Grammar of Dissent? Theology and the Language of Religious Education
The prosperity of theology at Universities in this country is, for better or worse, linked to the prosperity or otherwise of Religious Education in the nation's schools where pupils first learn the grammar and vocabulary of belief. Yet despite one of the aspirations of recent reforms of the sub...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
2020
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| In: |
New blackfriars
Year: 2020, Volume: 101, Issue: 1092, Pages: 135-152 |
| Further subjects: | B
Curriculum Directory
B Theology B Catholic Schools B Religious Education B Newman B National Entitlement |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
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| Summary: | The prosperity of theology at Universities in this country is, for better or worse, linked to the prosperity or otherwise of Religious Education in the nation's schools where pupils first learn the grammar and vocabulary of belief. Yet despite one of the aspirations of recent reforms of the subject being to harmonize student transition from secondary to tertiary level, other voices have been raised which question the validity of that project. This article considers why religious education is currently such a contested pedagogical space, what kind of alternatives are being proposed and why Newman's Idea of a University and an ‘inclusive’ understanding of Theology might inform a coherent Catholic response. |
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| ISSN: | 1741-2005 |
| Contains: | Enthalten in: New blackfriars
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| Persistent identifiers: | DOI: 10.1111/nbfr.12542 |