Facing the Unknown Future - Religion and Education on the Move

Cover

Imprint

Contents

Time to Contextualise RE from the Perspective of ‘Time’ (Cok Bakker and Ina ter Avest)

Introduction

Time: The Time We Live in

Time – Four Perspectives on Time

1. Time as Chronos

2. Time as Kairos

3. The Temporal Dimension of Hope

4. The Temporal Dimension of Tradition

5. The Structure of the Book

References

1 Religious Education in Transition (Peter Schreiner)

Abstract

1. Introduction

2. Religious Education between Marginalisation and a Sustainable Perspective

3. RE in Transition: Examples from Different Contexts

3.1 Germany: A Position Paper toward a Sustainable Religious Education

3.2 England: A National Plan for RE and ‘Big Ideas’

Summary

References

2 Religious Education Research – Does It Prepare Us for the Future? (Geir Skeie)

Abstract

1. Introduction – what is Future?

2. What is Research?

3. What is RE Research and what Should it Be?

4. What is the Future of Religious Education as an Interdisciplinary Field of Research?

5. Religious Education Research Constructed as a Field of Research

6. Concluding Remarks

References

3 The Impact of Time on Religious Practice and Belief in the Experiences and Perceptions of Young People from the United Kingdom (Julia Ipgrave)

Abstract

1. Narratives of Decline and Transformation

2. Young People’s Perspectives

2.1 Cohort Effect

2.2 Period Effect

2.3 Age Effect

3. Conclusion: Transmission, Memory and Heritage

References

4 Religion in Fifty Years: Predictions and Dreams of Young People (Olga Schihalejev)

Abstract

1. Introduction

1.1 Religion in Estonia

1.2 Method of Data Collection and Rationale for Choosing It

1.3 Sample

1.4 Data Analysis Method

2. Discourses about Religion

2.1 Generic Prognoses for Religion

2.2 Discourse of Religion as Rigid Conservatism

2.3 Discourse of Religion as a Gap in Knowledge

2.4 Discourse of Estonians as being Naturally Non-Religious

2.5 Discourse of Religion in the Midst of Growing Tolerance

2.6 Religion as Individual Enterprise

3. Summary and Conclusion

References

5 Future Orientation and Hope in Relation to Values: Implications for Adolescents’ Religious Meaning-Making (Carsten Gennerich)

Abstract

1. Introduction

2. Theoretical Background

2.1 Adolescents’ Future Orientation

2.2 The Concept of Hope

2.3 The Concept of Values

3. Method

4. Results

5. Discussion

References

6 Life Orientation: A Reflective Interruption in Professionalisation (Edwin van der Zande)

Abstract

1. Introduction

2. Life Orientation: A Processual Concept

3. Education in Life Orientation: A Pedagogical Interruption

4. Relating Past, Present, and Future in a Narrative Approach

5. The Meaning of Life: How Far Away is the Future?

6. Conclusions

References

7 Surprising Encounters. Primary School Pupils Co-Create Meaning and Sense in Dialogue with Biblical Source Narratives (Bas van den Berg)

Abstract

1. Introduction

2. Conceptual Framework

3. The Cultural Source Narrative of Joseph and His Brothers

4. Covenantal Time in the Narrative of Joseph and His Brothers

5. Dialogical Responsiveness of Pupils

6. The Organisation of an Interactive, Co-Creative and Reflective Learning Space

7. The Responses of Pupils to an episode about ‘Dreams’ and ‘Reconciliation’ in the Joseph Saga

8. Insights Acquired by the Pupils in Their Encounter with the Joseph Saga

8.1 Surprising Encounters

8.2 Surprising Encounters in the Field of Tension Between Time and Narrative

8.3 ‘Telling the Time’: The Pupil Perspective

8.4 ‘Telling the Time’: The Teacher Perspective

References

8 Recollection, Transition, Interruption: The Temporal Impact of Religious Celebrations in the Public School System (Silke Leonhard)

Abstract

1. Introduction: Context and Concepts

2. Time and School

2.1 Transition – Dealing with Linear Time

2.2 Recollection and Renewal – Cyclical Time and Transmission of Cultural Memory

2.3 Interruption: Disruptions and Irruptions

2.4 Interruption: Response to Events in Life of School, Community, Nation etc.

3. Time and Religion

3.1 Recollection (Cyclical Time)

3.2 Transition (Linear Time)

3.3 Interruption (Irruptive Time)

4. School Worship as Transition, Recollection and Interruption

4.1 Religious Ceremonies and Services at German Schools. Background and Current Practice in Relation to Transition, Recollection and Interruption

4.2 Three Examples that Show Religion in School

4.2.1 Transition – Celebrating First Day and Graduation at School: Linear Rites of Passage of the Start and End of the School Year

4.2.2 Recollection – Christmas Celebration at School: Cyclical Revisiting a Traditional Religious Element of the Cultural Memory

4.2.3 I(nte)rruption – Memorial Ceremony at School: “Intermediate Care” after Irruptive Passionate Involvements

4.3 Chart of School Worship with Reference to Three Concepts

5. School Religious Worship and Kairos: Facing Unpredictability

References

9 Vulnerability as a Quality in the Classroom and Research in Religious Education (Caroline Gustavsson)

1. Introduction

1.1 Aim

2. Vulnerability as a Concept

3. Two more Empirical Examples

3.1 … as a Teacher

3.2 …as a Researcher

4. Analysis in Terms of Vulnerability

5. Concluding Remarks

References

10 Ethics Education in Swedish RE – and Future Content for Ethics Education in Compulsory School (Karin Sporre, Olof Franck, Annika Lilja and Christina Osbeck)

Abstract

1. Three Challenges, Task and Purpose

1.1 The Political-Cultural Situation

1.2 Climate Change

1.3 A Situation of Religious Plurality

1.4 Task and Purpose

2. Curriculum and Different Kinds of Knowledge – Theoretical Tools for a Critical Discussion

2.1 Powerful Knowledge and the Concept of Flourishing

2.2 Method and Material

3. Swedish curriculum and ethics education

4. Elucidated Varieties of Ethical Competences in a Substantive vs. Procedural Perspective

4.1 Curricular Comparison – Nordic Countries and Non-European Contexts

4.2 Interviews with Swedish Teachers and Students

5. Concluding Discussion: Ethics Education Today – and Tomorrow

References

11 Between Past and Future in Religious Education. The Categorical Answer (Kåre Fuglseth)

Abstract

1. Introduction: Contemporary Incidents and Selection of Future School Topics

2. Contemporary Incidents and Selection of School Topics

3. Not to Instruct Them

4. Arendt’s Perceptions as Principles for Future RE?

5. Categorical Thinking and Other "Bildung" Solutions

6. Tolerance as an Example of Categorical Thinking

7. Summary and Discussion: A Difference of Mode?

References

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)

Abstract

1. Introduction

2. The Position of the Presidency of Religious Affairs (PRA)

3. Changing Voices in Friday Sermons During The Coup Periods in Turkey

4. The Evolving Discourse of ‘The Other’ in Friday Sermons under the Political Regime of the AKP

4.1 Growing Awareness of Religious Plurality (Until 2014)

4.2 The Self as Superior

4.3 Trend Towards Increasing Polarisation (From 2014)

5 Discussion and Conclusion

References

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)

Abstract

1. Introduction

2. Foreigners in the Netherlands

3. Identity Development in a Plural Context

4. Integration – the Process

5. Research Design

6. Data Presentation and Analysis

6.1 Actual Language Used

7. Interpretation, Discussion, Recommendations

References

On Time. Continuity and Necessary Changes in Religious Education. An Epilogue (Siebren Miedema)

Introduction

Chronos time

Kairos time

Suggestions for a further agenda

References

Authors