共查询到20条相似文献，搜索用时 15 毫秒
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John Tillson 《Journal of Philosophy of Education》2011,45(4):675-688
The questions that I address are: ‘What ought to become of Religious Education (RE)?’ and ‘To what extent do non‐religious beliefs belong in RE?’ I will argue that there are compelling reasons for studying religious and non‐religious views alongside each other, but that there are serious objections to doing this in the context of any subject called ‘religious education’ and that a new compulsory, national curriculum subject called Ethics would be an appropriate context for such study. 相似文献
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This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery. 相似文献
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Colin Richards Assistant Director of Inspection 《Curriculum Journal》2013,24(2):231-238
Abstract Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the ‘core curriculum’ of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the ‘curriculum as text’ before focusing attention on the ‘curriculum as action’. The analysis explores the nature of teachers’, pupils’ and parents’ beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE. 相似文献
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Meyvant Thorolfsson Gunnar E. Finnbogason Allyson Macdonald 《International Journal of Science Education》2013,35(17):2641-2665
In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a ‘kaleidoscopic quilt’ of ideas over the period studied. 相似文献
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Magnus Hultén 《History of education》2013,42(5):622-637
The decades following the Second World War saw strong technological development and economic growth. They also saw ‘the advent of technology education’, a period of extensive curriculum development in this field. But what was done and why? In order to obtain a better understanding of the historical roots of technology education, in this study the mid-century school reforms in Sweden are examined and, more specifically, the birth of the new subject of Technology (Teknik) in compulsory schools. In this article, the political forces driving the introduction and shaping of this new subject are emphasised. In a time of rapid transformations of educational systems and labour markets, the term Teknik proved to be a useful concept for policy-makers and reform technocrats. However, the subject came to re-create the inequalities of the earlier differentiated school system, despite its presence within the framework of a school ‘for all’. 相似文献
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Yonah Hisbon Matemba 《History of education》2013,42(4):542-560
This paper is an examination of the history of Scottish religious education (RE). Focusing on 1962–1992, it distinguishes the temporal processes that unfolded during this period to identify the circumstances that led to a serious case of neglect of the subject, especially in the non-denominational sector. Next, it highlights the less emphasised but important issue of how RE ‘survived’ in public education, going on to explicate the antecedents of a paradigm shift in the subject. Finally, curriculum reforms undertaken in the subject from the 1980s onwards are described, showing how these reforms helped to transform Scottish RE into an ‘academic’ subject well aligned with the curricular principles of ‘5–14’, the country’s first (1992) ‘educational’ RE programme. 相似文献
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Sean Whittle 《Journal of Philosophy of Education》2015,49(4):590-606
This article builds on the recent Special Interest issue of this journal on ‘Philosophy for Children in Transition’ (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a different argument in favour of introducing compulsory philosophy lessons into the curriculum. It is explained that in faith schools, such as Catholic ones, there is an additional need or imperative to have compulsory philosophy as part of the curriculum. This is because it serves as an effective way of avoiding the inherent dangers of confessional education, particularly the indoctrination challenge. It is argued that Catholic schools also have some intriguing theological reasons that can be used to justify the inclusion of compulsory philosophy in the school curriculum. It is proposed that when it comes to philosophy in schools there is a distinctive Catholic school perspective. As part of this it is explained why Catholic schools, perhaps more than others, need philosophy to be a compulsory part of the curriculum. 相似文献
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Eva-Maria Kenngott 《British Journal of Religious Education》2017,39(1):40-54
‘Life Design-Ethics-Religion Studies’ (LER) is the only non-confessional form of religious education (RE) in Germany. Six years after German reunification, the federal state of Brandenburg introduced LER with its dimension of non-confessional RE into the school curriculum. In this contribution, LER will be elucidated in three steps. First, the focus will be on LER as an integrative concept encompassing (a) an integration of mainly philosophical investigation as well as religious issues and (b) social integration, in a course where secular pupils and those of different denominations learn together. Second, I will describe how this new concept brought about a break with the long history of confessional RE in Germany and realised the precept of neutrality of religious education provided by the State. Finally, I will examine how the subject was accompanied by a new understanding of RE and how the concept of ‘Religion Studies’ is related to the concepts of ‘Ethics’ and ‘Life Design’. Here, attention will also be given to the competences that can be specified for LER. 相似文献
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David Rose 《Curriculum Journal》2013,24(3):305-326
This article considers the nature of RE curriculum policy-making from 1988–97. It concentrates on the hegemonic intent of cultural restorationists. Cultural restorationism finds expression when current political action is justified by particular interpretations being placed upon the past. This involves particular use of language and a strong emphasis on tradition, culture and the past. It is also related to economics, policy-making generally and, for this article, is particularly related to RE curriculum policy-making. The ‘voice’ of the cultural restorationists is explored and the manner in which they proceeded to impact on RE policy-making. The context of text production is explored, with its public ridicule and derision, also the marginalization of key figures and groups with skilful manipulation being made of the media. Language itself was adapted and used as a tool to achieve a manipulative and ‘ratchet-like’ effect on education. Many official documents are used positively to effect their agenda, reflecting hegemonic intent. In religious education policy-making cultural restorationism is aligned closely to a ‘Christianizing’ agenda. This involves the increased use of centralizing powers and the subsequent redefinition of the role for those involved at a local level in RE. Interview data are used from parliamentarians and those seeking to influence the processes. The article concludes that RE is increasingly subject to central control, despite its unique status vis à vis the National Curriculum. 相似文献
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《义务教育音乐课程标准》(2011年版)的颁布,标志着我国义务教育音乐课程进入到新一轮改革时期。目前农村中小学音乐存在许多问题,本文针对这些问题进行分析,并根据音乐新课程标准的精神实质,提出相应的对策建议。 相似文献
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James Nelson 《British Journal of Religious Education》2019,41(1):90-104
This paper explores what some have described as a ‘crisis in meaning’ in religious education (RE). One region, Northern Ireland, is chosen as a focus for exploring the question of meaning-making as it provides an example of ‘agreed ambiguity’ – where a common syllabus for RE is believed to be ascribed different meanings by different schools. The web pages of RE departments were used as a data source, and a critical discourse analysis method was employed to investigate how a sample of departments construct meaning in RE. The findings identify three dominant discourses in relation to RE in the sample: Christian Community, Cultural Hegemony and Personal Quest. It is noted that when giving meaning to RE, schools show commonality and difference across three key areas: ‘stake and interest’; ‘pupil agency’; and ‘dealing with difference’. In conclusion, it is noted that, where freedom is given to schools to construct meaning in RE, it is possible to sustain a common curriculum across schools with very different views of the subject, however, this flexibility has implications for issues of power, identity, autonomy and difference which may require mitigation. It is suggested critical education may be a valuable partner in this work. 相似文献
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This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings. 相似文献
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In England and Wales, religious education (RE) in non-faith schools has gradually changed from Christian education to the study of many religions and philosophies. However, the core values of RE have continued to be related to concerns about social cohesion and the building of shared values. The article briefly discusses changes in RE since 1944 and then considers attitudes to RE among a group of year 11 pupils (age 15–16) in one large multicultural comprehensive school, collected through questionnaires and group discussions. The subject name had been changed from RE to Religious Studies (RS) in 2004. The focus here is on pupils’ ideas of ‘the perfect RS pupil’; used as a means to access their understandings of the subject’s aims and their teachers’ expectations. The most popular responses were that the ideal pupil would be knowledgeable about religions and be tolerant and empathetic. This is in accord with the current social and political agenda for RE but lays it open to criticism that tolerance becomes an end in itself encouraging indifference to religions rather than a critical, evaluative perspective. 相似文献
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Rob Freathy 《British Journal of Religious Education》2019,41(1):27-40
This article outlines the ‘Big Ideas’ approach to curriculum reform, as applied in the ‘Principles and Big Ideas of Science Education’ project. A critical analysis follows of the outcomes of the University of Exeter’s ‘Identifying Principles and Big Ideas for Religious Education’ project, which sought to apply the same approach to Religious Education (RE) in English schools. This project made great headway in generating ‘Big Ideas’ to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge means that ‘Big Ideas’ about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our ‘knowledge’ of religion(s) and worldview(s) is generated. In this regard, the article posits four ‘Big Ideas about the study of religion(s) and worldview(s)’ to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the ‘RE-searchers approach’ to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice. 相似文献
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In Russia a new school subject has been introduced in order to facilitate educators in shaping the enculturation process of the autonomous student into the cumulative tradition. In this article the Russian societal and educational context is described and the concepts ‘religion’ and ‘culture’ are clarified. Together they build the concentric structural model in which a distinction is drawn between different layers representing various influential factors related to RE, not only in Russia but also in the western world. In our view this concentric structural model is constitutive for the new school subject of religious culture. The presentation of the model and its application is central in this article. 相似文献
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Can children and young people learn from atheism for spiritual development? A response to the National Framework for Religious Education 总被引：2，自引：1，他引：1
Jacqueline Watson 《British Journal of Religious Education》2008,30(1):49-58
The new National Framework for Religious Education (RE) suggests, for the first time in national advice on agreed syllabuses, that atheism can be included in the curriculum alongside world religions. This article counters objections to the inclusion of atheism in RE and argues that children and young people can learn from atheistic beliefs and values for their spiritual and moral development. It explores the idea of atheism as ‘faith’ and illustrates atheism’s spiritual and moral potential through examples of writing from Bertrand Russell and Jean Paul Sartre. The article concludes that RE (preferably under a new name) can continue to be a valuable curriculum subject, provided it responds to the non‐statutory guidance of the new framework by offering a broader, more inclusive spiritual education which includes positive accounts of atheistic beliefs. Indeed, it is contended that without this change schools can not fulfil their legal obligation to provide opportunities for spiritual and moral development to all pupils. 相似文献