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Religion and Religious Diversity within Education in a Social Pedagogical Context in Times of Crisis: Can Religious Education Contribute to Community Cohesion?

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      Abstract

      In this article the author argues that the teaching of religion(s) in education, in a social pedagogical context, can encourage community cohesion especially when, during the current harsh crisis, the need for cohesion seems to be of paramount importance in enabling seemingly insurmountable problems to be overcome. At the same time minorities become vulnerable and diversity, a matter of high priority, comes to the fore. The author reviews evidence of research on the effect of educational intervention within Religious Education on student attitudes toward religious diversity. He proposes that constructivist methodology, using theatre/drama as a means of Religious Education, could give people the choice to be critical religious believers and active members in a society applying the fundamental social pedagogical principle of tolerance to and respect for the ‘other’.

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      Most cited references 12

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      THE ROLE OF TUTORING IN PROBLEM SOLVING

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        Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

         Juha Hämäläinen (corresponding) (2012)
        The concept of social pedagogy consists of two parts. The principal term is ‘pedagogy’ and the qualifying one is ‘social’. The word ‘social’ is used in different ways and contexts. Therefore, there are also many kinds of semantic interpretations of the concept of social pedagogy. This paper discusses discrepancies of the concept of social pedagogy, paying attention especially to different uses of the qualifying attribute ‘social’. Attention is paid to varieties of theoretical self-conceptions of social pedagogy within the history of the concept.
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          Intercultural education: Religion, Knowledge and the limits of Postmodernism

           D. Coulby,,  D Coulby (2008)
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            Author and article information

            Affiliations
            National and Kapodistrian University of Athens, Greece
            Author notes
            Correspondence to: Marios Koukounaras Liagkis, Faculty of Theology, National and Kapodistrian University of Athens, Panepistimiopolis, Ano Ilissia, 157 72 Athens, Greece. E-mail: makoulia@ 123456theol.uoa.gr

            *Marios Koukounaras-Liagkis is a Lecturer in Religious Education at Athens University, Faculty of Theology. He studied Theology at the Aristotle University of Thessaloniki and Greek Philology at the Democretian University of Thrace. Holding an MA in Pedagogy and a PhD in Sociology of Religion from the Aristotle University of Thessaloniki, he worked as a Religious Education teacher in secondary education from 2003 until 2012. Having worked as a consultant to the Minister of Education and Religious Affairs during the period of 2007–2009, he has also taken part in national and international conferences and published in journals in Greece and abroad. The focus of his current research is religions in education, constructivist pedagogy, and the process of mentoring candidate teachers. He is the author of three books on pedagogy, religious education and the sociology of religion.

            Journal
            ijsp
            ijsp
            International Journal of Social Pedagogy
            IJSP
            UCL Press (UK )
            2051-5804
            1 January 2015
            : 4
            : 1
            : 85-100
            10.14324/111.444.ijsp.2015.v4.1.007
            Copyright © 2015 The Author(s). [Special issue title, Social Pedagogy in Times of Crisis in Greece]

            This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

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            Figures: 0, Tables: 0, Equations: 0, References: 58, Pages: 17

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