Paul Hirst and religious education’s curriculum question; or, how Hirst never thought religion was a form of knowledge at all

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
D. Aldridge
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引用次数: 0

Abstract

Hirst consistently listed religion as a form of knowledge. He had numerous chances to revise this position, but did not. However, whenever Hirst actually considered religion and the curriculum in specific detail, either he did so without reference to the curriculum principles of liberal education, or he implicitly or explicitly rejected his own claim that religion was a form of knowledge. In this article I hope to contribute to an appreciation of Hirst’s work by showing how attempting to understand his thinking on religious education against the background of forms of knowledge both adds to confusion about what Hirst intended the forms of knowledge to be, and hinders an understanding of what his explicitly stated curriculum position on religion actually was. I speculate that Hirst included religion as a form of knowledge only as an ‘agnostic placeholder’ acknowledging the possibility that religion might turn out to be a form of knowledge. I then offer a brief assessment of this revised interpretation of Hirst’s position from the perspective of contemporary scholarship in the philosophy of religious education.
保罗·赫斯特与宗教教育的课程问题或者,赫斯特从来没有认为宗教是一种知识形式
赫斯特一贯将宗教列为一种知识形式。他曾多次有机会修改这一立场,但都没有。然而,每当赫斯特真正详细地考虑宗教和课程时,要么他这样做没有参考自由教育的课程原则,要么他含蓄或明确地拒绝了他自己关于宗教是一种知识形式的主张。在这篇文章中,我希望通过展示试图在知识形式的背景下理解赫斯特对宗教教育的思考,既增加了对赫斯特想要的知识形式的困惑,又阻碍了对他明确阐述的宗教课程立场的理解,从而有助于对赫斯特的工作做出评价。我推测赫斯特将宗教作为一种知识形式,只是作为一个“不可知论占位符”,承认宗教可能成为一种知识的形式。然后,我从宗教教育哲学的当代学术角度,对赫斯特立场的修订解释进行了简要的评估。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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