RT Article
T1 Non-binary worldviews in education
JF British Journal of religious education
VO 44
IS 3
SP 325
OP 335
A1 Bråten, Oddrun M. H.
LA English
YR 2022
UL https://ixtheo.de/Record/1815212659
AB In this article, I discuss the potential of developing a kind of worldview education that has the purpose of enabling teachers and students to understand how worldviews are formed. I explore how suggestions of Ann Taves can be helpful towards such an aim and pay special attention to research into self-defined ‘non-religious people. It seems their worldviews can defy the secular-religious divide and be categorised as non-binary. Taves have suggested to use worldviews as an overarching rubric, that encompasses both religious, non-religious and non-binary views, which I see as corresponding with suggestions towards worldview education in schools. It signals a need for a new language for certain parts of human activity related to meaning-making. A kind of Worldview education is already a part of school subjects in Norway, Sweden, England, Finland, Netherlands and beyond, and scholars are now exploring possibilities in this. I review some recent discussions among educationalists against the suggestions of Taves, who define worldviews in terms of Big Questions, draw upon a global meanings system theory used by psychologists, and biological and evolutionary grounding of the concepts which, according to Taves would make the worldview concept more stable than the highly contested concept of religion.
K1 the studies of religions and worldviews in schools
K1 Religious Studies
K1 Education
K1 Non-binary worldviews
DO 10.1080/01416200.2021.1901653