By Diane L. Moore (auth.)
In Overcoming non secular Illiteracy, Harvard professor and Phillips Academy instructor Diane L. Moore argues that notwithstanding the us is likely one of the such a lot religiously different international locations on the planet, the majority of electorate are woefully ignorant approximately faith itself and the fundamental tenets of the world's significant spiritual traditions. the implications of this non secular illiteracy are profound and contain fueling the tradition wars, curbing old realizing and selling spiritual and racial bigotry. during this quantity, Moore combines thought with perform to articulate how one can comprise the examine of faith into the colleges in ways in which will invigorate school rooms and improve democratic discourse within the public sphere.
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The Age of information emphasizes that the continued ameliorations of data, either inside universities and for society extra usually, has to be understood as a mirrored image of the bigger adjustments within the constitutive social buildings during which they're consistently produced, translated and reproduced. because the improvement of data remains to be implicated within the ordinary practices of the human social company, visualizing those adjustments calls for the glory of the social and materialistic contexts informing those modifications.
In Overcoming non secular Illiteracy, Harvard professor and Phillips Academy instructor Diane L. Moore argues that even though the USA is likely one of the so much religiously diversified countries on the planet, nearly all of voters are woefully ignorant approximately faith itself and the elemental tenets of the world's significant spiritual traditions.
Extra resources for Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education
This consciousness can provide the foundation for teachers to become more active in public policy debates from their perspective as professionals with expertise to share. Classroom educators are too often absent from these policy debates and their voices need to be heard, respected, and engaged. All citizens and especially educators and educational theorists should be encouraged to articulate and defend what they believe should be the purpose of education. Though I do not expect that all readers will agree with the values that I promote here, I hope that these ideas will be openly engaged and debated in the spirit of honest, respectful, deliberative discourse.
Familiar texts can become alive in new ways, and students learn the tools to engage similar sets of questions from their own interpretive lenses. More specifically, understanding can also be enhanced when students are exposed to the foundational literature of the world’s religious traditions from a nonsectarian perspective. 4 It would also be beneficial to offer similar courses on other foundational religious texts that have themselves influenced world literature, such as the Qur’an, the Mahabharata, and the Tao Te Ching.
The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. ”18 Problem-posing education, in contrast, is learner-centered and invites (indeed, requires) learners to be active participants in the educational enterprise. The emphasis is on asking questions and posing problems to ponder rather than the accumulation of knowledge defined as objective facts or the uncritical acceptance of authority.