Strhan, Anna (2010) A religious education otherwise: an examination and proposed interruption of current British practice. Journal of Philosophy of Education 44 (1), pp. 23-44. ISSN 0309-8249.
Abstract
This paper examines the recent shift towards the dominance of the study of philosophy of religion, ethics and critical thinking within religious education in Britain. It explores the impact of the critical realist model, advocated by Andrew Wright and Philip Barnes, in response to prior models of phenomenological religious education, in order to expose the ways in which both approaches can lead to a distorted understanding of the nature of religion. Although the writing of Emmanuel Levinas has been used in support of the critical realist model by Wright, I will consider how his and Slavoj izek's writings on the nature of religion might challenge the dominance of the critical realist approach and provide a conceptual framework through which it might be possible to develop an alternative approach to religious education that attends to the complexity, ambiguity and demanding nature of engaging with religious traditions.
Metadata
| Item Type: | Article |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Social Sciences |
| Depositing User: | Administrator |
| Date Deposited: | 15 Jun 2011 15:34 |
| Last Modified: | 02 Aug 2023 16:55 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/3419 |
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