RE Teachers' Religious Literacy: A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son
The author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach,...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Münster
Waxmann
2016
|
| Ausgabe: | 1st, New ed |
| Schriftenreihe: | Religious Diversity and Education in Europe
|
| Schlagworte: | |
| Online-Zugang: | DE-B1533 DE-1052 DE-860 DE-859 Volltext |
| Zusammenfassung: | The author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers' interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education This book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. - Robert A. Bowie, in: British Journal of Religious Education 2/2019, p. 233 |
| Beschreibung: | 1 Online-Ressource (202 Seiten) |
| ISBN: | 9783830984887 |
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| 520 | |a The author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers' interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education | ||
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| illustrated | Not Illustrated |
| index_date | 2024-07-03T17:55:19Z |
| indexdate | 2024-11-07T07:06:18Z |
| institution | BVB |
| isbn | 9783830984887 |
| language | English |
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| spelling | Kjørven, Ole K. Verfasser aut RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son Ole K. Kjørven 1st, New ed Münster Waxmann 2016 1 Online-Ressource (202 Seiten) txt rdacontent c rdamedia cr rdacarrier Religious Diversity and Education in Europe The author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers' interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education This book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. - Robert A. Bowie, in: British Journal of Religious Education 2/2019, p. 233 Bibel Bibelarbeit Bible reader response theory Religionslehrer Religionspädagogik Religious Education Schulpädagogik https://elibrary.utb.de/doi/book/10.31244/9783830984887 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Kjørven, Ole K. RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son Bibel Bibelarbeit Bible reader response theory Religionslehrer Religionspädagogik Religious Education Schulpädagogik |
| title | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son |
| title_auth | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son |
| title_exact_search | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son |
| title_exact_search_txtP | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son |
| title_full | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son Ole K. Kjørven |
| title_fullStr | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son Ole K. Kjørven |
| title_full_unstemmed | RE Teachers' Religious Literacy A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son Ole K. Kjørven |
| title_short | RE Teachers' Religious Literacy |
| title_sort | re teachers religious literacy a qualitative analysis of re teachers interpretations of the biblical narrative the prodigal son |
| title_sub | A qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son |
| topic | Bibel Bibelarbeit Bible reader response theory Religionslehrer Religionspädagogik Religious Education Schulpädagogik |
| topic_facet | Bibel Bibelarbeit Bible reader response theory Religionslehrer Religionspädagogik Religious Education Schulpädagogik |
| url | https://elibrary.utb.de/doi/book/10.31244/9783830984887 |
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