Bakker / Ipgrave / Leonhard Facing the Unknown Future

Religion and Education on the Move
1. Auflage 2020
ISBN: 978-3-8309-9076-5
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 280 Seiten

During the 20 year history of the European Network for Religious Education through Contextual Approaches (ENRECA), several books have been published on the subject of Religious Education, from sociological, psychological or anthropological perspectives and always in the contextual settings of national educational frameworks and other specific culturally bound phenomena. Also, very often, an international comparative perspective was included. The shared goal was not so much to reflect on religion as such, and on its changing doctrines, institutions and prescriptions, but to try and understand religion in the specific European contexts of secularization and the plurality of life orientations, and to understand how religion becomes manifest in education in a variety of concrete policies and classroom practices, reflecting various social issues.
This volume, marking the 20th anniversary of ENRECA, has a specific focus on the contextual dimension of time.

Autoren/Hrsg.

Bakker, Cok

Ipgrave, Julia

Leonhard, Silke

Schreiner, Peter

Inhaltsverzeichnis

1;Cover;1
2;Imprint;4
3;Contents;5
4;Time to Contextualise RE from the Perspective of ‘Time’ (Cok Bakker and Ina ter Avest);7
4.1;Introduction;7
4.2;Time: The Time We Live in;9
4.3;Time – Four Perspectives on Time;12
4.4;1. Time as Chronos;13
4.5;2. Time as Kairos;15
4.6;3. The Temporal Dimension of Hope;17
4.7;4. The Temporal Dimension of Tradition;19
4.8;5. The Structure of the Book;21
4.9;References;25
5;1 Religious Education in Transition (Peter Schreiner);29
5.1;Abstract;29
5.2;1. Introduction;29
5.3;2. Religious Education between Marginalisation and a Sustainable Perspective;30
5.4;3. RE in Transition: Examples from Different Contexts;31
5.4.1;3.1 Germany: A Position Paper toward a Sustainable Religious Education;32
5.4.2;3.2 England: A National Plan for RE and ‘Big Ideas’;35
5.5;Summary;44
5.6;References;44
6;2 Religious Education Research – Does It Prepare Us for the Future? (Geir Skeie);47
6.1;Abstract;47
6.2;1. Introduction – what is Future?;47
6.3;2. What is Research?;50
6.4;3. What is RE Research and what Should it Be?;52
6.5;4. What is the Future of Religious Education as an Interdisciplinary Field of Research?;57
6.6;5. Religious Education Research Constructed as a Field of Research;59
6.7;6. Concluding Remarks;65
6.8;References;66
7;3 The Impact of Time on Religious Practice and Belief in the Experiences and Perceptions of Young People from the United Kingdom (Julia Ipgrave);73
7.1;Abstract;73
7.2;1. Narratives of Decline and Transformation;73
7.3;2. Young People’s Perspectives;78
7.3.1;2.1 Cohort Effect;79
7.3.2;2.2 Period Effect;85
7.3.3;2.3 Age Effect;89
7.4;3. Conclusion: Transmission, Memory and Heritage;96
7.5;References;98
8;4 Religion in Fifty Years: Predictions and Dreams of Young People (Olga Schihalejev);101
8.1;Abstract;101
8.2;1. Introduction;101
8.2.1;1.1 Religion in Estonia;101
8.2.2;1.2 Method of Data Collection and Rationale for Choosing It;102
8.2.3;1.3 Sample;103
8.2.4;1.4 Data Analysis Method;104
8.3;2. Discourses about Religion;105
8.3.1;2.1 Generic Prognoses for Religion;105
8.3.2;2.2 Discourse of Religion as Rigid Conservatism;106
8.3.3;2.3 Discourse of Religion as a Gap in Knowledge;107
8.3.4;2.4 Discourse of Estonians as being Naturally Non-Religious;108
8.3.5;2.5 Discourse of Religion in the Midst of Growing Tolerance;109
8.3.6;2.6 Religion as Individual Enterprise;110
8.4;3. Summary and Conclusion;111
8.5;References;113
9;5 Future Orientation and Hope in Relation to Values: Implications for Adolescents’ Religious Meaning-Making (Carsten Gennerich);115
9.1;Abstract;115
9.2;1. Introduction;115
9.3;2. Theoretical Background;116
9.3.1;2.1 Adolescents’ Future Orientation;116
9.3.2;2.2 The Concept of Hope;117
9.3.3;2.3 The Concept of Values;119
9.4;3. Method;120
9.5;4. Results;122
9.6;5. Discussion;127
9.7;References;129
10;6 Life Orientation: A Reflective Interruption in Professionalisation (Edwin van der Zande);133
10.1;Abstract;133
10.2;1. Introduction;133
10.3;2. Life Orientation: A Processual Concept;134
10.4;3. Education in Life Orientation: A Pedagogical Interruption;136
10.5;4. Relating Past, Present, and Future in a Narrative Approach;138
10.6;5. The Meaning of Life: How Far Away is the Future?;140
10.7;6. Conclusions;143
10.8;References;144
11;7 Surprising Encounters. Primary School Pupils Co-Create Meaning and Sense in Dialogue with Biblical Source Narratives (Bas van den Berg);145
11.1;Abstract;145
11.2;1. Introduction;145
11.3;2. Conceptual Framework;148
11.4;3. The Cultural Source Narrative of Joseph and His Brothers;150
11.5;4. Covenantal Time in the Narrative of Joseph and His Brothers;151
11.6;5. Dialogical Responsiveness of Pupils;152
11.7;6. The Organisation of an Interactive, Co-Creative and Reflective Learning Space;154
11.8;7. The Responses of Pupils to an episode about ‘Dreams’ and ‘Reconciliation’ in the Joseph Saga;155
11.9;8. Insights Acquired by the Pupils in Their Encounter with the Joseph Saga;158
11.9.1;8.1 Surprising Encounters;158
11.9.2;8.2 Surprising Encounters in the Field of Tension Between Time and Narrative;159
11.9.3;8.3 ‘Telling the Time’: The Pupil Perspective;160
11.9.4;8.4 ‘Telling the Time’: The Teacher Perspective;161
11.10;References;162
12;8 Recollection, Transition, Interruption: The Temporal Impact of Religious Celebrations in the Public School System (Silke Leonhard);165
12.1;Abstract;165
12.2;1. Introduction: Context and Concepts;165
12.3;2. Time and School;166
12.3.1;2.1 Transition – Dealing with Linear Time;166
12.3.2;2.2 Recollection and Renewal – Cyclical Time and Transmission of Cultural Memory;167
12.3.3;2.3 Interruption: Disruptions and Irruptions;167
12.3.4;2.4 Interruption: Response to Events in Life of School, Community, Nation etc.;168
12.4;3. Time and Religion;169
12.4.1;3.1 Recollection (Cyclical Time);169
12.4.2;3.2 Transition (Linear Time);169
12.4.3;3.3 Interruption (Irruptive Time);170
12.5;4. School Worship as Transition, Recollection and Interruption;171
12.5.1;4.1 Religious Ceremonies and Services at German Schools. Background and Current Practice in Relation to Transition, Recollection and Interruption;171
12.5.2;4.2 Three Examples that Show Religion in School;173
12.5.2.1;4.2.1 Transition – Celebrating First Day and Graduation at School: Linear Rites of Passage of the Start and End of the School Year;173
12.5.2.2;4.2.2 Recollection – Christmas Celebration at School: Cyclical Revisiting a Traditional Religious Element of the Cultural Memory;174
12.5.2.3;4.2.3 I(nte)rruption – Memorial Ceremony at School: “Intermediate Care” after Irruptive Passionate Involvements;176
12.5.3;4.3 Chart of School Worship with Reference to Three Concepts;177
12.6;5. School Religious Worship and Kairos: Facing Unpredictability;178
12.7;References;179
13;9 Vulnerability as a Quality in the Classroom and Research in Religious Education (Caroline Gustavsson);183
13.1;1. Introduction;183
13.1.1;1.1 Aim;184
13.2;2. Vulnerability as a Concept;184
13.3;3. Two more Empirical Examples;186
13.3.1;3.1 … as a Teacher;187
13.3.2;3.2 …as a Researcher;188
13.4;4. Analysis in Terms of Vulnerability;188
13.5;5. Concluding Remarks;191
13.6;References;192
14;10 Ethics Education in Swedish RE – and Future Content for Ethics Education in Compulsory School (Karin Sporre, Olof Franck, Annika Lilja and Christina Osbeck);195
14.1;Abstract;195
14.2;1. Three Challenges, Task and Purpose;195
14.2.1;1.1 The Political-Cultural Situation;196
14.2.2;1.2 Climate Change;197
14.2.3;1.3 A Situation of Religious Plurality;197
14.2.4;1.4 Task and Purpose;198
14.3;2. Curriculum and Different Kinds of Knowledge – Theoretical Tools for a Critical Discussion;199
14.3.1;2.1 Powerful Knowledge and the Concept of Flourishing;199
14.3.2;2.2 Method and Material;200
14.4;3. Swedish curriculum and ethics education;201
14.5;4. Elucidated Varieties of Ethical Competences in a Substantive vs. Procedural Perspective;202
14.5.1;4.1 Curricular Comparison – Nordic Countries and Non-European Contexts;202
14.5.2;4.2 Interviews with Swedish Teachers and Students;203
14.6;5. Concluding Discussion: Ethics Education Today – and Tomorrow;204
14.7;References;206
15;11 Between Past and Future in Religious Education. The Categorical Answer (Kåre Fuglseth);209
15.1;Abstract;209
15.2;1. Introduction: Contemporary Incidents and Selection of Future School Topics;209
15.3;2. Contemporary Incidents and Selection of School Topics;210
15.4;3. Not to Instruct Them;212
15.5;4. Arendt’s Perceptions as Principles for Future RE?;214
15.6;5. Categorical Thinking and Other "Bildung" Solutions;217
15.7;6. Tolerance as an Example of Categorical Thinking;218
15.8;7. Summary and Discussion: A Difference of Mode?;219
15.9;References;220
16;12 Transformation of Friday Sermons in an Era of Nationalism. Functionalisation of Religion in Turkey and the Netherlands, Now and in a Challenged Future (Ömer F. Gürlesin);223
16.1;Abstract;223
16.2;1. Introduction;223
16.3;2. The Position of the Presidency of Religious Affairs (PRA);227
16.4;3. Changing Voices in Friday Sermons During The Coup Periods in Turkey;229
16.5;4. The Evolving Discourse of ‘The Other’ in Friday Sermons under the Political Regime of the AKP;231
16.5.1;4.1 Growing Awareness of Religious Plurality (Until 2014);231
16.5.2;4.2 The Self as Superior;233
16.5.3;4.3 Trend Towards Increasing Polarisation (From 2014);234
16.6;5 Discussion and Conclusion;236
16.7;References;239
17;13 Time Passes. An Exploration of Biographies of First-Generation Guest Workers’ Wives and the interwovenness with the Narratives of their (Grand-)Children (Ina ter Avest);245
17.1;Abstract;245
17.2;1. Introduction;245
17.3;2. Foreigners in the Netherlands;246
17.4;3. Identity Development in a Plural Context;248
17.5;4. Integration – the Process;250
17.6;5. Research Design;251
17.7;6. Data Presentation and Analysis;252
17.7.1;6.1 Actual Language Used;258
17.8;7. Interpretation, Discussion, Recommendations;260
17.9;References;262
18;On Time. Continuity and Necessary Changes in Religious Education. An Epilogue (Siebren Miedema);265
18.1;Introduction;265
18.2;Chronos time;266
18.3;Kairos time;269
18.4;Suggestions for a further agenda;274
18.5;References;275
19;Authors;277