Problematizing Religious Truth: Implications for Public Education

Autor/inn/en	Rosenblith, Suzanne; Priestman, Scott
Titel	Problematizing Religious Truth: Implications for Public Education
Quelle	In: Educational Theory, 54 (2004) 4, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.0013-2004.2004.00025.x
Schlagwörter	Teaching Methods; Standards; Religion; Public Education; Public Schools; Evaluation Criteria + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Öffentliche Erziehung; Public school; Öffentliche Schule
Abstract	The question motivating this paper is whether or not there can be standards governing the evaluation of truth claims in religion. In other areas of study such as physics, math, history, and even value-laden realms like morality there is some widespread agreement as to what constitutes good thinking. If such a standard existed in religion, then our approach to teaching religion would need to change. This paper, however, is a prelude to examining such a question. In it, we briefly explore whether or not religion should even be included in public education. After concluding that it should be, we then look at whether we should pursue questions of truth in discussing religion or whether truth should be bracketed. If matters of truth are bracketed, what is lost? If questions of truth are pursued in our public school classrooms, what standards of evaluation should be applied to them? (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10