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Religious Education: Meeting and Countering Changes, – Changing and Standing Still
Changing Societies & Personalities Pub Date : 2017-01-01 , DOI: 10.15826/csp.2017.1.1.004
Tim Jensen

I shall venture to map and discuss how (certain) states in the Western part of Europe have responded to the challenges of increased religious pluralism and individualism, in particular, new Muslim presence and new Islamophobia. The main focus will be on the changes as regards the RE offered and supported by the state in public school. The conclusion reached by my analysis is that there have been some changes to RE as a reflection of and response to the changes taking place in society and in the world at large as regards religion, but some of the responses and changes to RE seem to be changes and responses meant to counter, if not stop, the changes that have to do with religion, the role of religion in society at large and the meaning (or not) of religion for individuals. One can witness a strange mixture of responses: on the one hand, an opening up of the contents and approaches of the RE to the increasingly multi-religious society, and, on the other hand, an effort to use RE to protect and boost the national religio-cultural situation of the past, e.g. by way of promoting the traditional majority religion of the state, and by, inter alia, insisting on its key role for the (unchanging) national identity. The core aims, thus, of the RE often remain unchanged even if certain terms and aims do reflect that times have changed. * This article is of course based upon much of what I have been reflecting upon and written about in relation with the subject matter for decades. Parts of the data, analysis and reflections thus also have appeared in earlier articles, inter alia in “ASR and RE", an article written in honor of Prof. Brian Bocking and published in the Journal of the Irish Society for the Academic Study of Religions 3 (2016), 59-83. Thanks to the editors for their permission to recycle parts of that article here. Received 28 December 2016 © 2017 Tim Jensen Accepted 12 February 2017 t.jensen@sdu.dk Published online 15 April 2017 Changing Societies & Personalities, 2017 Vol.1, No. 1 49

中文翻译:

宗教教育:面对和应对变化,变化与静止

我将冒险绘制地图并讨论欧洲西部的(某些)国家如何应对日益增长的宗教多元化和个人主义的挑战,特别是新的穆斯林存在和新的伊斯兰恐惧症。主要重点将放在国家在公立学校提供和支持的可再生能源方面的变化。通过我的分析得出的结论是,RE发生了一些变化,以反映和响应社会和整个世界在宗教方面的变化,但是RE的某些响应和变化似乎是变化和应对措施旨在抵制(如果不是制止)与宗教有关的变化,宗教在整个社会中的作用以及宗教对个人的意义(或不具有意义)。人们可以目睹各种奇怪的反应:一方面,向越来越多的宗教社会开放可再生能源的内容和方法,另一方面,努力通过使用可再生能源来保护和促进过去的民族宗教文化状况该国的传统多数宗教,并除其他外,坚持其对于(不变的)民族认同的关键作用。因此,即使某些术语和目标确实反映了时代已经改变,可再生能源的核心目标也常常保持不变。*当然,本文基于数十年来我一直在思考和撰写的有关该主题的大部分内容。因此,部分数据,分析和思考也出现在较早的文章中,尤其是在“ ASR and RE”中,该文章是为纪念M. 布莱恩·博金(Brian Bocking),并发表在《爱尔兰宗教学术研究学会杂志》 3(2016),第59-83页。感谢编辑人员的允许在此处回收该文章的某些部分。2016年12月28日收到©2017 Tim Jensen接受2017年2月12日t.jensen@sdu.dk在线发布2017年4月15日不断变化的社会与人格,2017 Vol.1,No.1 49
更新日期:2017-01-01
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