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This book presents a broad and in-depth, research-based source for exploring how teaching controversial issues on ethics, values, and beliefs can be conducted in Religious Education. How may teachers conduct an objective and comprehensive education that respects children's and young people's divergent views, based on traditions and beliefs that characterize their background and family discourse and/or in personal standpoints? The chapters explore the development of pedagogical and didactical approaches, with special regard to the implementation of teaching on issues that may be experienced as sensitive and contentious. The chapters represent a variety of disciplinary fields, including philosophy, science of religion, ethics, intercultural education, values education, worldview education, and social sustainability. The book may serve as course literature in Teacher education, and in in-service training for teachers.
List of contents
Chapter 1. Controversial Issues in Religious Education powerful knowledge and democratic practices in relation to existential questions and values education.- Chapter 2. Navigating Controversies in Worldview Education: A Non-doxastic Proposal.- Chapter 3. Conceptual strategies for teaching evolutionary theory in worldview education.- Chapter 4.The (controversial) issue of identity and belonging in a post-secular context: a contribution to the discussion of Religious literacy in Religious Education.- Chapter 5. Faith and Science in the Classroom: a Liberal Educational Perspective.- Chapter 6. Democracy s Risk: Preparing Teachers for Ideological Heterodoxy.- Chapter 7. The Discord between Holocaust Education and Antisemitism Education: Working Towards Harmony.- Chapter 8. Educational environments for the constructive discussion of controversial issues an examination and evaluation of three conceptual metaphors.- Chapter 9. Fiction-based teaching as a way to teach about controversial issues- Chapter 10. "In the sixth grade it had gone great" - teaching about controversial issues in the middle school.- Chapter 11. Teaching controversial issues in RE through forum theatre Exploring the role of power, empowerment, and emotions.- Chapter 12. Curriculum Changes and Classroom Realities: Examining the Teaching of Sexuality in Swedish Religious Education.
About the author
Olof Franck is a Professor in the Department of Pedagogical Curricular and Professional Studies at the University of Gothenburg, Sweden.
Bodil Liljefors Persson is Professor of History of Religions at the Department of Society, Culture and Identity at Malmö University, Sweden.
Summary
This book presents a broad and in-depth, research-based source for exploring how teaching controversial issues on ethics, values, and beliefs can be conducted in Religious Education. How may teachers conduct an objective and comprehensive education that respects children's and young people's divergent views, based on traditions and beliefs that characterize their background and family discourse and/or in personal standpoints? The chapters explore the development of pedagogical and didactical approaches, with special regard to the implementation of teaching on issues that may be experienced as sensitive and contentious. The chapters represent a variety of disciplinary fields, including philosophy, science of religion, ethics, intercultural education, values education, worldview education, and social sustainability. The book may serve as course literature in Teacher education, and in in-service training for teachers.
