(DIS)Locating Meaning: Toward a Hermeneutical Response in Education to Religiously Inspired Extremism

Autor/in	Panjwani, Farid
Titel	(DIS)Locating Meaning: Toward a Hermeneutical Response in Education to Religiously Inspired Extremism
Quelle	In: Educational Theory, 73 (2023) 3, S.452-461 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12585
Schlagwörter	Educational Theories; Terrorism; Antisocial Behavior; Criticism; Critical Thinking; Religious Education; Epistemology; Ideology; Religious Factors; Violence; Theological Education; Mass Media; Public Policy; Socialization; Hermeneutics; Thinking Skills; Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Terrorismus; Kritik; Kritisches Denken; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Erkenntnistheorie; Ideologie; Gewalt; Massenmedien; Öffentliche Ordnung; Socialisation; Sozialisation; Hermeneutik; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A key epistemological assumption in the ideologies of many of the groups termed extremist is that there is an unmediated access to a Divine Will. Driven by this assumption, and facilitated by several other factors, a range of coercive actions (including violence) to force others into submission to the perceived Will of God are seen as justified by some of these groups. A consideration of how religion is discussed in various contexts, from seminaries and schools to media and policy discourses, shows that this assumption about unmediated access to Divine Will is widely shared and that most children grow up socialized into it. In this paper, Farid Panjwani argues that challenging this assumption through educational settings can help young people acquire critical capacities that may lead to a critique of extremist narratives, thereby decreasing their attractions. In this regard, the paper draws upon a range of theoretical ideas, for example, the hermeneutical tradition (in particular the work of Hans-Georg Gadamer), as well as historical and textual examples, to make a case for a rethinking of religious education to develop more critical capacities among the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01