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In this volume, each chapter reflect on the phenomenon and concept
of populism in relation to democracy and the humanities from the
multiple vantage points of various disciplinary backgrounds:
philosophy, history of ideas, media and communication, journalism,
political science, gender studies, organization science, education
theory, popular culture, and literary studies. While the study of
populism seems to have become a subfield within political science,
this topic has been rarely explored by scholars in the humanities.
Rather than contribute to the already established area of populism
studies in social and political sciences, our authors take a more
open and exploratory stance through which they attempt to open up
new fields and directions for inquiry from an interdisciplinary
humanistic perspective. Struggling with problems of relevance,
impact, and visibility, the humanities have a special
responsibility to address this topic, not only because it is
relevant for their multidisciplinary domain, but also because the
humanities stand for the values of thoughtfulness, in-depth
reflection, critical thinking, weighty and thorough analysis. The
humanities' very existence constitutes a guaranty against what is
usually described as populism.
This book analyzes the changes and shifts in religious education in
Europe over the past 50 years. In a post-secular age, it has become
increasingly difficult to make sharp distinctions between what is
religious and non-religious, confessional and non-confessional.
Reforms in religious education in Sweden in the 1960s appeared as
part of a process of wider secular liberalization, giving more
credence to the idea of absolute neutrality in religious education.
However drastic shifts in society, culture and the European
religious landscape raise the need for a reevaluation of the
foundations of religious education. Drawing on a range of case
studies from across Europe, this book will appeal to students and
scholars of religious education as well as post-secular education
more generally.
This book analyzes the changes and shifts in religious education in
Europe over the past 50 years. In a post-secular age, it has become
increasingly difficult to make sharp distinctions between what is
religious and non-religious, confessional and non-confessional.
Reforms in religious education in Sweden in the 1960s appeared as
part of a process of wider secular liberalization, giving more
credence to the idea of absolute neutrality in religious education.
However drastic shifts in society, culture and the European
religious landscape raise the need for a reevaluation of the
foundations of religious education. Drawing on a range of case
studies from across Europe, this book will appeal to students and
scholars of religious education as well as post-secular education
more generally.
This book unites and explores different approaches to understand
and develop knowledge-based religious education. While the
importance of methodological issues in RE is understood and
acknowledged, the editors and contributors interrogate what kind of
knowledge should be explored, how this knowledge is defined and
what the consequences would be. Subsequently, the book focuses on
the concept of powerful knowledge which transcends students'
everyday experiences, and how it can be incorporated into the RE
curriculum. Drawing together international research from RE
teaching and learning, the book explores various paths to integrate
a truly knowledge-based religious education. The book will appeal
to students and scholars of religious education, sociology of
education and the philosophy of religion.
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Nadine Gordimer
Paperback
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R398
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