Is Discussing Controversial Issues in RE a Magic Bullet to Promote Social Cohesion? Mapping Opportunities and Challenges Based on Previous Research
In the public debate, it is often argued that RE is important because it promotes social cohesion. In the academic debate, however, this position is controversial because, firstly, this goal is associated with a politicization of RE and, secondly, empirical evidence on whether or how RE causes this...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brill
2023
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| In: |
Journal of empirical theology
Year: 2023, Volume: 36, Issue: 2, Pages: 147-169 |
| Standardized Subjects / Keyword chains: | B
Religious instruction
/ Controversy
/ Group cohesion
/ Tolerance
/ Religious conflict
/ History 2000-2023
|
| IxTheo Classification: | AD Sociology of religion; religious policy AH Religious education AX Inter-religious relations TK Recent history |
| Further subjects: | B
Common Good
B Religious Education B Plurality B Social Cohesion B Controversial Issues B Religious conflicts |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a In the public debate, it is often argued that RE is important because it promotes social cohesion. In the academic debate, however, this position is controversial because, firstly, this goal is associated with a politicization of RE and, secondly, empirical evidence on whether or how RE causes this effect seems to be lacking. In this article, I argue first that cohesion is an adequate subgoal of RE, assuming a social rather than a state-political understanding of cohesion. Second, I refer to international studies on teaching controversial issues (CIs), which show that students can learn participation, tolerance, and common good orientation through high-quality exploration of CIs in class. However, due to methodological difficulties and negative side effects, the discussion of CIs in RE cannot be assumed to be a magic bullet for achieving cohesion. For instance, uncertainties and ambiguities accompany forms of dissent in the classroom, which may lead to authoritarian dispositions and political intolerance. In addition, there are particular challenges for inclusive and especially denominational RE in terms of teachers, issues, students, and external factors. | ||
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