Three Phases of Religious Education: Learning, Evaluation and Commitment
RELIGIOUS EDUCATION IS analysed into three phases: Learning, Evaluation and Commitment. What has to be learned has logical priority and is to be understood in terms of a basic conception, in several dimensions, of world-faiths, abstracted from the living religions a pupil meets. What is learnt can t...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[1999]
|
| In: |
Journal of education & Christian belief
Year: 1999, Volume: 3, Issue: 2, Pages: 123-135 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
MARC
| LEADER | 00000naa a22000002 4500 | ||
|---|---|---|---|
| 001 | 1727011481 | ||
| 003 | DE-627 | ||
| 005 | 20200813134823.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 200813s1999 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1177/205699719900300207 |2 doi | |
| 035 | |a (DE-627)1727011481 | ||
| 035 | |a (DE-599)KXP1727011481 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a 1 |2 ssgn | ||
| 100 | 1 | |e VerfasserIn |0 (DE-588)1202548245 |0 (DE-627)1686901887 |4 aut |a Attfield, David G. | |
| 109 | |a Attfield, David G. |a Attfield, D. G. |a Attfield, David | ||
| 245 | 1 | 0 | |a Three Phases of Religious Education |b Learning, Evaluation and Commitment |
| 264 | 1 | |c [1999] | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a RELIGIOUS EDUCATION IS analysed into three phases: Learning, Evaluation and Commitment. What has to be learned has logical priority and is to be understood in terms of a basic conception, in several dimensions, of world-faiths, abstracted from the living religions a pupil meets. What is learnt can then be evaluated, both as a personal life-option and/or as one making factual claims about the universe. On the latter alternative evaluation becomes the application of truth-criteria and a scheme of such criteria is set out and defended. Pupils finally need to know what is involved in proceeding from belief to a substantive faith commitment, if they should so desire. Teachers should also encourage pupils in a commitment to religious reflection as a life-long quest. | ||
| 773 | 0 | 8 | |i Enthalten in |t Journal of education & Christian belief |d Carlisle, Cumbria (UK) : Paternoster Periodicals, 1997 |g 3(1999), 2, Seite 123-135 |w (DE-627)357169565 |w (DE-600)2094305-2 |w (DE-576)27388588X |7 nnns |
| 773 | 1 | 8 | |g volume:3 |g year:1999 |g number:2 |g pages:123-135 |
| 856 | 4 | 0 | |u https://journals.sagepub.com/doi/abs/10.1177/205699719900300207 |x Verlag |
| 856 | |u https://doi.org/10.1177/205699719900300207 |x doi |3 Volltext | ||
| 951 | |a AR | ||
| ELC | |a 1 | ||
| ITA | |a 1 |t 1 | ||
| LOK | |0 000 xxxxxcx a22 zn 4500 | ||
| LOK | |0 001 3739337257 | ||
| LOK | |0 003 DE-627 | ||
| LOK | |0 004 1727011481 | ||
| LOK | |0 005 20200813134556 | ||
| LOK | |0 008 200813||||||||||||||||ger||||||| | ||
| LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
| LOK | |0 092 |o n | ||
| LOK | |0 852 |a DE-Tue135 | ||
| LOK | |0 852 1 |9 00 | ||
| LOK | |0 935 |a ixzs |a ixzo | ||
| ORI | |a SA-MARC-ixtheoa001.raw | ||