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This open access volume contains up-to-date, informed perspectives on how sustainable development issues can be integrated into religious education. With a focus on issues that frequently appear in policy documents related to Education for Sustainable Development, this volume offers valuable guidance and research on how teacher education, didactics and pedagogy can be developed to better integrate these issues in religious education. The chapters include contributions from all over the world, thereby highlighting the importance of integrating the issue of environmental sustainability and sustainable development in all forms of religious education. This text appeals to educators, researchers and policy makers interested in the intersection of sustainability and religious education.
List of contents
Chapter 1. The fertile ground between sustainability and religious education.- Chapter 2. Truth, situatedness, and critique: toward religious and worldview education in the Anthropocene.- Chapter 3. Islamic Eco theology.- Chapter 4. Re-thinking colonialism, globalization, and the displacement of wild thinking: postcolonial and indigenous perspectives on religious education and sustainability.- Chapter 5. Beyond the dhamma: cultivating more-than-human sustain-abilities through Buddhist stories in Thailand.- Chapter 6. The multicultural almanac as a pedagogical tool in religious education.- Chapter 7. Religious education in Türkiye in terms of sustainable environmental education: an analysis of religious culture and ethical knowledge curriculum and textbooks.- Chapter 8. Reframing the human-nature relationship in worldview education: the case of Finnish Lutheran and orthodox textbooks.- Chapter 9. Indigenous spirituality with a focus on maya religion and ritual practices in connection with education on sustainable development (in re classrooms).- Chapter 10. Religious education for sustainable development in schools: an overview of the topic and its didactical impulses in German-speaking countries.- Chapter 11. What matters to senior secondary students in re: an Australian case study that compares an innovative curriculum with traditional approaches.- Chapter 12. Rethinking sustainability: contributions of religious literacy education.- Chapter 13. Concluding remarks and future directions.
About the author
Sally Windsor is an Associate Professor in pedagogical work with a focus on sustainability and international education. Her research and teaching focuses upon teacher training and professional development in terms of interdisciplinary and cross-curricular teaching for social sustainability and global citizenship education.
Olof Franck is Professor in Subject matter of education, specializing Social Sciences and Associate Professor in Philosophy of Religion at the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. His research and teaching interests mainly belong to the fields of religion education, ethics education, ethics, philosophy of religion and religious studies, as well as sustainability education with a focus on social sustainability, ethics and values.
