Integrative Religious Education in Europe: A Study-of-religions Approach

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Walter de Gruyter, 2007 - Religion - 442 pages

This book is a contribution to the development of the young discipline of the didactics of the Study of Religions (Religionswissenschaft) in international perspective. Integrative religious education refers to education about different religions in classrooms with children of various religious and non-religious backgrounds. Cornerstones of recent debates about theory and methodology in the academic study of religions and in education are discussed in the first chapter. They form the basis of the following analysis and evaluation of current approaches to integrative religious education in Europe, with a special focus on England and Sweden. Particular attention is paid to the different underlying concepts of religion, education and ways of representing religious plurality in these approaches. Building on a discussion of the current situation of teaching and learning about religions in schools in Europe in the context of wider cultural, social and political debates, the book concludes with the suggestion of a framework for integrative religious education in Europe, from a perspective that combines insights from the study of religions and education.

 

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Contents

Aims contents and limitations of this study
5
Education
55
the Berlin and Hamburg models
69
Chapter II
86
Curriculum and Assessment Authority
99
Current approaches to RE in England
111
the representation of religions
133
Approaches to teaching Christianity
187
The representation of religions
245
of religions in academic literature about RE
268
in Swedish textbooks
278
Chapter IV
290
Integrative RE in the European context
312
of other subjects the Netherlands
343
A framework for integrative RE in Europe
353
wider cultural social and political debates
366

Chapter III
211
The history of integrative RE in Sweden
219
Aims and contents of integrative RE in Sweden
226
The concept of religion
236
The potential of integrative RE
388
Index
437
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About the author (2007)

Wanda Alberts, University of Bremen, Germany.

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