The Paradigms of Contemporary Religious Education
The word ‘paradigm’ appears in a number of Cornelia Roux’s published works (Roux 1998; 1998a; 2003; 2008; 2009; 2011). This article re-examines her use of ‘paradigm’ in the light of Thomas Kuhn’s (1996) The Structure of Scientific Revolutions. Drawing on recently published work on religion and educa...
| Autor principal: | |
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado: |
ASRSA
2014
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| En: |
Journal for the study of religion
Año: 2014, Volumen: 27, Número: 1, Páginas: 52-81 |
| Otras palabras clave: | B
Paradigm
B Epistemology B Religión B Education B Philosophy |
| Acceso en línea: |
Volltext (JSTOR) Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Sumario: | The word ‘paradigm’ appears in a number of Cornelia Roux’s published works (Roux 1998; 1998a; 2003; 2008; 2009; 2011). This article re-examines her use of ‘paradigm’ in the light of Thomas Kuhn’s (1996) The Structure of Scientific Revolutions. Drawing on recently published work on religion and education (Gearon 2013; 2014), I elaborate why researchers and educators alike require a more rigorous theoretical conceptualisation of the underlying paradigms of contemporary religious education. Outlining how a satisfactory understanding of the paradigms in religious education require an understanding of the epistemological grounds of each, the article presents, by way of demonstration, a critical outline of six such paradigms: the scripturaltheological; the phenomenological; the spiritual-experiential; the philosophical- conceptual; the socio-cultural; and the historical-political.Keywords: religion, education, paradigm, philosophy, epistemology |
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| ISSN: | 2413-3027 |
| Obras secundarias: | Enthalten in: Journal for the study of religion
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| Persistent identifiers: | DOI: 10.4314/jsr.v27i1 |