Reframing curriculum for religious education

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Curriculum Studies Pub Date : 2023-06-21 DOI:10.1080/00220272.2023.2226696

D. Lewin, J. Orchard, Kate Christopher, Alexander Brown

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引用次数: 1

Abstract

ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.

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改革宗教教育课程

本文源于“宗教后教育”项目的工作。它综合了现有研究人员的课程专业知识，以及英国当前RE教师的专业知识。一个问题激发了我们共同的兴趣:我们应该如何处理可再生能源的课程开发，我们如何证明所采取的方法是正确的?本文分三步进行。首先，我们通过引入RE课程制作的各种方法来阐述、背景化和证明这个问题。我们认为，这些方法缺乏一般教学法的基础影响:即通过独特的教育理论来理解主题。为了解决这一遗漏，第二步提出了一种基于“培养/教学”传统的可替代方法，以及克拉夫基的具体一般教学分析。第三，我们将在两种教学环境中探讨这种方法，对这些应用进行建模，并举例说明它们所体现的原则。我们展示了综合理论和实践专业知识对可再生能源理论和实践的价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Curriculum Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

4.80%

发文量

审稿时长

24 weeks

期刊介绍： Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.