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To what extent is diversity perceived and recognized as a resource in contemporary religious education in schools and congregations? What happens with children and their teachers when classrooms shift into inclusive learning communities, where all are invited to learn from their abilities and vulnerabilities? This book offers theoretical and empirical insights into the complex domain of inclusive religious education. It brings together scholars working on the intersection of theological, educational, and disability studies.

268.22 --- Geloofsopvoeding op school--(algemeen) --- 268.22 Geloofsopvoeding op school--(algemeen)

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268.22 --- Geloofsopvoeding op school--(algemeen) --- Pedagogiek en onderwijskunde --- fundamentele pedagogiek --- fundamentele pedagogiek. --- 268.22 Geloofsopvoeding op school--(algemeen) --- Fundamentele pedagogiek.

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Christian education --- Islamic religious education --- Religious education --- Truth --- Religious aspects --- 268.22 --- 268.22 Geloofsopvoeding op school--(algemeen) --- Geloofsopvoeding op school--(algemeen) --- Truth - Religious aspects

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Inspiring Faith in Schools addresses the privileging of secularism that appears to affect RE in countries influenced by modern western thought. The authors argue that a more engaging form of RE would emerge if religious life were to inhabit centre stage. Currently religious faith is made to hover in the wings awaiting the call to face the inquisitorial challenge of the modern day enquirer. The consequent relationship between pupil and the Divine as the purpose of study is then already intrinsically irreligious, as indicated in the Book of Job by putting God in the dock, whereas it is the pupil who should be (cross-)examining his or her life. What are the ways of exciting and engaging the young so that they begin to entertain the possibility of religious life as a genuine option for themselves? Leading scholars in philosophy and theology from the UK, Australia, Canada and the USA come together to address these questions together with RE experts. Marius Felderhof writes an Afterword summing up the challenges faced by such a re-visioning of RE.

Religious education --- Teaching methods --- Religious education. --- 268.22 --- Ethical education --- Theological education --- Education --- Moral education --- Geloofsopvoeding op school--(algemeen) --- 268.22 Geloofsopvoeding op school--(algemeen) --- Religious education - Teaching methods

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What does it mean to understand a religion?How should the concept of truth be addressed in the contemporary classroom?What is the proper subject matter of religious education and how does it relate to other subjects and the school curriculum as a whole?Despite the prevalence of literature on these subjects, these issues are far from resolved and consequently the place and nature of religious education in our schools is precarious and confused. A Hermeneutics of Religious Education argues that although the tradition of philosophical hermeneutics has transformed both educational thought and the academic discipline of religious studies, the literature of religious education pedagogy has paid only limited attention to these developments. To engage with them fully entails a transformation of our understanding of religious education and its importance in a curriculum of the twenty-first century.

Religious education --- Philosophy. --- 268.22 --- Ethical education --- Theological education --- Education --- Moral education --- Religious education (Theology) --- Geloofsopvoeding op school--(algemeen) --- 268.22 Geloofsopvoeding op school--(algemeen) --- Philosophy --- Religious education - Philosophy. --- Religious education - England. --- Religious education - Wales.