- Title
- Interfaith education and phenomenological method.
- Creator
- Lovat, Terence J.
- Relation
- New perspectives on religious and spiritual education p. 87-100
- Relation
- Research on religious and spiritual education 4
- Relation
- http://www.waxmann.com/?id=20&cHash=1&buchnr=2700
- Publisher
- Waxmann
- Resource Type
- book chapter
- Date
- 2012
- Description
- Interfaith education is increasingly being construed as an effective way to enhance inter-religious literacy, strengthen cross-cultural communication and hence fortify the cohesiveness of multicultural societies. The chapter will explore phenomenology as an educational method with special suitability to the goals of interfaith education curricula, both in general and especially with respect to their capacity to function across public and religious school sectors. It will establish the credentials of phenomenological method by confirming its affinity with some of the most important thinking in modern education. It will seek to demonstrate how the two ends of phenomenology, termed descriptive and eidetic science, serve well the broader objectives of much of this thinking, especially around the capacity to enhance understanding of 'other minds' and so instill positive attitudes and practices across cultural boundaries. It will furthermore argue that these same two ends impel a methodological approach that allows for the balance between the objectivity and subjectivity required of interfaith education, especially when functioning in diverse school settings. On the one hand, the public school is able to follow an interfaith curriculum that is grounded in the non-enfaithing ethos of public education while, at the same time, allowing for enriched personalized learning. On the other hand, the religious school is able to follow the same curriculum, grounding its interfaith education in a formidable public syllabus, while allowing for the personalized learning to include a measure of enfaithing suitable to such a school's mission. In other words, through movement across the spectrum from objectivity to informed subjectivity, the same course of study is able to be stretched to cover a range of curricular goals and satisfy the interfaith education intentions implicit in a variety of school settings.
- Subject
- interfaith education; curricula; public schools; religious schools
- Identifier
- http://hdl.handle.net/1959.13/1059257
- Identifier
- uon:16554
- Identifier
- ISBN:9783830927006
- Language
- eng
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