TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND

Detalhes bibliográficos
Autor(a) principal: Carvalho, Tarcisio Amorim
Data de Publicação: 2021
Tipo de documento: preprint
Idioma: eng
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3082
Resumo: This article draws on the experiences of Ireland and England, which support different conceptions and practices of religious education (RE), in order to provide a normative framework for the organisation of RE in multicultural states. This analysis consists in an assessment of three conceptions of religious education: the liberal conception, which emphasises neutrality and objectivity; the pragmatist conception, which is egalitarian in character; and the tradition-oriented conception, which is based on a substantive ethics. Rejecting the view that religious education should be only informative and free from criticism of content, I will make the case for an ethical-dialogical approach to RE, whereby pupils can learn from each other’s beliefs and experiences, as availed by their own cultural traditions, without setting aside their capacity to evaluate different moral claims. This approach to RE is especially designed to multidenominational schools that recognise the ethical potential of learning from religion, but are sensible towards issues of conscience in plural environments.
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spelling TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLANDPARA UN ENFOQUE ÉTICO-DIALÓGICO DE LA EDUCACIÓN RELIGIOSA: UN ANÁLISIS TEÓRICO DE LOS CASOS DE IRLANDA E INGLATERRAPOR UMA ABORDAGEM ÉTICO-DIALÓGICA DA EDUCAÇÃO RELIGIOSA: UMA ANÁLISE TEÓRICA DOS CASOS DA IRLANDA E DA INGLATERRAEducação ReligiosaAbordagem Ético-DialógicaInglaterraIrlandaMulticulturalismoReligious EducationEthical-Dialogical ApproachEnglandIrelandMulticulturalismEducación ReligiosaEnfoque Ético-DialógicoInglaterraIrlandaMulticulturalismoThis article draws on the experiences of Ireland and England, which support different conceptions and practices of religious education (RE), in order to provide a normative framework for the organisation of RE in multicultural states. This analysis consists in an assessment of three conceptions of religious education: the liberal conception, which emphasises neutrality and objectivity; the pragmatist conception, which is egalitarian in character; and the tradition-oriented conception, which is based on a substantive ethics. Rejecting the view that religious education should be only informative and free from criticism of content, I will make the case for an ethical-dialogical approach to RE, whereby pupils can learn from each other’s beliefs and experiences, as availed by their own cultural traditions, without setting aside their capacity to evaluate different moral claims. This approach to RE is especially designed to multidenominational schools that recognise the ethical potential of learning from religion, but are sensible towards issues of conscience in plural environments.Este artículo se basa en las experiencias de Irlanda e Inglaterra, que proporcionan diferentes concepciones y prácticas de la educación religiosa (ER) con el fin de proporcionar un marco normativo para la organización de las ER en estados multiculturales. Este análisis consiste en una evaluación de tres concepciones de la educación religiosa: la concepción liberal, que enfatiza la neutralidad y objetividad; la concepción pragmática, de carácter igualitario; y la concepción orientada a la tradición, que se basa en una ética sustantiva. Rechazando la opinión de que la educación religiosa solo debe ser informativa y estar libre de críticas de contenido, defiendo un enfoque ético-dialógico de la ER, a través del cual los estudiantes pueden aprender de las creencias y experiencias de los demás de acuerdo con sus propias tradiciones culturales, sin descuidar su capacidad para aprender. evaluar diferentes afirmaciones morales. Este enfoque de ER está especialmente dirigido a escuelas multidenominacionales que reconocen el potencial ético de aprender de la religión, pero son sensibles a los problemas de conciencia en entornos plurales.Este artigo baseia-se nas experiências da Irlanda e da Inglaterra, que proveem diferentes concepções e práticas de educação religiosa (ER), a fim de fornecer uma estrutura normativa para a organização de ER em estados multiculturais. Esta análise consiste em uma avaliação de três concepções de educação religiosa: a concepção liberal, que enfatiza a neutralidade e a objetividade; a concepção pragmatista, de caráter igualitário; e a concepção orientada para a tradição, que se baseia em uma ética substantiva. Rejeitando a visão de que a educação religiosa deve ser apenas informativa e livre de crítica de conteúdo, defendo uma abordagem ético-dialógica da ER, por meio da qual os alunos podem aprender com as crenças e experiências uns dos outros, de acordo com suas próprias tradições culturais, sem deixar de lado sua capacidade de avaliar diferentes reivindicações morais. Esta abordagem de ER é especialmente voltada para escolas multidenominacionais que reconhecem o potencial ético de se aprender com a religião, mas são sensíveis às questões de consciência em ambientes plurais.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-12-20info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/308210.1590/SciELOPreprints.3082enghttps://preprints.scielo.org/index.php/scielo/article/view/3082/5537Copyright (c) 2021 Tarcisio Amorim Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarvalho, Tarcisio Amorimreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-10-19T23:01:13Zoai:ops.preprints.scielo.org:preprint/3082Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-10-19T23:01:13SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
PARA UN ENFOQUE ÉTICO-DIALÓGICO DE LA EDUCACIÓN RELIGIOSA: UN ANÁLISIS TEÓRICO DE LOS CASOS DE IRLANDA E INGLATERRA
POR UMA ABORDAGEM ÉTICO-DIALÓGICA DA EDUCAÇÃO RELIGIOSA: UMA ANÁLISE TEÓRICA DOS CASOS DA IRLANDA E DA INGLATERRA
title TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
spellingShingle TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
Carvalho, Tarcisio Amorim
Educação Religiosa
Abordagem Ético-Dialógica
Inglaterra
Irlanda
Multiculturalismo
Religious Education
Ethical-Dialogical Approach
England
Ireland
Multiculturalism
Educación Religiosa
Enfoque Ético-Dialógico
Inglaterra
Irlanda
Multiculturalismo
title_short TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
title_full TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
title_fullStr TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
title_full_unstemmed TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
title_sort TOWARDS AN ETHICAL-DIALOGICAL APPROACH TO RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS FROM THE CASES OF IRELAND AND ENGLAND
author Carvalho, Tarcisio Amorim
author_facet Carvalho, Tarcisio Amorim
author_role author
dc.contributor.author.fl_str_mv Carvalho, Tarcisio Amorim
dc.subject.por.fl_str_mv Educação Religiosa
Abordagem Ético-Dialógica
Inglaterra
Irlanda
Multiculturalismo
Religious Education
Ethical-Dialogical Approach
England
Ireland
Multiculturalism
Educación Religiosa
Enfoque Ético-Dialógico
Inglaterra
Irlanda
Multiculturalismo
topic Educação Religiosa
Abordagem Ético-Dialógica
Inglaterra
Irlanda
Multiculturalismo
Religious Education
Ethical-Dialogical Approach
England
Ireland
Multiculturalism
Educación Religiosa
Enfoque Ético-Dialógico
Inglaterra
Irlanda
Multiculturalismo
description This article draws on the experiences of Ireland and England, which support different conceptions and practices of religious education (RE), in order to provide a normative framework for the organisation of RE in multicultural states. This analysis consists in an assessment of three conceptions of religious education: the liberal conception, which emphasises neutrality and objectivity; the pragmatist conception, which is egalitarian in character; and the tradition-oriented conception, which is based on a substantive ethics. Rejecting the view that religious education should be only informative and free from criticism of content, I will make the case for an ethical-dialogical approach to RE, whereby pupils can learn from each other’s beliefs and experiences, as availed by their own cultural traditions, without setting aside their capacity to evaluate different moral claims. This approach to RE is especially designed to multidenominational schools that recognise the ethical potential of learning from religion, but are sensible towards issues of conscience in plural environments.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-20
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info:eu-repo/semantics/publishedVersion
format preprint
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dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3082
10.1590/SciELOPreprints.3082
url https://preprints.scielo.org/index.php/scielo/preprint/view/3082
identifier_str_mv 10.1590/SciELOPreprints.3082
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3082/5537
dc.rights.driver.fl_str_mv Copyright (c) 2021 Tarcisio Amorim Carvalho
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Tarcisio Amorim Carvalho
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
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reponame_str SciELO Preprints
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repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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