Evaluative RE? A response to two articles by Andrew Wright on hermeneutics and religious understanding
In broad agreement with Wright, this article seeks to take the discussion a stage further by excavating assumptions at the root of the problem detected in the adoption of inappropriate hermeneutical models for religious education based on romanticism and postmodernism. A radical critique of these as...
| 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: |
Routledge
2000
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| In: |
Journal of beliefs and values
Year: 2000, Volume: 21, Issue: 1, Pages: 63-72 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | In broad agreement with Wright, this article seeks to take the discussion a stage further by excavating assumptions at the root of the problem detected in the adoption of inappropriate hermeneutical models for religious education based on romanticism and postmodernism. A radical critique of these assumptions has significant implications for the subject. This leads to discussion developing Wright's suggestions for a model which can promote openness and thoughtfulness on the part of pupils/students whilst paying attention to truth-claims. I call this evaluative religious education because it focuses on sharing reflective thinking skills used in an affirming as well as a critical way. |
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| ISSN: | 1469-9362 |
| Contains: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617670050002336 |