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RELIGIOUS EDUCATION MODELS IN THE WORLD - Coggle Diagram
RELIGIOUS EDUCATION MODELS IN THE WORLD
model that does not give religious education in public schools (vast RE opportunities in private sector)
Basic arguments
Religious activities within the school campus may violate the religious rights of others.
Religious education is seen as anomalous to the secularity in France
The religious rights of individuals and minorities are guaranteed, by avoiding using state facilities for the religious purposes of the majority.
Religious knowledge that is not intended for religious education can be taught in schools. (ie. in history or literature)
Criticism
It ignores the difficult issues of religious pluralism.
An education system that excludes the religious perspective, beliefs, experiences, traditions and moral values of life will be incomplete.
It actually takes sides by encouraging the people of the country to a particular value system (humanism)
Where: America and France
Confessional religious education model
A. MONOLITIC model
Where? Iran, Israil and Italy, Ireland
Basic arguments: the state should support the widespread religious culture of the country
Criticism
It is not democratic; it is insufficient to meet the needs of members of other religions.
it does not include the right of members of other religions to educate their children within the framework of their own religious principles and value systems.
B. PARTICULARISTIC model
Where: Germany and Nijerya
Basic arguments: to support people's right of religion in choosing their religion education according to their own religion and understanding of ethic. / This arrangement provides religious education opportunities for their children to various faith groups.
Critics:
It is ineffective as to allow for a large number of religious perspectives.
In religiously diverse societies, it may lead to a further separation of the society along religious differences.
Non-confessional religious education model
Where: England, Switzerland, Norway, Australia and New Zeland and canada
Basic arguments
It is an answer for multicultural school environments
It is the reflection of the change in religious perception and life style of the society on religious education
Religions can be given together by emphasizing the subjects close to each other.
Religion should be a course in school programs that will be used for educational purposes, not religious purposes.
The state is neutral and the school program should be unifying.
The duty of educating children within a certain religious tradition does not belong to schools.
The role of the school is to train children to be religiously literate, while the role of the family and religious communities and institutions is to raise them religious.
The aim of religious education in schools should be to create a capacity to understand and think about religion.
Religious education should serve certain desirable social purposes such as transferring common moral values, increasing tolerance, reducing prejudices, and gaining a sense of national unity.
Criticism
The multi-religious approach carries with it the risk that one of the religions represented will dominate.
The multi-religious approach carries the risk of one of the represented religions being dominant.
Explaining religion by criticizing is a matter of objection by the religious groups represented.
Young people (still at a certain age) face the difficult task of welcoming others maturely while still being faithful members of their faith.
Because of this approach, the child will eventually learn very little about his own religion.
It causes a misunderstanding that the founders of religions, their symbols, their holidays, their practices, and their worship are seen as the spirit and essence of religion. Basic questions about the origin of life, questions about life in this world and the hereafter cannot be asked in a way that will contribute to the development of personality of children.
Communities raises the question of who represents the religion.