacher education

Religious diversity as a consequence of global immigration has become a cultural phenomenon of pluralism in society. The fear of indoctrination and the desire for religious freedom fuel the debate on whether to remove religion from school education. Freire’s Pedagogy of the Oppressed offers a positi...

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Bibliographic Details
Main Author: Wang, Chien-hsing (Author)
Format: Electronic Article
Language:English
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Published: Routledge 2013
In: Journal of beliefs and values
Year: 2013, Volume: 34, Issue: 2, Pages: 152-164
Further subjects:B Critical Thinking
B Religious Education
B Multicultural education
B Teacher Education
Online Access: Volltext (lizenzpflichtig)
Description
Summary:Religious diversity as a consequence of global immigration has become a cultural phenomenon of pluralism in society. The fear of indoctrination and the desire for religious freedom fuel the debate on whether to remove religion from school education. Freire’s Pedagogy of the Oppressed offers a positive perspective on the debate by calling attention to the pedagogy of religious education in the pursuit of religious freedom for all human beings. Rather than transferring religious knowledge to students, the challenge for religious education is to foster critical religious thinking in them. Unfortunately, many teachers lack the confidence to address religious issues, as well as lacking support in the professional development of critical religious thinking. Hence, this article proposes a tentative model for fostering critical religious thinking that might fit into a course in multicultural education for teachers.
ISSN:1469-9362
Contains:Enthalten in: Journal of beliefs and values
Persistent identifiers:DOI: 10.1080/13617672.2013.802127