The Critical Thinking Skills Movement and its Implications for Religious Education
THE PUBLIC'S INTEREST in the idea of philosophy and young people has been awakened with the success of ‘Sophie's World’ by Jostein Gaarder (NY: Phoenix House, 1995). How might this interest in philosophy form a link with the teaching of religious education? Historically the links between p...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[1997]
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| In: |
Journal of education & Christian belief
Year: 1997, Volume: 1, Issue: 2, Pages: 119-126 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | THE PUBLIC'S INTEREST in the idea of philosophy and young people has been awakened with the success of ‘Sophie's World’ by Jostein Gaarder (NY: Phoenix House, 1995). How might this interest in philosophy form a link with the teaching of religious education? Historically the links between philosophy and religion have been strong but many teachers have assumed that philosophy is something that young people are incapable of understanding let alone able to use as part of their learning. Arguments from Piaget's psychology of learning also suggest this but the Critical Thinking Skills Movement claims that these objections can be met. Could teachers be underselling the capabilities of their students? What then might be the implications for the teaching of religious education of a more philosophical approach that sought to develop critical thinking skills? It is also important to ask what the assumptions are behind these implications and whether they are acceptable from a Christian viewpoint. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699719700100207 |