Ulteriori informazioni
This book examines the possibility and necessity of critical thinking in religious education through the lenses of critical realism and the Christian doctrine of
sensus fidei ('sense of faith').
Sommario
List of Figures
List of Tables
Preface
Acknowledgements
List of Abbreviations
1. Critical Thinking in Catholic Religious Education
2. Critical Realism and Catholic Christianity
3. A Critical Realist Account of Critical Thinking
4. An Empirical Investigation of Teacher Epistemologies
5. A Case for a Critical Realist Catholic Religious Epistemology
6. Catholic Religious Critical Thinking as the Exercise of Sensus Fidei
Conclusion
Appendix
Works Cited
Index
Info autore
Johnny C. Go is Director of the Science and Art of Learning and Teaching (SALT) Institute at Ateneo de Manila University, Philippines, concurrently serving as the Education Secretary for the Jesuit secondary and pre-secondary schools in Asia Pacific. After serving as the President of Xavier School from 2001 to 2013, he completed his doctorates in education in 2016 at the UCL Institute of Education, University of London, and the Singapore National Institute of Education at the Nanyang Technological University. He also teaches education and philosophy at the Ateneo de Manila University and the University of the Philippines.
Riassunto
This book examines the possibility and necessity of critical thinking in religious education through the lenses of critical realism and the Christian doctrine of sensus fidei (‘sense of faith’). Drawing on Bhaskar’s original critical realism and data from a survey of over a thousand teachers in the Philippines, the author argues for a view of critical thinking based on components of ‘disposition’ and ‘competence’. As such, critical thinking becomes the expression of a commitment to judgemental rationality and, in a Christian religious education, is guided by the individual’s sensus fidei. A philosophical and theological discussion of the process of coming to know in the religious domain, Religious Education from a Critical Realist Perspective also offers concrete recommendations on how to promote the practice of religious critical thinking in confessional religious education classrooms. As such, it will appeal to scholars of philosophy, theology and pedagogy with interests in religious education and curriculum development.
