Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide

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  • Author(s): Museka, Godfrey
  • Language:
    English
  • Source:
    Religious Education. 2019 114(2):130-142.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Secondary Education
      Elementary Secondary Education
    • Subject Terms:
      Phenomenology; Course Descriptions; Religious Education; Elementary Secondary Education; Curriculum Implementation; Cultural Pluralism; Teaching Methods; Guidelines; Foreign Countries; Judaism; Christianity; Islam; African Culture; Indigenous Populations; Empathy; Comparative Analysis; Educational History
    • Subject Terms:
      Zimbabwe
    • Accession Number:
      10.1080/00344087.2018.1560745
    • ISSN:
      0034-4087
    • Abstract:
      This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015-2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1212851