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This volume critically examines the acquisition of religious knowledge and skills, arguing that religious literacy—like other foundational competencies—should be developed within public education. Despite its importance, this subject has been largely overlooked in educational research and policy. Bringing together 18 contributions from leading scholars, this book explores theoretical frameworks and conceptual models for teaching religious literacy in diverse classroom settings. The chapters analyze how religious knowledge is acquired, the role of education in fostering informed engagement with religion, and the implications for curriculum design and policy. Addressing both conceptual and practical dimensions, the volume highlights the complexities of teaching and learning about religion in secular education systems. This book is an essential resource for scholars of religious studies and theology, education researchers, policymakers, and educators seeking to understand the evolving role of religious literacy in contemporary public education.
Martin Ubani is Professor of Religious Education at the University of Eastern Finland. His research focuses on religion in public education and teacher education. Ubani has served in various positions in academic societies, editorial boards, and educational policy. He is a visiting researcher at the Van Leer Institute, Jerusalem.
List of contents
Chapter 1. Introduction to Learning, religion, literacy. Theories and concepts for 21st century public education.- Chapter 2. Investigating foundational topics.- Chapter 3. Learning language and concepts.- Chpater 4. Relating personal processes with broader contexts.- Chapter 5. Discussion.
About the author
Martin Ubani is Professor of Religious Education at the University of Eastern Finland. His research focuses on religion in public education and teacher education. Ubani has served in various positions in academic societies, editorial boards, and educational policy. He is a visiting researcher at the Van Leer Institute, Jerusalem.
Summary
This volume critically examines the acquisition of religious knowledge and skills, arguing that religious literacy—like other foundational competencies—should be developed within public education. Despite its importance, this subject has been largely overlooked in educational research and policy. Bringing together 18 contributions from leading scholars, this book explores theoretical frameworks and conceptual models for teaching religious literacy in diverse classroom settings. The chapters analyze how religious knowledge is acquired, the role of education in fostering informed engagement with religion, and the implications for curriculum design and policy. Addressing both conceptual and practical dimensions, the volume highlights the complexities of teaching and learning about religion in secular education systems. This book is an essential resource for scholars of religious studies and theology, education researchers, policymakers, and educators seeking to understand the evolving role of religious literacy in contemporary public education.
