Show Less
Restricted access

Living the Future in Dialogue

Towards a New Integral and Transformative Model of Religious Education for Nigeria in the 21 st Century


Chizurum Ann Ugbor

This book challenges the faith-oriented conversion that encourages an exclusivist and monological approach to religious education in schools. «Living the Future in Dialogue» develops a new pedagogical paradigm for Nigeria: the «Integral and Transformative Model». Using a systematic approach, the book discusses the Christian tradition in light of the existence of other religions and worldviews. Religious education must encourage pupils to develop their own religious identities and respond to plurality to become members of a multicultural and multi-religious society. It is presented as an enrichment of a human being in relation to the self, world and God and the community as the locus where the human person is taught to develop the language of love, trust and hope.
Show Summary Details
Restricted access

Chapter Four: Exposition on Robert Jackson’s Interpretive and Dialogical Approach to Religious Education


Religious education has been seen as a binding force that integrates spiritual, religious, moral, and values education together. In RE studies today, the tensions between moral and religious diversity in modern democracies are yet to be overcome among students and religious educators. Religious education has become hotly contested because there is the growing sensitivity to plural contexts in the world. The older RE model (e.g. mono-RE model) has not sufficiently responded to the challenges posed by secularisation and an increasingly globalised world. As a result of this, the relationship between religions and education is implicitly an issue which could be considered as a ‘parting of ways.’

Robert Jackson1 struggles to build a pedagogical paradigm that fits a pluralistic RE aimed at establishing the interconnection between education and religions. He stands out as a renowned author since his concern is to move beyond the practice of a particular cultural or religious identity being accentuated in the midst of many. Contra to this, Jackson’s interpretive and dialogical approaches encourages a balance that presents other religious perspectives on a particular educational subject matter. While at the same time relating RE with other fields of studies such as spirituality, civic studies, and interculturality vis-à-vis the values of education.

Also, he built his approach on the field work of the “Warwick RE Project”2 (henceforth, WREP). The WREP is made up of project team members with ← 249 | 250 → various roles of “supervising and conducting ethnographic research and curriculum development; contributing...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.