L' ora di religione come questione aporetica
Reflection upon the role of religious education in Italian public schools means thinking about legal, historical, and cultural matters of particular importance, to be specific about the question of the relationship between religions / Catholic religion and secularity / democratic institutions. In ot...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Italian |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Morcelliana
2009
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| In: |
Studi e materiali di storia delle religioni
Year: 2009, Volume: 75, Issue: 2, Pages: 535-563 |
| Further subjects: | B
Pluralism
B Teaching methods B Public Schools B Religious Education B Religious Studies B Curriculum B Italy B Christianity & society B Secular education |
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| 520 | |a Reflection upon the role of religious education in Italian public schools means thinking about legal, historical, and cultural matters of particular importance, to be specific about the question of the relationship between religions / Catholic religion and secularity / democratic institutions. In other words, we are called to think about the relationship between Christian faith and culture, religious confession, and historicocritical rationality, the history of Christianity and the history of religions. However, only an awareness of the critical and self-deconstructing nature of secularism - a paradoxical legacy of the Christian religion - allows us to recognize the cultural sense, even the challenge for a more mature and self-conscious secularism represented by the aporetic character of the presence of one hour of teaching of confessional religion (predominantly Catholic, but - where needed - even that of other denominations and religions recognized by the state) in public cultural education, which has a duty to be secular and pluralistic. A secular, pluralistic, historico-critical, and non-denominational approach to religion, more and more recognized as culturally and socially crucial, should be guaranteed by the introduction of a parallel teaching of the history of religions that is not optional, but curricular. This should be taught by selected teachers, trained to a rigorous method of the history of religions in state universities, some of which have already activated degree programs and curricula of sciences of religions. (English) | ||
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