01454nam0 22003851i 450 UON0047636620231205105229.73488-7764-019-720170510d1989 |0itac50 baitaIT|||| 1||||TracceErnst Blocha cura di Laura Boella[Milano] : Coliseum1989LXXVIII250 p. ; 19 cmTit. orig.: SpurenTit. orig.UON00476368001UON003129782001 Saggi210 MilanoLerici.UON00378375Spuren50446UON00476368Spuren / Ernst Bloch.50446BLOCH ERNSTUONC041740FIBLOCH ERNSTPensiero filosoficoUONC091479FICIVILTA'UONC064362FILetteratura tedescaSec. 20.SaggiUONC071781FIITMilanoUONL000005838.91208Scritti miscellanei tedeschi. 1900-1945. Scritti in prosa21BLOCHErnstUONV131634433957BOELLALauraUONV115788ColiseumUONV257152650ITSOL20251003RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00476366SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI FS 05337 SI FP 5768 5 Spuren50446UNIOR03079oam 2200553 c 450 991015539560332120260202090927.03-8309-8488-X9783830984887(CKB)3710000000974747(Waxmann)9783830984887(EXLCZ)99371000000097474720260202d2016 uy 0engurnnunnnannuutxtrdacontentcrdamediacrrdacarrierRE Teachers' Religious Literacy A qualitative analysis of RE teachers’ interpretations of the biblical narrative The Prodigal Son /Ole K. Kjørven1st, New ed.MünsterWaxmann20161 online resource (202 p.)Religious Diversity and Education in Europe313-8309-3488-2 The author conducted an empirical study on RE teachers’ religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers’ interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers’ interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education.This book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. – Robert A. Bowie, in: British Journal of Religious Education 2/2019, p. 233.Religious EducationReligionspädagogikBibleBibelBibelarbeitReligionslehrerreader response theorySchulpädagogikReligious EducationReligionspädagogikBibleBibelBibelarbeitReligionslehrerreader response theorySchulpädagogikKjørven Ole Kaut1206841WaxmannWaxmannBOOK9910155395603321RE Teachers' Religious Literacy2783984UNINA