phenomenological approach to religious education
In-text: (Queensland Curriculum and Assessment Authority, 2008). Van der Leeuw, G. (1956) Phanemenologie der religion, (Trans) J. E. Turner 2 volumes. Here marks the origin of the phrase in religious terminology. it still remains one of the most influential today in the field of academic study of religion. This agrees with the fact that a distinctive feature of phenomenological approach is that it avoids reductionism. be used as a means through which reality could be explored. Something of the contemporary debate on the nature of religious education between liberals and conservatives is sketched in, before the origins and nature of the phenomenological approach to the study of religion are considered. Marvell, J., 1976. Australian Religion Studies Review, 11(1), pp.45-53. pedagogical and content knowledge. This is followed by an account of the way in which the phenomenology of religion proper has been appropriated by educationalists and developed into what is regarded as a suitable methodology for religious education. OâGrady, K., 2005. Most participants defined HIV/AIDS as a blend of sexually transmitted infections (STIs) that take time to treat. Grounded in the traditional Shona religious landscape, and from a phenomenological perspective, the study utilised a qualitative survey research design. study of religion called phenomenology of religion. Instead, a phenomenological approach suggests suspending our theories, expectations, categories, and measurements and going to the source: Open ourselves to the students' communications of meaning and we will at least approach an understanding of their understanding. The Phenomenological Approach to Religious Education for a Multi-Faith Society. The purpose of the study was to assess the extent to which teachers in the Brong Ahafo Region of Ghana employed instructional practices that conformed to the Life Themes pedagogy in their teaching of Christian Religious Studies (CRS). Existential pedagogy (Grimmitt, 2000;Asare-Danso, 2012); Phenomenological pedagogy (Smart, 1971; ... Pedagogies of Religious Education have been explored extensively in Britain (Grimmitt, 2000). The authors turn common concern with the life concept in three directions: evolutionary emergence, historical rationality, and phenomenological analysis. Phenomenological study of religion can be defined as the personal participation of a scholar in the religion he seeks to study in order to understand the essence and the manifestations of â¦ der Leeuw. ( Stepping Into The Shoes) Ninian Smart is a key proponent of the inter-faith approach. Application of Phenomenological Method to the Study of Religion. following Edmund Husserl, ultimately resolves the idea of a religious a priori as a concept of religion elaborated in terms of the theory of intentionality. 53-59. The Phenomenological and Typological Models of Religious Education. traditions for the purpose of rating them from best to worst. Phenomenological Approach Phenomenological Research Phenomenological Method Creative Function Phenomenological Investigation These keywords were added by machine and not by the authors. This phenomenology presents eight themes that depict various aspects of PIRE. The Interpretive Approach to Religious Education. Phenomenological study of religion deals with a personal participation of a scholar in the religion he seeks to study in order to understand the essence (meaning) and manifestations of the religious phenomena of the particular religion. John Carman. Pergeseran Otoritas Hukum Islam Perspektif Fenomenologi, The African Religious Landscape: An examination of Shona traditional beliefs and practices in light of HIV and AIDS, and its ramifications for mitigation and care, When God Beckons: Stories of the âCallâ in a Pentecostal Church, The Embodied Inter-be(com)ing of Spirituality: The In-Between as Spiritual Sphere in Practically Wise Organizations, Urban encounters with god: When god lends a hand, What is Wrong with Phenomenological Approach to Religious Education, RELIGIOSITY AND SPIRITUALITY AS AGENTS OF CHANGE IN HARD DRUGS USAGE IN THE NIGER DELTA AREA OF NIGERIA, Vital Realism and Sociology: A Metatheoretical Grounding in Mead, Ortega, and Schutz. This empathy, he. grouping or classifying the phenomena of various religious traditions according to their meaning. Phenomenology, By Dermot Moran 2213 Words | 9 Pages. Tillich, Abstrakt PHENOMENOLOGICAL APPROACHES IN BRITISH RELIGIOUS EDUCATION The of trying the in in the mving the Of of at the of in 1965 of Stn.t, a major in education its work 1969. Jackson and Steele (2004) note that such a non-confessional religious education approach, what they call âreligious studies approachâ, is adopted in England, Wales and Scotland, as well as in Denmark, Sweden, and Norway. The aim of this paper is to explore the Phenomenological Approach to the teaching of religious education as suggested by Ninian Smart (1968).It has been established that this approach to the teaching of religious education does not stress the acceptance of a particular faith or belief system, which is the privilege of religious bodies to do, nor does it press for conversion. Discusses the origins and nature of the phenomenological approach to the study of religion. Your Bibliography: Ekeke, E. and Ekeopara, C., 2010. 1900s witnessed a series of publication and, this view by saying that life experiences should be recognized, rather than being hindrance, could. to look at the origin of the phrase âphenomenology of religionâ. They believed that AIDS results from âpollutionâ caused by sexual intercourse with âuncleanâ women, while a few attributed it to having unprotected sex with an infected partner. Phenomenological approach t o teaching religious education is p remised on the fact that in contemporar y society, children should be exposed to a wide range of religious â¦ (CAJ) British Journal of Religious Education, 27(3), pp.227-237. By Terry Lovat. applied in the academic study of religion. of which we come to absolute knowledge through studying the ways our minds appear to us. Phenomenology is not one of the foundational disciplines (such as philosophy of education). Phenomenology of Religion: A Bridge between the Scholarly Study of Religion and Religious Education. It is phenomenological approach to religious education is a response which seems to accord with the fundamental principles underlying the ideal of cultural pluralism and personal autonomy. transcendental issues, and ignore the unique intentionality of the religious participant. Finally, the Institute Jackson and Steele (2004) note that such a non-confessional religious education approach, what they call “religious studies approach”, is adopted in England, Wales and Scotland, as well as in Denmark, Sweden, and Norway. Examines the way in which this approach has become accepted as a suitable methodology for religious education. Beginning with Wilhelm Windelband's motifs and Ernst Troeltsch's philosophies of religion, it is shown that Otto and Tillich alike elaborate on a performance-bound conception of religion from transcendental-philosophical and phenomenological motifs. : 29-40. resource materials. Descriptive statistics was used to analyse the data collected. Preliminary metatheoretical principles from these authors offer a start toward a vital realist sociology fitted to the universal conditions of social life. Methodology. Phenomenology - Ninian Smart. Phenomenological approach is a one of the approaches that was derived from diversity in cultures and religions. British Journal of Religious Education , 6(1), pp.14-19. The issue of methodological approach in the study of religion has remained an enigma to many scholars of science of religion (religionswissenshaft) for many centuries. re-membering in relation to the nexus of âself-other-thingsâ and an enfleshed integral being in organization Merleau-Ponty Qualitative research methodologies focus on meaning and although use similar methods have differing epistemological and ontological underpinnings, with each approach offering a different lens to explore, interpret or explain phenomena in real-world contexts and settings. We have also given a brief historical origin of this approach to the study of religion, which, be proven that the interpretation of religious, http://findarticles.com/p/articles/mi_qa3783/is_200110/ai_mn8983631/pg_1,2,3,4. of Saint John of the Cross. These are the sources and citations used to research Phenomenological approach to teaching RE. Three This will provide guidance for policy makers and teachers on the need for making students' real life experiences the basis for teaching Christian Religious Studies. The, means of empathy and intuition. Testimonial stays the only real way of experiencing God and reporting on His presence. The legal requirements concerning the provision of Religious Education and an Agreed Syllabus flow, principally, from the Education Act 1996 (S. 375), the School Standards and Framework Act 1998 (SS. 1.11 The Phenomenological Approach in multi-faith Religious Education 40 1.12 Critique of the Phenomenological Approach in Religious Education 44 Conclusion 49 Religious and Moral Education (RME) tutors in the colleges of education in Ghana. Zeszyty Naukowe Centrum BadaÅ im Edyty Stein. Many scholars of religious studies argued that phenomenology was "the distinctive method of the discipline". sensory affections and grasps the intended object itselfâ (Qtd in Cobb-Stevens, 1991: p. 10). The second part of this work depicts Steinâs way towards God and tries to reconstruct her account of mysticalexperience based on her encounter with the thought, The recollection of remarkable autobiographical events is accompanied by judgments about the recovered event (reflexive) and about the act of recollecting itself (heuristic). This process is experimental and the keywords may be â¦ Teachersâ use of life themes pedagogy in Christian religious studies: A survey of senior high schools in Brong Ahafo region, Ghana. Your Bibliography: Singh, B., 1986. successful productionâ (Moreau 2001: p. 256). The aim of this paper is to explore the Phenomenological Approach to the teaching of religious education as suggested by Ninian Smart (1968).
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