Religion in public education and care (school and pre-school) has increasingly found its raison d... more Religion in public education and care (school and pre-school) has increasingly found its raison d’être as cultural education rather than induction into sets of religious beliefs. The subject of religious education (RE) finds, accordingly, diverse forms. Some subject variations emphasise morality, f. ex. peace education (Mwesigwa, 2009; Schmidt & Barnes, 2009). Others focus on the meaning of worldview (Kozhuharov, 2010). Still others point to the purpose of giving children spiritual education (e.g. De Souza, 2003, and the whole movement of spirituality research). This variety calls for religious literacy and values orientation (Edelbrock, Schweitzer, & Biesinger, 2010; Schreiner, 2007; Schulte & Wiedenroth-Gabler, 2003). Both terms – literacy and values – require further exploration in order to serve as guiding concepts in RE. All varieties of RE seem, moreover, to take different positions concerning the role of public education in children’s quest towards existential truth (Schroede...
For some decades it has been claimed that religious education and religious nurture are teaching ... more For some decades it has been claimed that religious education and religious nurture are teaching processes that presuppose different contexts. This claim is no longer undisputable, as both public educational institutions (school and kindergarten) and faith communities have to deal with questions of identity in a multi-cultural and multi-religious society. Religion has become a public issue again, but on different terms than some generations ago. Religion is furthermore seen together with the wider concept of spirituality, a concept that already plays a part in the understanding of education in a humanistic sense. This paper asks three questions: First, what is the significance of recognizing education as a spiritual process? Second, how does religion relate to education? Third, how can referring to religion in public education be justified politically in the light of recent developments? The questions are first discussed on the background of John M. Hull’s conceptual analysis of edu...
Religion in public education and care (school and pre-school) has increasingly found its raison d... more Religion in public education and care (school and pre-school) has increasingly found its raison d’être as cultural education rather than induction into sets of religious beliefs. The subject of religious education (RE) finds, accordingly, diverse forms. Some subject variations emphasise morality, f. ex. peace education (Mwesigwa, 2009; Schmidt & Barnes, 2009). Others focus on the meaning of worldview (Kozhuharov, 2010). Still others point to the purpose of giving children spiritual education (e.g. De Souza, 2003, and the whole movement of spirituality research). This variety calls for religious literacy and values orientation (Edelbrock, Schweitzer, & Biesinger, 2010; Schreiner, 2007; Schulte & Wiedenroth-Gabler, 2003). Both terms – literacy and values – require further exploration in order to serve as guiding concepts in RE. All varieties of RE seem, moreover, to take different positions concerning the role of public education in children’s quest towards existential truth (Schroede...
For some decades it has been claimed that religious education and religious nurture are teaching ... more For some decades it has been claimed that religious education and religious nurture are teaching processes that presuppose different contexts. This claim is no longer undisputable, as both public educational institutions (school and kindergarten) and faith communities have to deal with questions of identity in a multi-cultural and multi-religious society. Religion has become a public issue again, but on different terms than some generations ago. Religion is furthermore seen together with the wider concept of spirituality, a concept that already plays a part in the understanding of education in a humanistic sense. This paper asks three questions: First, what is the significance of recognizing education as a spiritual process? Second, how does religion relate to education? Third, how can referring to religion in public education be justified politically in the light of recent developments? The questions are first discussed on the background of John M. Hull’s conceptual analysis of edu...
Uploads
Papers by Sturla Sagberg