Kuusisto / Gearon Value Learning Trajectories

Theory, Method, Context
1. Auflage 2017
ISBN: 978-3-8309-8658-4
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 260 Seiten

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.

Autoren/Hrsg.

Kuusisto, Arniika

Gearon, Liam

Inhaltsverzeichnis

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