Engaging with religious epistemologies in the classroom: Implications for civic education
Engaging with religious epistemologies in the classroom: Implications for civic education
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在课堂上参与宗教认识论：对公民教育的影响
DOI：
10.1177/1745499917698311
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发表时间：
2017
影响因子：
2.1
通讯作者：
Michalinos Zembylas
中科院分区：
文献类型：
--
作者：
Z. Bekerman;Michalinos Zembylas
Our point of departure in this paper is the observation that in many secular societies—which may be so in variable degrees, especially in the West—as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply political, because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations.
