By Liam Gearon
Religion has accomplished ever higher prominence in debates approximately citizenship at each point of cultural, financial, social and political existence. Citizenship via Secondary non secular Education highlights a number of the key concerns surrounding citizenship for the R.E. teacher.
Topics chosen comprise these of ancient and rapid relevance to instructing citizenship via non secular schooling. There are chapters masking common severe making plans matters and people targeting particular subject matters such as:
- The open society and its enemies
- planning for citizenship via spiritual education
- freedom of faith and belief
- sustainable development
- the rights of indigenous peoples.
Practical in its type, the assistance provided during this publication can be useful to academics and scholar academics of non secular schooling and experts in citizenship. those that were allotted accountability for instructing Citizenship or non secular schooling, or want to educate them as moment matters, also will locate this ebook an invaluable resource.
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Additional resources for Citizenship through Secondary Religious Education (Citizenship in Secondary Schools)
R. Haynes (1998, 2002) present undeniable evidence that religion has far from declined in prominence in public life. But we only need to watch television to realise that. One natural way to counteract this neglect, theoretically and in terms of pedagogy, is by a heightened awareness and practical implementation of human rights education within the subject. For religious education, there is no area of political life more signiﬁcant than universal human rights. The evidently inequitable distribution of human rights (especially in areas of health, education and basic living standards) and the obstacles to their universality, often from religious quarters, are major challenges for the religious educator and the teacher of citizenship.
It is only natural for a tradition to distance itself from the worst manifestations of its historical realities. But it is like saying that the Inquisition had nothing to do with Roman Catholicism. Or that murder committed through the Reformation and counter-Reformation in the sixteenth century had nothing to do with ‘true’ Christianity. This of course is not to say that all such atrocities are not terribly misguided interpretations of, say, Islam or Christianity. But what religious educators arguably need to confront more fully is why devotees of a particular faith use the name of faith to commit atrocity.
Wright (2000) has consistently tried to increase the critical realist dimension of religious education but this takes us no further. In fact, the critical realist approach with its emphasis upon a disembodied rational approach to analysis and critical assessment further decontextualises the subject into an ahistorical, philosophical vacuum where theology and religion can be debated, their ideas balanced medieval-like, little advance on the discussion about how many angels might ﬁt on the top of a pin-head.
Citizenship through Secondary Religious Education (Citizenship in Secondary Schools) by Liam Gearon