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Religious Education Contextualized. Culture, Tradition, Lived Religion, Life-World And Identity Formation

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Chapter Summary

Within the framework of author's elaboration on a philosophy of religious education two topics greatly bother the author at the moment: the precise conceptualization of the concepts of ?culture' and ?tradition' in religious education. The embracing normative framework for such a conceptualization includes a non-foundationalist, non-relativist, and non-dualist stance containing holistic, dynamic, and emergent perspectives on the lived religious educational relations, situations, and practices and on religious identity formation in school. This chapter proposes a particular conceptualization of ?culture' and ?tradition,' and questions its fitness with H.-G. Heimbrock's approach in religious education. On the basis of Benner's analysis the author takes the growing culture of amnesia very seriously, but the author really do not have the slightest idea how Heimbrock is able to deal with this analysis along the lines he has developed until now.

Keywords: culture; H.-G. Heimbrock's approach; identity formation; lived religion; religious education; tradition



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