ABSTRACT

Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline’s knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observations and interviews in an exploratory study, the article focuses on how adolescents experience reading in religious education (RE). The study shows that students relate meaning-making in RE to developing respect and tolerance, that teachers focus on conceptual understanding while students request a focus on lived religion, and that student meaning-making in RE thrives in a learner-active setting. We discuss the findings in the light of disciplinary reading theory and point towards some disciplinary traditions that should be considered while designing and developing educational practice.

摘要

尽管宗教在许多教育系统的阅读教学中发挥了关键作用，但这一地位受到了宗教多样性增加和非宗教世界观传播的挑战。同时，人们对学科素养在教育中的作用（即学科知识的创造、共享和评估的方式）以及读者的作用越来越感兴趣。本文利用探索性研究中的课堂观察和访谈，重点关注青少年如何在宗教教育 (RE) 中体验阅读。该研究表明，学生将 RE 中的意义构建与培养尊重和宽容联系起来，教师专注于概念理解，而学生要求关注生活中的宗教，并且 RE 中的学生意义构建在学习者积极的环境中蓬勃发展。