Ortodoksje i herezje a pedagogika religii uprawiana w duchu krytycznego religioznawstwa
Traditional pedagogy of religion, although strongly differentiated internally, is usually situated on the junctures between pedagogical and theological normativity. This modality of research allows one to identify paradigmatic analogies in relation to the current of revaluation of religion and pheno...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Polish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Polskie Towarzyrtwo Religioznawcze
2022
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| In: |
Przegla̜d religioznawczy
Year: 2022, Issue: 2/284 |
| Further subjects: | B
Heresies
B general pedagogy B orthodoxies B Religious Studies B paradigms in pedagogy of religion B pedagogy of religion |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a Traditional pedagogy of religion, although strongly differentiated internally, is usually situated on the junctures between pedagogical and theological normativity. This modality of research allows one to identify paradigmatic analogies in relation to the current of revaluation of religion and phenomenology of religion in contemporary religious studies. In these traditions, represented e.g. by Mircea Eliade, Gerardus van der Leeuw or Rudolf Otto, involve the assumption that the common phenomenon of religion in all available forms and manifestations is an element of the natural and essential human experience. This experience remains internalized as a manifestation of the transcendent spiritual reality of homo religiosus. Drawing on the categories of normativity and non-normativity in the study of pedagogy of religion, on the categories of orthodoxy and heresy as well as non-theological theories of contemporary religious studies, the paper poses the question concerning the possibility of going beyond the pedagogical-theological paradigm in the study of pedagogy of religion as a subdiscipline of general pedagogy. | ||
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