Value Learning Trajectories

Theory, Method, Context
 
 
Waxmann Verlag GmbH
  • 1. Auflage
  • |
  • erschienen am 1. September 2017
  • |
  • 260 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-3-8309-8658-4 (ISBN)
 
Value Learning Trajectories: Theory, Method, Context provides a theoretical, methodological and contextual framing of value learning alongside individual life trajectories in a diverse range of international educational settings. It brings together philosophical approaches on value learning with empirical research findings from Australia, Austria, Ethiopia, Estonia, Finland, Germany, Iran, the Netherlands and the United Kingdom. A critical interdisciplinary bridge between value learning and life trajectory research, the volume gathers together contributions from leading and emergent researchers to facilitate evidence-informed insights and future collaborations in the field.
  • Englisch
  • Münster
  • |
  • Deutschland
  • 3,84 MB
978-3-8309-8658-4 (9783830986584)
weitere Ausgaben werden ermittelt
1 - Book Cover [Seite 1]
1.1 - Imprint [Seite 4]
1.2 - Contents [Seite 5]
2 - Introduction [Seite 7]
3 - On Theory: Framing Value Learning in the Life Trajectory. Epistemology, Ethics, the Existential (Liam Gearon and Arniika Kuusisto) [Seite 11]
3.1 - 1 Introduction [Seite 11]
3.2 - 2 The Ontological-Epistemological Frame of Value Learning and the Life Trajectory [Seite 13]
3.3 - 3 The Ethical Frame (and Moral Precipices) of Value Learning and the Life Trajectory [Seite 19]
3.4 - 4 The Existential Frame of Value Learning and the Life Trajectory [Seite 22]
3.5 - 5 Conclusion [Seite 24]
3.6 - References [Seite 25]
4 - The Enduring Contribution of Religious Education to Reason's Good Functioning. The Case of Moral Excellence (Daniel J. Fleming) [Seite 31]
4.1 - 1 Introduction [Seite 31]
4.2 - 2 Jean Porter's Theory of Human Flourishing [Seite 32]
4.3 - 3 Interrupting a Dominant Rationality - Levinas and Kierkegaard [Seite 34]
4.4 - 4 Theoretical Example - Liberation Theology [Seite 37]
4.5 - 5 The Enduring Contribution of Religious Education to Reason's Good Functioning: The Case of Moral Excellence [Seite 38]
4.6 - References [Seite 40]
5 - Experiencing Values in Religious Education (Konstantin Lindner) [Seite 43]
5.1 - 1 Introduction [Seite 43]
5.2 - 2 Values Education: Challenges [Seite 43]
5.2.1 - 2.1 Adolescents and their values [Seite 43]
5.2.2 - 2.2 Values Education in School [Seite 44]
5.3 - 3 Values Education in RE [Seite 45]
5.3.1 - 3.1 Religious Values? [Seite 45]
5.3.2 - 3.2 Goals for RE [Seite 46]
5.4 - 4 "Values Experience" in RE [Seite 48]
5.4.1 - 4.1 Status Quo [Seite 48]
5.4.2 - 4.2 SAT Approach as a Role Model [Seite 49]
5.4.3 - 4.3 Adaption and Modification of SAT to RE [Seite 49]
5.5 - References [Seite 51]
6 - Maps and Landscapes of Meaning. Othering, Transculturality and 'Lebenswelt 'in Interreligious Learning (Janosch Freuding) [Seite 55]
6.1 - 1 Introduction [Seite 55]
6.2 - 2 Political Sensitivity and Practices of Exclusion [Seite 55]
6.3 - 3 Presentations of Islam in Textbooks for Catholic Education [Seite 56]
6.4 - 4 Othering and its Production of Knowledge about the Other [Seite 58]
6.5 - 5 Transculturality and Transcultural Lebenswelt [Seite 59]
6.6 - 6 Othering and Transculturality in Comparison [Seite 62]
6.7 - 7 Maps of Meaning and Landscapes of Meaning [Seite 62]
6.8 - 8 Conclusion [Seite 63]
6.9 - References [Seite 64]
7 - The Impact of Spaces and Places on Theories of Religious Education and Socialisation (Angela Kaupp) [Seite 67]
7.1 - 1 Introduction [Seite 67]
7.2 - 2 The Dimension of Space - a Largely Unexplored Aspect in Religious Education and Socialisation [Seite 67]
7.3 - 3 The Interplay between Religious Education or Socialisation and Space [Seite 68]
7.3.1 - a) Places in nature [Seite 69]
7.3.2 - b) Liturgical places [Seite 70]
7.3.3 - c) Everyday spaces [Seite 70]
7.3.4 - d) Museums [Seite 71]
7.3.5 - e) Virtual spaces [Seite 72]
7.4 - 4 Biography, Religiosity and Space [Seite 72]
7.4.1 - a) The biographical perspective [Seite 73]
7.4.2 - b) The social perspective [Seite 73]
7.5 - 5 The Spatial Dimension and its Impact on the Research of Religion and Spirituality [Seite 75]
7.5.1 - a) Analysis of spaces as an entry point into biography [Seite 75]
7.5.2 - b) Examining the meaning of sacred spaces for life stories [Seite 76]
7.5.3 - c) Concepts of space as cultural and social givens [Seite 76]
7.6 - References [Seite 77]
8 - Changing "Diffuse" to "Profiled" Positions by Facing Religious Truth-Claims? Contexts of Belonging as Conditions of Religious "Matching-Processes" (Stefanie Lorenzen) [Seite 81]
8.1 - 1 Introduction [Seite 81]
8.2 - 2 Standing on the Threshold of "Religion": Recent Empirical Studies as a Sign of "Undecided" Religiosity among European Youngsters [Seite 81]
8.3 - 3 Religious "Decision-Making" by Facing Religious Truth-Claims - two Spotlights on the German Theoretical Landscape [Seite 83]
8.4 - 4 The Empirical Question: How Do Young Adults conceive Processes of "Religious Self-Positioning"? [Seite 85]
8.5 - 5 A Closer Look on Different Forms of (Non-)Religious Self-Positioning: The Feeling of "Belonging" as a Condition of Matching-Processes [Seite 86]
8.6 - 6 Conclusion [Seite 90]
8.7 - References [Seite 92]
9 - On Method: Researching Value Learning and Life Trajectories. Dialogue, Diversity and Inter-Disciplinarity (Arniika Kuusisto and Liam Gearon) [Seite 99]
9.1 - 1 Introduction [Seite 99]
9.2 - 2 Dialogue [Seite 101]
9.3 - 3 Diversity [Seite 104]
9.4 - 4 Inter-disciplinarity [Seite 110]
9.5 - 5 Conclusion [Seite 112]
9.6 - References [Seite 113]
10 - Countering Radical Islamist Discourse through Intertheological Education. An Australian Case Study (Terence Lovat) [Seite 119]
10.1 - 1 Introduction [Seite 119]
10.2 - 2 The Essential Theologies of Islam and their Practical Effects [Seite 119]
10.3 - 3 Radicalization and De-radicalization in Australia [Seite 121]
10.4 - 4 Inter-Theological Education: The Scope and Content [Seite 123]
10.5 - 5 Inter-Theological Education: Method and Practical Exemplar [Seite 124]
10.6 - 6 Conclusion [Seite 129]
10.7 - References [Seite 129]
11 - Longitudinal Research in Values Studies amongst Youth (Monique van Dijk-Groeneboer) [Seite 133]
11.1 - 1 Introduction [Seite 133]
11.2 - 2 Quantitative Research [Seite 134]
11.2.1 - 2.1 Preconditions for Quantitative Research [Seite 135]
11.2.2 - 2.2 Pros and Cons for Quantitative Research [Seite 136]
11.3 - 3 Qualitative Research [Seite 136]
11.3.1 - 3.1 Preconditions for Qualitative Research [Seite 137]
11.3.2 - 3.2 Pros and Cons for Qualitative Research [Seite 137]
11.4 - 4 Empirical Cycle of Research [Seite 138]
11.5 - 5 Longitudinal Research [Seite 139]
11.6 - 6 Longitudinal Research as Value Learning Trajectory [Seite 141]
11.6.1 - 6.1 Typology of Youth [Seite 142]
11.6.2 - 6.2 New Religious Education Strategies [Seite 142]
11.7 - 7 Conclusion [Seite 143]
11.8 - References [Seite 143]
12 - How to Assess the Mediation of Religious Truth Claims in RE via Video Analysis? Methodological Considerations (Ulrich Riegel and Eva-Maria Leven) [Seite 145]
12.1 - 1 Introduction [Seite 145]
12.2 - 2 Video Analysis as Analytical Method [Seite 147]
12.3 - 3 Video Rating as Method of Assessing Mediation of Truth Claims [Seite 148]
12.4 - 4 The Documentary Method to Assess Mediation of Truth Claims [Seite 150]
12.5 - 5 Discussion [Seite 153]
12.6 - References [Seite 156]
13 - On Context: Value Learning and Life Trajectories. Research In Situ. Historical-Political Systems, Spectrums of Value Biographical Positionings (Liam Gearon and Arniika Kuusisto) [Seite 161]
13.1 - 1 Introduction [Seite 161]
13.2 - 2 Historical-Political Systems [Seite 162]
13.3 - 3 Spectrums of Value [Seite 168]
13.4 - 4 Biographical Positionings [Seite 169]
13.5 - 5 Conclusion [Seite 172]
13.6 - References [Seite 174]
14 - Value Learning Trajectories in Iranian Educational System (Nasibeh Hedayati, Elina Kuusisto, Khalil Gholami and Kirsi Tirri) [Seite 179]
14.1 - 1 Introduction [Seite 179]
14.2 - 2 Teacher Education in Iran before the Islamic Revolution (1918-1979) [Seite 180]
14.3 - 3 Teacher Education in Iran after the Islamic Revolution [Seite 181]
14.4 - 4 Conclusions [Seite 188]
14.5 - 5 Limitations [Seite 189]
14.6 - Appendix A [Seite 189]
14.7 - References [Seite 190]
15 - Religious Education in Kindergartens in Light of Religious Diversity (Helena Stockinger) [Seite 195]
15.1 - 1 Research Questions and Design [Seite 195]
15.2 - 2 Considerations about Religious Education among the Staff [Seite 196]
15.2.1 - 2.1 Description of Findings [Seite 196]
15.2.2 - 2.2 Discussion [Seite 198]
15.3 - 3 Religious Education Content in Kindergartens [Seite 200]
15.3.1 - 3.1 Description of Findings [Seite 200]
15.3.2 - 3.2 Discussion [Seite 201]
15.4 - 4 Striving for Justice in Religious Education [Seite 203]
15.5 - 5 More Questions Need to be Asked [Seite 203]
15.6 - References [Seite 204]
16 - Values in Finnish and Estonian Vocational Teacher Education Curricula (Heidi Paju, Kirsi Tirri and Tero Autio) [Seite 209]
16.1 - 1 Introduction [Seite 209]
16.2 - 2 Review of Terminology [Seite 210]
16.3 - 3 Vocational Teacher Education in Estonia and Finland [Seite 211]
16.4 - 4 Theoretical Approach [Seite 213]
16.5 - 5 Procedure and Data Analysis [Seite 214]
16.6 - 6 Findings [Seite 215]
16.7 - 7 Conclusion [Seite 218]
16.8 - References [Seite 222]
17 - The State of Caring Relationship in the Interaction between Teachers and Students (Molalign Tamiru) [Seite 225]
17.1 - 1 Introduction [Seite 225]
17.1.1 - 1.1 Statement of the Problem [Seite 226]
17.1.2 - 1.2 Objective of the Study [Seite 227]
17.1.3 - 1.3 Research Questions [Seite 227]
17.2 - 2 Research Design and Methodology [Seite 227]
17.3 - 3 Data Analysis [Seite 229]
17.3.1 - 3.1 Out of Classrooms [Seite 229]
17.3.2 - 3.2 Inside Classrooms [Seite 230]
17.4 - 4 Findings [Seite 234]
17.4.1 - 4.1 Practices Contradict Understandings [Seite 234]
17.4.2 - 4.2 Teacher Centered Instruction Challenges Caring Relationship [Seite 234]
17.5 - 5 Conclusion [Seite 235]
17.6 - References [Seite 235]
18 - Socio-political Value Tensions in Teachers' Career Trajectories. Teaching Religious Education in the 1960s and 1970s Finland (Juha Luodeslampi and Arniika Kuusisto) [Seite 239]
18.1 - 1 Introduction [Seite 239]
18.1.1 - 1.1 Tensions and Changes in the 1960s-1970s Finnish Societal and Educational Landscape [Seite 239]
18.1.2 - 1.2 Changes to the Finnish School System in the 1960s and 1970s [Seite 240]
18.2 - 2 Method [Seite 242]
18.2.1 - 2.1 Gathering of the Life History Narrative Data [Seite 244]
18.3 - 3 Results [Seite 245]
18.3.1 - 3.1 Value Struggle in the Church Lobby [Seite 245]
18.3.2 - 3.2 Tensions and Challenges According to the Teachers' Narratives [Seite 248]
18.3.3 - 3.3 How Did the Teachers Negotiate and Cope with the Challenges? [Seite 250]
18.4 - 4 Conclusion [Seite 253]
18.5 - References [Seite 253]
19 - About the Authors [Seite 257]

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