title: European Religious Education in Models and Approaches
metadata.name: dc.contributor.author
metadata.value: Blinkova, Alexandra O.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2017-01-05T16:50:03Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2017-01-05T16:50:03Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2016-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Blinkova A. O. European Religious Education in Models and Approaches. Vestnik SPbSU. Series 17. Philosophy. Conflict studies. Culture studies. Religious studies, 2016, issue 4, pp. 120–126.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: 10.21638/11701/spbu17.2016.413
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/5886
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The article offers an overview of the main models and approaches to religious education (RE) which exist in the European countries. Despite the fact that it is impossible to talk about only one European model of RE, there are some similar tendencies and characteristics of RE in Europe. 
  The article starts with the typology of major positions on religious diversity — exclusivism, inclusivism and pluralism — in regard to RE. Next, the author describes the well-known classification of RE as having a confessional or non-confessional approach based on the responsibility for RE. Then RE is explained in terms of M. Grimmitt’s typology of RE who distinguishes learning ‘into’ religion, ‘about’ religion and ‘from’ religion according to the aims RE pursues. Finally, the article draws attention to the classification of RE made by W. Alberts on the integrative and separative approach depending on the way RE classes are organized. 
  On the basis of the analysis of the existing models and approaches to RE, the author stresses their interconnection and interdependence. The given examples of RE show its uniqueness in each European country which is rooted in historical, political, cultural, and religious traditions of a particular country. However, despite the unique characteristics of RE in each European country, the step from confessional RE to a non-confessional is evident as well as the integration of RE with the goals of liberal education based on democratic values and human rights. Refs 26.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Series 17. Philosophy. Conflict Studies. Culture Studies. Religious Studies;Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: religious education in Europe
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: religious education models and approaches
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: European Religious Education in Models and Approaches
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 13-Blinkova(eng).pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/5886/1/13-Blinkova%28eng%29.pdf
resources.format: Adobe PDF
resources.size: 136,28 kB