The Routledge international handbook of religious education
著者
書誌事項
The Routledge international handbook of religious education
(Routledge international handbooks)
Routledge, 2013 [i.e. 2012]
- : hbk
大学図書館所蔵 全6件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
How and what to teach about religion is controversial in every country. The Routledge International Handbook of Religious Education is the first book to comprehensively address the range of ways that major countries around the world teach religion in public and private educational institutions.
It discusses how three models in particular seem to dominate the landscape. Countries with strong cultural traditions focused on a majority religion tend to adopt an "identification model," where instruction is provided only in the tenets of the majority religion, often to the detriment of other religions and their adherents. Countries with traditions that differentiate church and state tend to adopt a "separation model," thus either offering instruction in a wide range of religions, or in some cases teaching very little about religion, intentionally leaving it to religious institutions and the home setting to provide religious instruction. Still other countries attempt "managed pluralism," in which neither one, nor many, but rather a limited handful of major religious traditions are taught. Inevitably, there are countries which do not fit any of these dominant models and the range of methods touched upon in this book will surprise even the most enlightened reader.
Religious instruction by educational institutions in 53 countries and regions of the world are explored by experts native to each country. These chapters discuss:
Legal parameters in terms of subjective versus objective instruction in religion
Constitutional, statutory, social and political contexts to religious approaches
Distinctions between the kinds of instruction permitted in elementary and secondary schools versus what is allowed in institutions of higher learning.
Regional assessments which provide a welcome overview and comparison.
This comprehensive and authoritative volume will appeal to educators, scholars, religious leaders, politicians, and others interested in how religion and education interface around the world.
目次
1. Argentina 2. Asia 3. Australia 4. Austria 5. Azerbaijan 6. Bangladesh 7. Belgium 8. Brazil 9. Canada 10. China 11. Colombia 12. Estonia 13. European Union 14. Finland 15. France 16. Germany 17. Greece 18. Hungary 19. India 20. Indonesia 21. Ireland 22. Israel 23. Italy 24. Japan 25. Kazakhstan 26. Latin America 27. Latvia 28. Lithuania 29. Malaysia 30. Mexico 31. Nepal 32. Norway 33. Pakistan 34. Peru 35. Poland 36. Portugal 37. Romania 38. Russia 39. Scotland 40. Senegal 41. Slovakia 42. Slovenia 43. South Africa 44. Spain 45. Sudan 46. Sweden 47. Switzerland 48. Syria 49. United Kingdom 50. Ukraine 51. United States 52. Uruguay 53. Vietnam
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