BeschreibungThis study deals with the use of dialogical communication in religious education by teachers and students from different religious backgrounds at Catholic primary schools in the Netherlands. Until recently interreligious communication did not occupy a very prominent place in religious education. This changed as a result of the growing number of immigrant students, an increase in religiously mixed classes and new awareness of and sensitivity to interreligious relations. In recent decades there has been a growing body of literature on the challenge that religious diversity poses for religious education. Increasing religious diversity also raises new questions that have not yet been properly analysed and for which no satisfactory answers have been found. One such question concerns the content and method of dialogical communication in the context of interreligious and intercultural learning: what communicative and cultural practices acknowledge and appreciate otherness and difference, yet at the same time cultivate awareness of the interdependence of self and other? Questions like these are central to educating a generation with a truly social outlook and a truly social will (education for citizenship). To this end the author investigated the implications of the dialogical principle in (inter)religious education.
Inhaltsverzeichnis1. Introduction; 1.1 Research problem; 1.2 Goal of the study and research questions; 1.3 Research design; 1.4 Measuring instruments; 1.5 Data collection; 1.6 Data analyses; 1.7 Structure of the dissertation; 2. Key features of dialogical communication in religious education; 2.1 Introduction; 2.2 Otherness in hermeneutic theory; 2.3 Otherness in communication theory; 2.4 Otherness in theory of religion; 2.5 Key features of interreligious dialogical communication; 3. Describing classroom communication with the help of the Taxonomy of Verbal Response Modes; 3.1 Introduction; 3.2 Introducing the VRM Taxonomy; 3.2.1 Principles of classification; 3.2.2 Verbal Response Modes; 3.2.3 Form modes and intent modes; 3.3 Teacher/student interaction; 3.4 Empirical illustration of the VRM Taxonomy; 3.4.1 Sampling; 3.4.2 Analyses and results; 3.5 Modifying the VRM Taxonomy; 3.6 Empirical illustration of the modified version of the VRM Taxonomy; 3.7 Summary and discussion; 4. Expressing oneself in interreligious classroom communication; 4.1 Introduction; 4.2 The self as dialogical self; 4.3 Expressing oneself in dialogical communication; 4.4 Description of the research; 4.4.1 Research questions; 4.4.2 Design of data analyses; 4.5 Results; 4.6 Summary and discussion; 5. Understanding the other in interreligious classroom communication; 5.1 Introduction; 5.2 Understanding the other in dialogical communication; 5.3 Understanding the religious other in dialogical communication; 5.4 The educational context; 5.5 Description of the research; 5.5.1 Research questions; 5.5.2 Design of data analyses; 5.6 Results; 5.7 Summary and discussion; 6. Appropriating the ideological viewpoints of others in interreligious classroom communication; 6.1 Introduction; 6.2 Appropriation; 6.3 Allowing scope for a variety of voices of religion; 6.3.1 Implications for appropriation; 6.4 Allowing scope for interaction; 6.4.1 Authoritative and internally persuasive discourse; 6.4.2 Implications for appropriation; 6.5 Description of the research; 6.5.1 Research questions; 6.5.2 Design of data analyses; 6.6 Results; 6.7 Summary and discussion; 7.Conclusion and discussion; 7.1 Research findings; 7.1.1 Research aim; 7.1.2 Summary; 7.2 Towards a theory of interreligious dialogical communication; 7.3 Suggestions for further research; 7.4 Recommendations for the practice of religious education; 8. Samenvatting [Dutch summary]; 9. References; 10. Appendix: Manual (codebook) VRM-coding
PortraitSan van Eersel (1960) was born in Helmond (the Netherlands) and studied theology in Nijmegen. He worked as a religious education teacher in primary and secondary schools, and has taught religious education in teacher training colleges in Utrecht and Helmond. At present he works as management consultant in the field of (catholic) identity and educational leadership at the Bureau for Catholic Education (BKO) in Woerden and as researcher at the Institute for Catholic Education (IKO), which is affiliated to the Radboud University Nijmegen.His current research interests are the use of dialogue (both communicatively and substantively) in educational practices (both in class and outside the class) in (catholic) primary schools in the context of cultural and religious diversity. He is married to Fréderieke van Eersel-van der Linden and has two sons, Marijn and Ezra.
Untertitel: Teacher/Student Interaction in Interreligious Communication. 'Research on Religious and Spiritual Education'. Sprache: Englisch.
Verlag: Waxmann Verlag GmbH
Erscheinungsdatum: März 2011
Seitenanzahl: 168 Seiten