Participatory Learning: Religious Education in a Globalizing Society

Participatory Learning: Religious Education in a Globalizing Society

by Chris Hermans
     
 

ISBN-10: 9004130012

ISBN-13: 9789004130012

Pub. Date: 05/21/2003

Publisher: Brill Academic Publishers, Inc.

Hermans (professor of identity of Catholic schools and religious education, Catholic U. of Nijmegen, the Netherlands) analyzes religious education in the context of globalization as a cultural phenomenon—a phenomenon characterized by processes of rationalization, fragmentation, and transformation. He explores the changing nature of tradition in terms of Christian

Overview

Hermans (professor of identity of Catholic schools and religious education, Catholic U. of Nijmegen, the Netherlands) analyzes religious education in the context of globalization as a cultural phenomenon—a phenomenon characterized by processes of rationalization, fragmentation, and transformation. He explores the changing nature of tradition in terms of Christian concepts of transcendence and immanence as it relates to education. After attempting to define the characteristics of religion as experience, language, and practice, he proposes a concept of religious instruction based on "participation." Participatory learning is defined as developmental, social, mediated, and meaningful learning. Annotation ©2003 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9789004130012
Publisher:
Brill Academic Publishers, Inc.
Publication date:
05/21/2003
Series:
Empirical Studies in Theology Series, #9
Pages:
408
Product dimensions:
6.58(w) x 9.70(h) x 1.21(d)

Table of Contents

Introduction1
Chapter 1Religion in a Globalizing World18
1.1Globalization19
1.2Cultural changes in a globalizing society32
1.2.1Homogenization35
1.2.2De-traditionalization41
1.2.3Privatization45
1.2.4De-institutionalization49
1.3Changes in religion53
1.3.1Homogenization53
1.3.2De-traditionalization59
1.3.3Privatization68
1.3.4De-institutionalization75
Chapter 2Theological Reflection on Tradition83
2.1Time and space85
2.2Three rival concepts of tradition92
2.2.1Post-traditional concept of tradition93
2.2.2Traditionalist concept of tradition98
2.2.3Open concept of tradition102
2.3God as (In)finite time and space107
2.3.1Theological evaluation of fundamentalism108
2.3.2(In)finitude in terms of an iconic hermeneutics114
2.4Marginality/the marginalized other124
2.4.1Poverty: facts and experience124
2.4.2The moral significance of marginality128
2.4.3A consistent option for marginality134
Chapter 3Religion: Three Rival Conceptions144
3.1Religion: a contested concept146
3.1.1Short history of the concept religion147
3.1.2Three criteria for a critical assessment of the concept of religion152
3.2Religion as experience159
3.2.1Empiricist theories159
3.2.2Critical assessment164
3.3Religion as language168
3.3.1Linguistic theories168
3.3.2Critical assessment172
3.4Religion as practice176
3.4.1Institutional theories176
3.4.2Critical assessment201
Chapter 4A Socially Constructed Religious Self206
4.1Social construction of the self208
4.1.1Social constructionist theories of the self208
4.1.2The dialogic or polyphonic self217
4.2The 'religious self'221
4.2.1The self-in-religious-practices222
4.2.2The self-in-communities-of-religious-practice226
4.2.3The religious-self-as-author230
4.2.4A self authored in terms of a polyphonic (In)finitude236
4.2.5A 'mediated' self-in-religious-practices242
4.2.6A positional self-in-religious-practices245
4.3Development of the religious self248
4.3.1Religious development?249
4.3.2Development from participation257
Chapter 5Learning From Participation269
5.1Participation as basic concept of the new learning270
5.2Premises of participatory learning281
5.2.1Developmental learning282
5.2.2Social learning287
5.2.3Mediated learning291
5.2.4Meaningful learning295
5.3Learning and instruction300
5.3.1Didactics of developmental learning301
5.3.2Didactics of social learning309
5.3.3Didactics of mediated learning317
5.3.4Didactics of meaningful learning326
Chapter 6Inter-religious Learning334
6.1Religious education in a pluralistic context336
6.1.1Mono-religious education337
6.1.2Multi-religious education341
6.1.3Inter-religious education343
6.2Towards a hermeneutics of inter-religious dialogue349
6.2.1A hermeneutics of recognition350
6.2.2Recognition of distinctiveness353
6.2.3Recognition of suffering and injustice357
6.2.4Recognition of otherness360
6.3Didactics of inter-religious learning363
6.3.1Didactics of development-oriented inter-religious learning365
6.3.2Didactics of social inter-religious learning369
6.3.3Didactics for inter-religious mediated learning372
6.3.4Didactics of inter-religious meaningful learning376
Bibliography388
Index of Subjects396
Index of Authors403

Customer Reviews

Average Review:

Write a Review

and post it to your social network

     

Most Helpful Customer Reviews

See all customer reviews >