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- Volume 61, Issue 4, 2007
NTT Journal for Theology and the Study of Religion - Volume 61, Issue 4, 2007
Volume 61, Issue 4, 2007
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[Religious Education and the Study of Religions: Methods and Principles of a Number of Widely used Textbooks in Secondary Education, Godsdienstonderwijs en godsdienstwetenschap: De grondslagen van de meest gebruikte methoden voor het vak godsdienst/levensbeschouwing in het voortgezet onderwijs]
Authors: G.A. Wiegers & H. KommersIn the first part an overview of recent developments with regard to the position of religious education and the teaching about religion (‘religion education’) in Dutch secondary schools is presented. The authors argue that the Study of Religions has become more relevant for religious education than some decades ago because of ongoing pluralisation, secularisation and globalisation processes that have transformed Dutch society. The present-day Study of Religion focuses on local and new religions, in addition to world religions, and is not only neutral with regard to various religious groups, but, like other human sciences, has become strongly (self) reflexive. In the second part the most widely used text books are analysed. On the basis of this analysis it is argued that much could be gained by a close cooperation between students of the Study of Religion, educationalists and teachers involved in teaching about religions and religious education. The authors suggest various ways in which this could be done.
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[Toegepaste vergelijkende godsdienstwetenschap in het voortgezet onderwijs: Contouren van een cursus ter versterking van sociale cohesie en burgerschap, Applied Comparative Religious Studies in Secondary Education. Outline of a Course Aiming at Social Cohesion and Civic Education]
More LessThe author argues that there are at present three good reasons to introduce education about religions and philosophies of life as a compulsory subject in all European secondary schools: (1) the growing complexity of religions and life philosophies in European societies; (2) the weakening role of traditional religious institutions in the transmission of religious knowledge to the next generations; (3) the growing number of social conflicts thought to be related to religious issues. In the view of the author, the educational programme should consist of three parts, with specific application of each of these parts to the religious history of the Netherlands. Part 1 would have to deal with the historical separation between State and Religion and the origin of the prevailing constitutional principles concerning religions and philosophies of life. Part 2 would deal with the origin of the Netherlands as a Protestant State and with the the social and political emancipation of Catholicism and Judaism in the history of the Netherlands. Part 3 would focus on the history of philosophies of life and religions in the Netherlands after the Second World War, and especially with Islam. At the end of his article, the author criticizes the lack of knowledge and understanding of Islam, prevailing in important Dutch text books used at secondary schools.
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[‘Niet alle boeddhisten mediteren, niet alle hindoes zijn vredelievend’: Het beeld van hindoeïsme en boeddhisme in schoolboeken voor het voortgezet onderwijs in Nederland, Not all Buddhists Meditate; Nor are all Hindus Peace-Loving the view of Hinduism and Buddhism in Dutch Secondary School Textbooks]
More LessThis article presents the image of Hinduism and Buddhism as presented in textbooks that are generally used in the Netherlands for secondary education. In general, we observe that where Hinduism is imagined, the presentation tends to be on the negative side. Hinduism is above all associated with the unchanging caste-system and with the repression of women. The image of Buddhism tends to be much more positive. Often Buddhism is not seen as a religion, but rather as an ideal philosophy or way of life that is considered to be in accordance with modern science. Moreover, Buddhism is often seen as ‘rational’, and ‘modern’.
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[Levensbeschouwing: een vak dat er toe doet, Religious Education and Worldview Education: A Field that Matters]
More LessThe subject of this contribution is the present state of affairs regarding religious education and the teaching of worldviews (Dutch: ‘levensbeschouwing’) on the one hand and the quality of the textbooks used on the other. The approach is that of a teacher in secondary education. The author starts by giving a brief outline of the general situation of religious education in the Netherlands. Then he deals with the significance of religious learning for the personal development of young people and asks how the subject should be taught. If it is to contribute to social cohesion and civic education it will have to aim at the development of a personal identity. These aims imply that both teachers and textbooks should meet certain standards with regard to didactics and professionalism. The author argues that due to recent developments, such as the so-called ‘new learning’, religious education and world view education can potentially fulfil a pivotal role for all ongoing learning processes in the schools.
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The Study of Religion in the Classroom? Educational Theory and Religious Education Practice in a German Perspective
More LessAbstractThe German discussion about religious education focuses mainly on the question which discipline, apart from pedagogy, is most relevant to religious education: theology or the Study of Religion (Religionswissenschaft). In this article, however, it is suggested that this controversy ignores a more fundamental question: why and how can we explore religion with children in a scholarly way? The author argues that both theology and the Study of Religion can be regarded as committed to the educational project of ‘Science for children and young people’. The difference lies in their respective underlying values. Secular educational theory needs Study of Religion, which is not value-free nor represents secular preaching. Firstly the competition between the two approaches in the German educational system is dealt with. Then the reasons for exploring religion scientifically are considered and how this should be done. Next, the popularisation of the Study of Religion as part of the educational project ‘Science for children and young people’ is outlined, and finally a proposal is made to include the Study of Religion in educational theory.
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The Study of Religions and Religion in Denmark
By Tim JensenIn this article, Tim Jensen, himself a former teacher of Religion in the Danish Grammar School (1981-1995), outlines the history of Religion, a non-confessional obligatory subject in the Danish Grammar School, as well as of the history of its now very close relations to the academic study of religions. Following the historical outline, Jensen draws a picture of the current aims and contents of Religion and of the related university study programmes. Finally, he briefly discusses other formal and less formal ‘intersections’.
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The Role of Religious Studies in French Secondary Education
More LessAbstractDespite the fact that there is no religious education in public secondary schools in France, there is a twenty-year-old public debate on the lack of religious knowledge among pupils and the need to provide them with more information to help them understand their cultural heritage and the multireligious societies they live in. What is the context of laïcité at school? What are the issues in religious education? How are religions taught? What is the place of religious studies at university and is it useful in teacher training? What are the practical difficulties of such teaching?
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Volumes & issues
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Volume 78 (2024)
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Volume 77 (2023)
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Volume 76 (2022)
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Volume 75 (2021)
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Volume 74 (2020)
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Volume 73 (2019)
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Volume 72 (2018)
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Volume 71 (2017)
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Volume 70 (2016)
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Volume 69 (2015)
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Volume 68 (2014)
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Volume 67 (2013)
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Volume 66 (2012)
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Volume 65 (2011)
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Volume 64 (2010)
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Volume 63 (2009)
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Volume 62 (2008)
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Volume 61 (2007)
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Volume 60 (2006)
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Volume 59 (2005)
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Volume 58 (2004)
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Volume 57 (2003)
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Volume 56 (2002)
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Volume 55 (2001)
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Volume 54 (2000)
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Volume 53 (1999)
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Volume 52 (1998)
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Volume 51 (1997)
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Volume 50 (1996)
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Volume 49 (1995)
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Volume 48 (1994)
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Volume 47 (1993)
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Volume 46 (1992)
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Volume 45 (1991)
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Volume 44 (1990)
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Volume 43 (1989)
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Volume 42 (1988)
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Volume 41 (1987)
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Volume 40 (1986)
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Volume 39 (1985)
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Volume 38 (1984)
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Volume 37 (1983)
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Volume 36 (1982)
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Volume 35 (1981)
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Volume 34 (1980)
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