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This book examines the possibility and necessity of critical
thinking in religious education through the lenses of critical
realism and the Christian doctrine of sensus fidei ('sense of
faith'). Drawing on Bhaskar's original critical realism and data
from a survey of over a thousand teachers in the Philippines, the
author argues for a view of critical thinking based on components
of 'disposition' and 'competence'. As such, critical thinking
becomes the expression of a commitment to judgemental rationality
and, in a Christian religious education, is guided by the
individual's sensus fidei. A philosophical and theological
discussion of the process of coming to know in the religious
domain, Religious Education from a Critical Realist Perspective
also offers concrete recommendations on how to promote the practice
of religious critical thinking in confessional religious education
classrooms. As such, it will appeal to scholars of philosophy,
theology and pedagogy with interests in religious education and
curriculum development.
This book examines the possibility and necessity of critical
thinking in religious education through the lenses of critical
realism and the Christian doctrine of sensus fidei ('sense of
faith'). Drawing on Bhaskar's original critical realism and data
from a survey of over a thousand teachers in the Philippines, the
author argues for a view of critical thinking based on components
of 'disposition' and 'competence'. As such, critical thinking
becomes the expression of a commitment to judgemental rationality
and, in a Christian religious education, is guided by the
individual's sensus fidei. A philosophical and theological
discussion of the process of coming to know in the religious
domain, Religious Education from a Critical Realist Perspective
also offers concrete recommendations on how to promote the practice
of religious critical thinking in confessional religious education
classrooms. As such, it will appeal to scholars of philosophy,
theology and pedagogy with interests in religious education and
curriculum development.
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