|
Title
|
|
|
|
Op zoek naar de levensbeschouwelijke modes of existence : reflecties over levensbeschouwelijk onderwijs op basis van het werk van Bruno Latour en Charles Taylor
| |
|
Author
|
|
|
|
| |
|
Abstract
|
|
|
|
| In recent decades, people have been searching for the place and the role of worldviews in the educational curriculum and for a way they can still be taught at school. Many agree that a catechetical approach is no longer possible in today's diverse and secularised society. That is why some argue for a religious science approach or an approach in which one focuses on the development of the pupil's religious-philosophical identity starting from one or more worldviews. The question is whether these approaches do justice to the specificity of religious-philosophical education. This study explores ways in which religious-philosophical education does justice to the particularity of religion on the one hand and ensures that religious-philosophical education does not lose its school-based dimension on the other. Drawing on the views of Hannah Arendt, Jacques Claes, Jan Masschelein and Maarten Simons, among others, the foundations of the school were described in order to delineate the specificity of the place where young people are taught. The school has been described as a place that is free of all kinds of individual, political, economic or religious-philosophical interests; as a place where the world is studied together, in such a way that pupils at their turn can renew it in their own ways. In that perspective, Charles Taylor’s and Bruno Latour's views on religion were examined against the broader background of their analyses of modernity and their anthropological and ontological-metaphysical views. It was noted that, for them, religion does not primarily concern a particular belief or religious-philosophical view of reality, but has a strong incarnational character and has rather to do with a transformation of our existence and of our relationship with other human and non-human actors with whom we share the world. Furthermore, their thinking was applied to religious-philosophical education. Therefore three ways have been outlined that young people can take to shape themselves on a religious-philosophical level: the hermeneutic-philosophical way in which metaphysical-philosophical questions are reflexively explored; the poetic-constitutive way in which particular attention is paid to the uniqueness of religious language; the sensory-sensitising way, i.e. rather physical, sensory activities aimed at increasing our sensitivity to and care for the world. In a final section, a number of topics that were discussed earlier, have been elaborated. A more concrete description has been given of what the school as an 'open training ground’ for religious-philosophical reflection and praxis might entail. |
| |
|
Language
|
|
|
|
Dutch
| |
|
Publication
|
|
|
|
Antwerpen
:
Universiteit Antwerpen, Faculteit Letteren en Wijsbegeerte, Departement Wijsbegeerte
,
2023
| |
|
Volume/pages
|
|
|
|
xiv, 670 p.
| |
|
Note
|
|
|
|
:
Vanheeswijck, Guy [Supervisor]
:
De Vriese, Herbert [Supervisor]
:
Masschelein, Jan [Supervisor]
| |
|
Full text (open access)
|
|
|
|
|
The publisher created published version Available from 23.10.2024
|
| |
|