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Learning Religion Without Involving Experience?

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Chapter Summary

This chapter raises some questions: Must dealing with compulsory religious education in a pluralistic and common classroom lead to a cognitive biased and ?unreligious' curriculum? Is religious education that consists mainly of orientation about religion at a certain intellectual distance and without involvement of any religious experience the only solution when all children are supposed to participate in a common context for learning? The International Covenant on Civil and Political Rights article 18 paragraph 4 has no objection to compulsory state-provided religious education when it is provided in "a neutral and objective way" (United-Nations 2004). The phenomenological and contextual approach to religious education represented by H.-G. Heimbrock has experience as a crucial precondition for learning and living. The problem in the Norwegian context seems to stem from the combination of the words religious and experience in religious education.

Keywords: H.-G. Heimbrock; Norwegian context; religious education



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