ABSTRACT

Building on the notion of validity claims within the discussion on international knowledge transfer in religious education as a field of research, three views on the contextuality of knowledge are discussed. From a classical perspective in the sociology of science, the issue of validity must be treated irrespective of matters of context. Secondly, from the perspective of postcolonial studies, this naïve view is criticised as a veiled form of Eurocentrism. Thirdly, these two general views are concretised in light of a reception process bridging the Global South and the Global North. To this end, exemplary factors contributing to the inclusion of Paulo Freire’s pedagogical work in discourses on religious education are analysed. What emerges through these analyses is a differentiated view of validity resting on the de- and recontextualisation of knowledge that allows for it to oscillate between different contexts.

摘要

在宗教教育国际知识作为研究领域的讨论中，基于有效性主张的概念，讨论了关于知识语境的三种观点。从科学社会学的经典观点来看，必须解决有效性问题，而与上下文无关。其次，从后殖民主义研究的角度来看，这种天真的观点被批评为欧洲中心主义的蒙蔽形式。第三，鉴于将全球南方和全球北方联系起来的接受进程，这两种总体观点是具体的。为此，分析了促使保罗·弗莱雷（Paulo Freire）的教学工作纳入宗教教育的典范性因素。