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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.
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Chapter Six: Towards an Integral and Transformative Model of Religious Education of the Youth in Nigeria: Proposals and Challenges


A principal claim of this dissertation is that an integral and transformative religious education (henceforth, ITRE) is needed in Nigeria today so that Nigerian youths may be prepared to face the existential and cultural challenges of the time. Given the importance of young people for the future of any believing community, the church has a pastoral and educational responsibility to care for them. Such care includes offering an integral and dynamic RE for young people through a ministry that accompanies them during the transitional stages of their lives.

It was amply demonstrated in the first chapter that RE in Nigeria has not been modelled to accompany today’s youth in this way. This chapter, therefore, offers a new model for RE able to equip Nigerian youth by responding to their present needs and crises, inspired by the authors we studied in the previous chapters. The chapter shall realise this aim, therefore, by working with the best of the contemporary approaches to RE studied in chapters two through five. One of the conclusions from these chapters is that contemporary approaches in RE successfully encourage young people to integrate their faith into their day-to-day lives. Hence, religious educators are expected to critically appropriate the past traditions in the present situation of lived experience, as they shape a new future for the learners and even for themselves.

← 395 | 396 → To this end, the RE models of James Fowler,1 Thomas Groome2 and Robert Jackson,3 along with the Hermeneutics-Communicative Model,...

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