61 research outputs found
Worldview Literacy in the Academy and Beyond:Advancing Mutual Understanding in Diverse Societies
From Religious Education to Worldview Education and Beyond: The Strength of a Transformative Pedagogical Paradigm
Abstract A core concept in Cornelia Roux's writings is the term 'paradigm shift'. We can for example notice pleas for paradigm shifts in teaching religion, in dealing with the multicultural situation, in concretizing citizenship education, and finally her plea for a paradigm shift towards human rights education. In this essay I will first elaborate on some of Roux's paradigm shifts with a special focus on the role and place of religious education. Then, I will follow up with a plea for strengthening the transformative paradigm in pedagogy. A plea fully combinable with Roux's views, but especially necessary today as a critical pedagogical counter-voice against dominant neoliberal rhetoric in respect to pedagogy, politics and practices. In a transformative paradigm the aim of education is formulated as personhood formation. It implies that schools assist students in the double process of socialization and individuation, of becoming competent members of communities of practice. Presentation and representation of information, norms and values are interpreted from the perspective of how students are able to transform this into elements of their own participation, in the process of their own personhood formation. A transformative paradigm is inclusive by definition, thus addresses all students. One of the consequences of this inclusivity is that instead of using the term 'religious education' I prefer to use the notion of 'worldview education'
HOLLANDA ANAOKULUNDA ÇOK KÜL TÜRLÜ VE DiNLERARASI ÖGRENME: DÖRT YAŞ GRUBU ÇOCUKLARLA GÜNLÜK SINIF TECRÜBELERi
Anaokulunda dinler arası ve kültürler arası formasyon, vatandaşlık eğitiminin
dini ve kültürel bileşenlerine odaklanarak ve vatandaşlık eğitiminin başlangıcı olarak
mümkün olan en kısa sürede başlamalı ve layıkıyla yorumlanabilmelidir. Yazarlar,
Hollanda'nınEde kentindeki ilk kabul edilen dinlerarası okul olan Juliana van Stolberg
ilkokulunda ôinlerarası okuBaşmaya ve sırasıyla bir İslfun okulunda ve bir Roma
Katalik anaokulunda kaynaşık kültürlü öğrenme ve dinlerarası öğrenmeyi
irdele!Tiektedirler. Bu bağlamda iki anaok:ulunda bir karşılaştırma yapıidı. Sonuçta
dinlerarası ve kaynaşık kU!türlü1 eğitim çerçevesinde tercih ettikleri yaklaşımı
nitelernek içif). ~·ezber~em§~ ka~~ıı:g ~aJ?.ltlıl
Miedema, Siebren, The Theory-Practice Relation in Critical Pedagogy, Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*
Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school
[Boekbespreking van:] Jan Masschelein (red.) (2019). Dat is pedagogiek. Actuele kwesties en sleutelteksten uit de westerse pedagogische traditie van de 20ste eeuw. Universitaire Pers Leuven
- …