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History, Remembrance and Religious Education

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Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis

How should the Holocaust be taught in schools, and to what end? What role should religious education play in recounting and remembering this human catastrophe? How has the nature and purpose of religious education changed and developed over time? What contribution should religious education make to identity formation, particularly regarding the role of memory, heritage and tradition? The scholarly reflections in this volume, drawing upon historical, theoretical and empirical perspectives, provide insights into past, present and potential future developments in religious and values education in a range of national contexts, including Germany, Israel, Norway, Canada and South Africa. The chapters fall under three headings: fostering a culture of remembrance; historical perspectives on religious education; and history, tradition, memory and identity. Together they form a unique collection of international perspectives upon these interlocking themes.
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13 To Love and to Work: Foundations of a Theology-based Theory of Bildung

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Abstract

Bildung is a most common phrase in our daily discussions about the aim of education. Every way of understanding Bildung lays out a particular perspective on how an individual can and should develop. Any portrayal of theological perspectives for understanding Bildung must also account for the contours of its specific views about human nature. This is the only way we can imagine a constructive engagement with other points of view. Four fundamental principles in biblical scripture that serve to characterize humanity in terms of its relation to God are represented: In the beginning was liberation; Creation is a relational event; Humanity can fail; Healing is possible. A human being has inviolable dignity. He/she has a fundamental right to freely develop his/her personality. Together with the work of Dorothee Sölle, the understanding of human nature stemming from the biblical liberation tradition has led us to the designation of love and work as the cornerstones for a humane life. These cornerstones would make a reasonable foundation for a person-oriented educational theory. ← 291 | 292 →

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