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Interreligious learning and teaching: unfolding layers of meaning in lived experience to inform possibilities for students in Catholic schools
Journal of Religious Education Pub Date : 2020-05-07 , DOI: 10.1007/s40839-020-00099-2
Toni Foley , Maree Dinan-Thompson , Nerina Caltabiano

This paper explores the question, “What is the individual’s experience of interreligious learning and teaching?” It utilises hermeneutic phenomenology to interpret the rich and hidden meanings of lived experiences. van Manen’s (Phenomenology of practice: meaning-giving methods in phenomenological research and writing. Routledge, New York, 2014 ) lifeworld existentials provide a frame for guiding the exploration to uncover insights through lived relation (relationality), lived space (spatiality), lived body (corporeality), lived time (temporality) and lived things (materiality). Current global events have highlighted to the world the tragedy of religious intolerance in extreme forms and the need to cultivate tolerance and sensitivities towards religions and non-religious philosophies and diverse life perspectives. Investigating the phenomena of ‘interreligious learning and teaching’ as it is lived by individuals, offers insight into what could be one’s own or another’s lived experience, and how this might influence one’s religious identity. Such understandings can provide a foundation for seeking out and engaging students in valuable interreligious learning and teaching experiences and pose opportunities or challenges for primary and secondary school contexts to rigorously grapple with the diverse global reality.

中文翻译:

宗教间的学与教:在生活经验中展现出层次的含义,为天主教学校的学生提供可能性

本文探讨了以下问题:“个人的跨宗教学习和教学经历是什么?” 它利用诠释学现象学来解释生活经历的丰富和隐藏的意义。van Manen(实践现象学:现象学研究和写作中的赋予意义的方法。Routledge,纽约,2014年)生活世界存在论为指导探索提供了一个框架,以通过生活的关系(关系),生活的空间(空间),生活来揭示见解。身体(体质),生存时间(临时性)和生命事物(物质性)。当前的全球事件向世界凸显了极端形式的宗教不容忍的悲剧,以及需要培养对宗教和非宗教哲学以及不同生活观点的容忍度和敏感性。研究个体之间的“宗教间学习与教”现象,可以洞悉可能是一个人的生活或另一个人的生活经历,以及这可能如何影响一个人的宗教身份。这样的理解可以为寻找和吸引学生提供宝贵的跨宗教学习和教学经验提供基础,并为中小学的环境提出机会或挑战,以严峻地应对多样化的全球现实。
更新日期:2020-05-07
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