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Başkalarının Dünya Görüşlerini Anlama: Din Eğitimine Yorumlayıcı Yaklaşımlar

Yıl 2003, Cilt: 1 Sayı: 3, 189 - 216, 01.07.2003

Öz

Bu makale, yazarın 'Religious Education: An Interpretive Approach' adlı eserinde de olduğu gibi öncelikle temsil, yorumlama ve düşünümsellik anahtar kavramlarını tartışarak yorumlayıcı din eğitimi yaklaşımını tanıtma amacını gütmektedir. Makale, bu fikirlerin deneysel bir program geliştirme projesi olan Warwich Din Eğitimi Projesine (The Warwich RE Project) nasıl uygulandığını göstererek devam etmektedir. Nihayet Warwich Din Eğitimi Projesinin tamamlayıcısı olarak görülen yorumlayıcı yaklaşımın dört değişkeninin üzerinde durulmaktadır. İkisi İngiltere'deki Warwich Din ve Eğitim Araştırmaları Biriminde yapılan çalışmayla (Krisman ve O'Grady'nin çalışmaları) bağlantılıdır. Diğerleri ise Güney Afrika (Stonier, Kwenda ve Mndende) ve İsveç'teki (Eriksson) din eğitimcilerinden alınmıştır.

Kaynakça

  • Barratt, M. (1994a). An egg for Babcha. Oxford: Heinemann.
  • Barratt, M. (1994b). Lucy's Sunday. Oxford: Heinemann.
  • Barratt, M. (1994c). Something to share. Oxford: Heinemann.
  • Barratt, M. (1994d). The Buddha's birthday. Oxford: Heinemann.
  • Barratt, M. (1994e). The Seventh day is Shabbat. Oxford: Heinemann.
  • Barratt, M., & Price, J. (1996a). Meeting Christians. Oxford: Heinemann.
  • Barratt, M., & Price, J. (1996b). Teacher's resource book: Meeting Christians. Oxford: Heinemann.
  • Baumann, G. (1996). Contesting culture: Discourses of identity in multi-ethnic. London: Cambridge University Press.
  • Brown, K. M. (1991). Mama lola: A Vodou priestess in Brooklyn. Berkeley: University of California Press.
  • Chidester, D. (1992). Religions of South Africa. London: Routledge.
  • Chidester, D. (1996a). Savage systems: Colonialism and comparative religion in Southern Africa. Charlottesville: University Press of Virginia.
  • Chidester, D. (1996b). Man, God, beast, heaven, light, burning fire. In T. Andree, C. Bakker & P. Schreiner (Eds.), Crossing boundaries: Contributions to interreligious and intercultural education (pp.161-168). Münster: Comenius Institute.
  • Chidester, D. (1999). Embracing South Africa: Internationalizing the study of religion. In D. Chidester, J. Stonier & J. Tobler (Eds.), Diversity as ethos: Challenges for interreligious and intercultural education (pp. 4-27). Cape Town: Institute for Comparative Religion in Southern Africa.
  • Chidester, D., & Mitchell, G. (1992). Religion and public education: Policy options for a new South Africa. Cape Town: Institute for Comparative Religion in Southern Africa.
  • Clifford, J. (1986). Introduction: Partial truths. In J. Clifford & G. Marcus (Eds), Writing culture: The Poetics and politics of ethnography (pp.1-26). Berkeley: University of California Press.
  • Crapanzano, V. (1980). Tuhami, portrait of a Moroccan. Chicago: University of Chicago Press.
  • Du Toit, C. W., & Kruger, K. S. (Eds.) (1998). Multireligious education in South Africa: Problems and prospects in a pluralistic society. Pretoria: Research Institute for Theology and Religion, University of South Africa.
  • Edwards, S. (1999). Re and emancipation: A Critical approach to cultural development in the comprehensive school. Unpublished doctorate thesis, University of Warwick.
  • Eriksson, K. (1999). På spaning efter livets mening. Unpublished doctorate thesis, Intitutionen för Pedagogik, Lärarhögskolan Malmö.
  • Eriksson, K. (2000). In Search of the meaning of life: A study of the ideas of senior compulsory school pupils on life and its meaning, in an experiential learning context. British Journal of Religious Education, 22, 115-27.
  • Erricker, C. & Erricker, J. (2000a). Reconstructing religious, spiritual & moral education. London; New York: Routledge/Falmer.
  • Everington, J. (1996a). Meeting Christians (Book Two). Oxford: Heinemann.
  • Everington, J. (1996b). Teacher's resource book: Meeting Christians (Book Two). Oxford: Heinemann. Ferguson, R. (1999). Strategies for teaching religion in colleges of education. Unpublished master’s thesis, University of Stellenbosch, South Africa.
  • Geertz, C. (1988). Works and lives: The Anthropologist as author. Cambridge: Polity Press.
  • Hargreaves, D. H. (1996). Teaching as a research-based profession: Possibilities and prospects. The Teacher Training Agency Annual Lecture. London: Teacher Training Agency.
  • Hartman, S. (1986). Children's philosophy of life. Lund: Gleerup.
  • Hillage, J., Pearson, R., Anderson, A., & Tamkin, P. (1998). Excellence in research on schools . London: Department for Education and Employment.
  • Ipgrave, J. (2001). Pupil-to-pupil dialogue in the classroom as a tool for religious education (Warwick religions and education research unit, working paper 2). Coventry: Institute of Education, University of Warwick.
  • Jackson, R. (1997). Religious education: An interpretive approach. London: Hodder and Stoughton.
  • Jackson, R. (2000a). The Warwick religious education project: The Interpretive approach to religious education. In M. H. Grimmitt (Ed.), Pedagogies of religious education: Case studies in the research and development of good pedagogic practice in RE (pp 130-52). Great Wakering: McCrimmons.
  • Jackson, R. (2000b). Law, politics and religious education in England and Wales: Some history, some stories and some observations. In M. Leicester, C. Modgil & S. Modgil (Eds.), Spiritual and religious education (pp. 86-99) London, Routledge.
  • Jackson, R., Barratt, M., & Everington, J. (1994). Bridges to religions: Teacher's resource book. Oxford: Heinemann.
  • Krisman, A. (1997). Speak from the heart: Exploring and responding to RE in the special school. Oxford: Farmington Institute for Christian Studies.
  • Kwenda, C., Mndende, N., & Stonier, J. (1997). African religion and culture alive! Hatfield, South Africa: Collegium.
  • McIntyre, J (1978). Multi-culture and multifaith societies: Some examinable assumptions (Occasional Papers). Oxford: Farmington Institute for Christian Studies.
  • McKenna, U. (2002). Towards an inclusive pedagogy for religious education in primary schools (Occasional Papers III). Coventry: Warwick Religions and Education Research Unit, University of Warwick, Institute of Education.
  • Mercier, C. (1996). Muslims: Interpreting religions series. Oxford: Heinemann.
  • Mitchell, G., Mnende, N., Phiri, I. A., & Stonier, J. (1993). The end of the tunnel: Religion education for a non-racial South Africa. Cape Town: Institute for Comparative Religion in Southern Africa.
  • Nesbitt, E. (1998). British, Asian and Hindu: Identity, self-narration and the ethnographic Interview. Journal of Beliefs and Values, 19, 189-200.
  • Nesbitt, E. (2000, July). Religious nurture and young people's spirituality: Reflections on research at Warwick. Paper presented at the International Conference on Children's Spirituality, Chichester, UK.
  • O'Grady, K. (2003). Motivation in religious education: A Collaborative investigation with year eight students. British Journal of Religious Education, 25, 214-225.
  • Østberg, S. (2003). Pakistani children in Oslo: Islamic nurture in a secular setting. Leeds: Community Religions Project, University of Leeds.
  • Robson, G. (1995). Christians: Interpreting religions series. Oxford: Heinemann.
  • Roux, C. (2000). Multi-religious education: An Option for South Africa in the new education system. British Journal of Religious Education, 22, 173-80.
  • Rudge, L. (1998). I am nothing - does it matter? A Critique of current policy and practice in England on behalf of the silent majority. British Journal of Religious Education, 20, 155-165.
  • Said, E. (1978). Orientalism. London: Routledge & Kegan Paul.
  • SCAA (1994a). Model syllabuses for religious education: Living Faiths Today. London: School Curriculum and Assessment Authority.
  • SCAA (1994b). Model syllabuses for religious education: Questions and teaching London: School Curriculum and Assessment Authority.
  • SCAA (1994c). Model syllabuses for religious education: Faith communities. Working group reports. London: School Curriculum and Assessment Authority.
  • Skeie, G. (1995). Plurality and pluralism: A Challenge Religious Education. British Journal of Educatiion. 25 (1), 47-59.
  • Skeie, G. (2002). The Concept of plurality and its meaning for religious education. British Journal of Religious Education 25, 47-59.
  • Steyn, H C. (2003). The Good South African citizen: Then and now. In R Jackson (Ed.), International perspectives on citizenship, education and religious diversity (pp. 109-24). London: Routledge Falmer.
  • Stonier, J. (1999). A new direction for religious education in South Africa? The proposed new RE policy. In D. Chidester, J. Stonier & J. Tobler (Eds.). Diversity as ethos: Challenges for interreligious and intercultural education (pp.28-46). Cape Town: Institute for Comparative Religion in Southern Africa,.
  • Stonier, J. E. T. (1996). Oral into written: An Experiment in creating a text for African religion. Unpublished master’s thesis, University of Cape Town.
  • Swedish Ministry of Education and Science. (1994). Curriculum for Compulsory Schools [LPO 94] Stockholm: Author.
  • Swedish Ministry of Education and Science. (1995) Syllabi for the Compulsory School. Stockholm: Author.
  • Tooley, J. & Darby, D. (1998). Educational research: A Critique (A Survey of published educational research). London: Office for Standards in Education.
  • Wayne, E., Everington, J., Kadodwala, D., & Nesbitt, E. (1996) Hindus: Interpreting religions series. Oxford: Heinemann.

Understanding the Worldviews of Others: Interpretive Approaches to Religious Education

Yıl 2003, Cilt: 1 Sayı: 3, 189 - 216, 01.07.2003

Öz

This article introduces the interpretive approach to religious
education as described in the author’s book Religious Education: An
Interpretive Approach, in particular discussing the key concepts of representation,
interpretation and reflexivity. The article goes on to illustrate
how these ideas were applied in an experimental curriculum
development project, the Warwick RE Project. Finally, attention is
given to four variants on the interpretive approach which are seen as
complementary to the Warwick RE Project. Two of these are related
to work done in the Warwick Religions and Education Research Unit
in England (the work of Krisman and O'Grady). The others are from
religious educators in South Africa (Stonier, Kwenda and Mndende)
and Sweden (Eriksson).

Kaynakça

  • Barratt, M. (1994a). An egg for Babcha. Oxford: Heinemann.
  • Barratt, M. (1994b). Lucy's Sunday. Oxford: Heinemann.
  • Barratt, M. (1994c). Something to share. Oxford: Heinemann.
  • Barratt, M. (1994d). The Buddha's birthday. Oxford: Heinemann.
  • Barratt, M. (1994e). The Seventh day is Shabbat. Oxford: Heinemann.
  • Barratt, M., & Price, J. (1996a). Meeting Christians. Oxford: Heinemann.
  • Barratt, M., & Price, J. (1996b). Teacher's resource book: Meeting Christians. Oxford: Heinemann.
  • Baumann, G. (1996). Contesting culture: Discourses of identity in multi-ethnic. London: Cambridge University Press.
  • Brown, K. M. (1991). Mama lola: A Vodou priestess in Brooklyn. Berkeley: University of California Press.
  • Chidester, D. (1992). Religions of South Africa. London: Routledge.
  • Chidester, D. (1996a). Savage systems: Colonialism and comparative religion in Southern Africa. Charlottesville: University Press of Virginia.
  • Chidester, D. (1996b). Man, God, beast, heaven, light, burning fire. In T. Andree, C. Bakker & P. Schreiner (Eds.), Crossing boundaries: Contributions to interreligious and intercultural education (pp.161-168). Münster: Comenius Institute.
  • Chidester, D. (1999). Embracing South Africa: Internationalizing the study of religion. In D. Chidester, J. Stonier & J. Tobler (Eds.), Diversity as ethos: Challenges for interreligious and intercultural education (pp. 4-27). Cape Town: Institute for Comparative Religion in Southern Africa.
  • Chidester, D., & Mitchell, G. (1992). Religion and public education: Policy options for a new South Africa. Cape Town: Institute for Comparative Religion in Southern Africa.
  • Clifford, J. (1986). Introduction: Partial truths. In J. Clifford & G. Marcus (Eds), Writing culture: The Poetics and politics of ethnography (pp.1-26). Berkeley: University of California Press.
  • Crapanzano, V. (1980). Tuhami, portrait of a Moroccan. Chicago: University of Chicago Press.
  • Du Toit, C. W., & Kruger, K. S. (Eds.) (1998). Multireligious education in South Africa: Problems and prospects in a pluralistic society. Pretoria: Research Institute for Theology and Religion, University of South Africa.
  • Edwards, S. (1999). Re and emancipation: A Critical approach to cultural development in the comprehensive school. Unpublished doctorate thesis, University of Warwick.
  • Eriksson, K. (1999). På spaning efter livets mening. Unpublished doctorate thesis, Intitutionen för Pedagogik, Lärarhögskolan Malmö.
  • Eriksson, K. (2000). In Search of the meaning of life: A study of the ideas of senior compulsory school pupils on life and its meaning, in an experiential learning context. British Journal of Religious Education, 22, 115-27.
  • Erricker, C. & Erricker, J. (2000a). Reconstructing religious, spiritual & moral education. London; New York: Routledge/Falmer.
  • Everington, J. (1996a). Meeting Christians (Book Two). Oxford: Heinemann.
  • Everington, J. (1996b). Teacher's resource book: Meeting Christians (Book Two). Oxford: Heinemann. Ferguson, R. (1999). Strategies for teaching religion in colleges of education. Unpublished master’s thesis, University of Stellenbosch, South Africa.
  • Geertz, C. (1988). Works and lives: The Anthropologist as author. Cambridge: Polity Press.
  • Hargreaves, D. H. (1996). Teaching as a research-based profession: Possibilities and prospects. The Teacher Training Agency Annual Lecture. London: Teacher Training Agency.
  • Hartman, S. (1986). Children's philosophy of life. Lund: Gleerup.
  • Hillage, J., Pearson, R., Anderson, A., & Tamkin, P. (1998). Excellence in research on schools . London: Department for Education and Employment.
  • Ipgrave, J. (2001). Pupil-to-pupil dialogue in the classroom as a tool for religious education (Warwick religions and education research unit, working paper 2). Coventry: Institute of Education, University of Warwick.
  • Jackson, R. (1997). Religious education: An interpretive approach. London: Hodder and Stoughton.
  • Jackson, R. (2000a). The Warwick religious education project: The Interpretive approach to religious education. In M. H. Grimmitt (Ed.), Pedagogies of religious education: Case studies in the research and development of good pedagogic practice in RE (pp 130-52). Great Wakering: McCrimmons.
  • Jackson, R. (2000b). Law, politics and religious education in England and Wales: Some history, some stories and some observations. In M. Leicester, C. Modgil & S. Modgil (Eds.), Spiritual and religious education (pp. 86-99) London, Routledge.
  • Jackson, R., Barratt, M., & Everington, J. (1994). Bridges to religions: Teacher's resource book. Oxford: Heinemann.
  • Krisman, A. (1997). Speak from the heart: Exploring and responding to RE in the special school. Oxford: Farmington Institute for Christian Studies.
  • Kwenda, C., Mndende, N., & Stonier, J. (1997). African religion and culture alive! Hatfield, South Africa: Collegium.
  • McIntyre, J (1978). Multi-culture and multifaith societies: Some examinable assumptions (Occasional Papers). Oxford: Farmington Institute for Christian Studies.
  • McKenna, U. (2002). Towards an inclusive pedagogy for religious education in primary schools (Occasional Papers III). Coventry: Warwick Religions and Education Research Unit, University of Warwick, Institute of Education.
  • Mercier, C. (1996). Muslims: Interpreting religions series. Oxford: Heinemann.
  • Mitchell, G., Mnende, N., Phiri, I. A., & Stonier, J. (1993). The end of the tunnel: Religion education for a non-racial South Africa. Cape Town: Institute for Comparative Religion in Southern Africa.
  • Nesbitt, E. (1998). British, Asian and Hindu: Identity, self-narration and the ethnographic Interview. Journal of Beliefs and Values, 19, 189-200.
  • Nesbitt, E. (2000, July). Religious nurture and young people's spirituality: Reflections on research at Warwick. Paper presented at the International Conference on Children's Spirituality, Chichester, UK.
  • O'Grady, K. (2003). Motivation in religious education: A Collaborative investigation with year eight students. British Journal of Religious Education, 25, 214-225.
  • Østberg, S. (2003). Pakistani children in Oslo: Islamic nurture in a secular setting. Leeds: Community Religions Project, University of Leeds.
  • Robson, G. (1995). Christians: Interpreting religions series. Oxford: Heinemann.
  • Roux, C. (2000). Multi-religious education: An Option for South Africa in the new education system. British Journal of Religious Education, 22, 173-80.
  • Rudge, L. (1998). I am nothing - does it matter? A Critique of current policy and practice in England on behalf of the silent majority. British Journal of Religious Education, 20, 155-165.
  • Said, E. (1978). Orientalism. London: Routledge & Kegan Paul.
  • SCAA (1994a). Model syllabuses for religious education: Living Faiths Today. London: School Curriculum and Assessment Authority.
  • SCAA (1994b). Model syllabuses for religious education: Questions and teaching London: School Curriculum and Assessment Authority.
  • SCAA (1994c). Model syllabuses for religious education: Faith communities. Working group reports. London: School Curriculum and Assessment Authority.
  • Skeie, G. (1995). Plurality and pluralism: A Challenge Religious Education. British Journal of Educatiion. 25 (1), 47-59.
  • Skeie, G. (2002). The Concept of plurality and its meaning for religious education. British Journal of Religious Education 25, 47-59.
  • Steyn, H C. (2003). The Good South African citizen: Then and now. In R Jackson (Ed.), International perspectives on citizenship, education and religious diversity (pp. 109-24). London: Routledge Falmer.
  • Stonier, J. (1999). A new direction for religious education in South Africa? The proposed new RE policy. In D. Chidester, J. Stonier & J. Tobler (Eds.). Diversity as ethos: Challenges for interreligious and intercultural education (pp.28-46). Cape Town: Institute for Comparative Religion in Southern Africa,.
  • Stonier, J. E. T. (1996). Oral into written: An Experiment in creating a text for African religion. Unpublished master’s thesis, University of Cape Town.
  • Swedish Ministry of Education and Science. (1994). Curriculum for Compulsory Schools [LPO 94] Stockholm: Author.
  • Swedish Ministry of Education and Science. (1995) Syllabi for the Compulsory School. Stockholm: Author.
  • Tooley, J. & Darby, D. (1998). Educational research: A Critique (A Survey of published educational research). London: Office for Standards in Education.
  • Wayne, E., Everington, J., Kadodwala, D., & Nesbitt, E. (1996) Hindus: Interpreting religions series. Oxford: Heinemann.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA53JV77ZF
Bölüm Makaleler
Yazarlar

Robert Jackson Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2003
Yayımlandığı Sayı Yıl 2003 Cilt: 1 Sayı: 3

Kaynak Göster

APA Jackson, R. (2003). Başkalarının Dünya Görüşlerini Anlama: Din Eğitimine Yorumlayıcı Yaklaşımlar. Değerler Eğitimi Dergisi, 1(3), 189-216.