Worldview Literacy as Transformative Knowledge

Martha Shaw

doi:10.1007/978-3-031-23186-5_10

Worldview Literacy as Transformative Knowledge

Martha Shaw

London South Bank University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

In 2018 the Commission on Religious Education for England and Wales published its report and proposed National Entitlement (CoRE, 2018). The proposals have been heralded as a ‘paradigm shift’ towards a ‘worldviews approach’ (Cooling et al., 2020). Worldviews is a contested term (Benoit et al., 2020) and what a worldviews approach means is by no means settled. What is clear though is that it represents a shift away from the ‘world religions’ approach that has dominated RE in England since the 1970s and, as such, offers the possibility of a shift in thinking about the nature and role of knowledge in RE.

Original language	English
Title of host publication	Powerful Knowledge in Religious Education
Subtitle of host publication	Exploring Paths to A Knowledge-Based Education on Religions
Publisher	Springer International Publishing AG
Pages	195-216
Number of pages	22
ISBN (Electronic)	9783031231865
ISBN (Print)	9783031231858
DOIs	https://doi.org/10.1007/978-3-031-23186-5_10 https://doi.org/10.1007/978-3-031-23186-5_10
Publication status	Published - 1 Jan 2023

Bibliographical note

Publisher Copyright:
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023.

Keywords

Worldview Literacy, powerful knowledge, transformative learning, praxis, didaktik, bildung

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Worldview Literacy as Transformative Knowledge

Abstract

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Keywords

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