The religious educator as story-teller: suggestions from Paul Ricoeur's work
Contrary to what the dominant meta-narrative and what the mass media have taught, narrative religious education should follow a hermeneutic of fiction. It should be, in other words, education in perception, in seeing, and in hearing, a school of fictionality and imaginative variation, and a school o...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
1998
|
| In: |
Religious education
Year: 1998, Volume: 93, Issue: 3, Pages: 314-331 |
| Standardized Subjects / Keyword chains: | B
Ricœur, Paul 1913-2005
/ Narrative theology
/ Fiction
/ Imparting the faith
|
| Online Access: |
Volltext (kostenfrei) |
| Parallel Edition: | Non-electronic
|
| Summary: | Contrary to what the dominant meta-narrative and what the mass media have taught, narrative religious education should follow a hermeneutic of fiction. It should be, in other words, education in perception, in seeing, and in hearing, a school of fictionality and imaginative variation, and a school of responsiveness, remembering, and solidarity. Fictionality means to realize the ´difference´, to realize the ´it-could-be-otherwise´ in order to play imaginatively with new worlds. Responsiveness means not only to be aware of the otherness of the other, but, as we can say with Ricoeur, learning to see oneself as another. |
|---|---|
| ISSN: | 1547-3201 |
| Contains: | In: Religious education
|
| Persistent identifiers: | URN: urn:nbn:de:0070-pub-18614270 |
