‘So, Is It True?’ Time to Embrace the Hermeneutical Turn in Catholic Religious Education in the Republic of Ireland
A key challenge for educational provision in the Republic of Ireland has been the need to develop appropriate approaches to religious education that are effective in terms of meeting the needs and rights of students in a democratic pluralistic society. At the centre of such discussions, although rar...
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| Format: | Electronic Article |
| Language: | English |
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| Published: |
MDPI
2021
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| In: |
Religions
Year: 2021, Volume: 12, Issue: 12 |
| Further subjects: | B
Catholic Education
B Pluralism B Republic of Ireland B Religious Education B truth claims B Hermeneutics B detraditionalisation |
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Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a A key challenge for educational provision in the Republic of Ireland has been the need to develop appropriate approaches to religious education that are effective in terms of meeting the needs and rights of students in a democratic pluralistic society. At the centre of such discussions, although rarely explicitly recognised, is an attempt to grapple with the question of truth in the context of religious education. This paper argues that religious education, in attempting to engage with this evolving context, is challenged in two trajectories: (a) by approaches that operate from the presumption that objective truth exists and (b) by approaches that are sceptical of any claim to objective truth. It will be argued that proposals, such as those offered by active pluralists, to deal with religious truth claims in religious education are limited in terms of their capacity to adequately treat such claims and the demands that these carry for adherents. This paper argues for a hermeneutical treatment of the context for Catholic religious education in the Republic of Ireland, which is considered under the following headings: (1) irruptions from the periphery, (2) the theological matrix, (3) the status of religion, and (4) the position of students and teachers in religious education classes. From this it will be suggested that promoting religious education as a hermeneutic activity allows for a respectful engagement with competing truth claims. | ||
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