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Visions for the Future

Visions for the Future. Peter Schreiner schreiner@comenius.de. EFTRE Conference Budapest 2007. Teaching World Religions School as a workshop of humanity Into the third Millennium. Religion. Culture and RE in Europe… Handling Truth claims in the RE classroom RE: educating the whole person

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Visions for the Future

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  1. Visions for the Future Peter Schreiner schreiner@comenius.de EFTRE Conference Budapest 2007

  2. Teaching World Religions School as a workshop of humanity Into the third Millennium. Religion. Culture and RE in Europe… Handling Truth claims in the RE classroom RE: educating the whole person The contribution of RE to active Citizenship. Developing a European perspective EFTRE conferences 1992 York 1995 Hamburg 1998 Copenhagen 2001 Edinburgh 2004 Järvenpää 2007 Budapest

  3. Areas • Europe • Education • Religion • Teaching Religious Education

  4. Europe • EFTRE‘s activities should be connected to the European agenda

  5. European Union Key Competences Teacher Qualification Schools for the 21st century Lifelong learning program

  6. Council of Europe Intercultural Education Common guidelines and recommendations European identity European citizenship

  7. Coordinating Group for Religion in Education in Europe • Statutes • Exchange of information among the member organisations • Clarification of common interests • Agreement on common activities • Representation of common interests beyond CoGREE

  8. Statement • Religious education as an ordinary school subject in most countries of Europe offers a substantive contribution to education for democratic citizenship. Education for tolerance and peace is incomplete without religious education.

  9. Education: RE should educate pupils • Paulo Freire: Pedagogy of Freedom • Knowing how to listen • Openness to dialogue • Caring for the students

  10. Tobin Hart: A Pedagogy of Depth “When we dive a little deeper, subject and Self open and both have the potential to be transformed.“

  11. Tobin Hart: A Pedagogy of Depth “When the heart of the discipline and our own hearts and minds are plumbed, information then serves its rightful place as a currency for learning, knowledge brings an economy of interaction, understanding opens the heart, wisdom balances heart and head leading us to insight and right action, and transformation culminates this deepening spiral as it enjoins us with the force of creation and communion.”

  12. Religion: some trends • Secularization versus differentiation • Dissolution of religious milieus • Religion of pupils and religion of RE teachers

  13. Teaching Religious Education • Good Practice in Religious Education in EuropeExamples and Perspectives of Primary Schools

  14. Trends in Religious education • From transmission to transformation • From content to life world of pupils and their families • Respect for the spiritual situation of the pupils and dialogue oriented teaching

  15. Standards for Religious Education • Religion can and must be taught in line with the criteria of general education (educational quality) • RE is of relevance to the public and must be taught in line with this relevance (contribution to general education) • RE must include some type of interdenominational and interreligious learning which are in line with the increasingly pluralist situation in many countries (dialogical quality, contribution to peace and tolerance) • RE must be based on the children’s right to religion and religious education (child-centered approach based on children’s rights) • RE teachers must be professionals in the sense that they have reached a level of self-reflexivity based on academic work which allows for a critical appropriation of their religious backgrounds and biographies (professional teaching)

  16. Teaching RE: researchers in the classroom • What does RE aim to do for pupils and society (and how do we know?) • What effect does it have (and how do we know?)

  17. REDCo • Religion in Education. A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries

  18. Researching RE Teachers.RE Teachers as Researchers • ENRECA: European Network for Religious Education in Europe through Contextual Approaches

  19. EFTRE: Bringing Competences Together • EFTRE’s activities should be more connected to the political agenda in Europe (EU and CoE and others) • EFTRE should take part in creating a voice of RE in Europe (CoGREE) • EFTRE can contribute to a Europeanisation of Religious Education by more exchange among RE teachers in Europe • EFTRE can benefit through exchange with comparative research projects like REDCo, TRES, ENRECA and others

  20. Thank you for your attention

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