Curriculum Development in Religious Pedagogy Key questions What

Curriculum Development in Religious Pedagogy

Key questions: • What are the elements of curriculum development? • What is the role of philosophical perspective on curriculum development? • What are the elements of curriculum development in religious education? • What effects RE in schools in the process of curriculum development? • What are the main models in RE?

The Elements of Curriculum Development: • • • Educational Philosophy Goals Educational Process (models, methods, approaches) Content Evaluation

Aims of education are changeable and relative. • They differ according to phylosophies and approaches.

What effects RE in schools in the process of curriculum development?

• • • Educational policy Ideology Educational Philosophy Educational Approach Religious Educational Model Sorts of School (Hull, 2003)

Main Models of Religious Education • Learning religion • Learning about religion • Learning from religion ( Grimmit, 2000 &Hull, 2003 and See Selcuk, 2009)

Learning Religion • «Describes the situation where a single religious tradition is taught as the religious education curriculum, and is taught from the inside, so to speak. The teachers are expected to be believers in the religion themselves, and the object of the instruction is to enable pupils to come to believe in the religion or to strenghten their commitment to it (Hull, 2003). »

Learning About Religion • «It is a descriptive, historical and critical approach. It tends to appear as a reaction against the mono-religious educational religious education. It makes little or no explicit contribution to the pupil’s search for moral and sipiritual values (Hull, 2003). »

Learning From Religion • «In learning from religion the distance between the pupils and the religious content which is typical of learning about religion is strictly maintaned, and yet at the same time the life-World of the pupil, tends to inform curriculum (Hull, 2003). »

• «In the learning from religion, the central focus swicthes to the children as learners. Religion itself has become instrumental to the humanisation process. The main concern is to make a contrubution to the education of the children. It could define «educational religious education (Hull, 2003). »

Let’s Write goals for religious education!

Cited Resources • Hull, J. (2003). “Demokratik Cogulcu Toplumlarda Din Egitimi Uzerine Genel Degerlendirme”, Din Ögretiminde Yeni Yontem Arayislari, Uluslar arasi Sempozyum Bildiri ve Tartismalar, 28 -30 Mart 2001 -Istanbul, MEB, Ankara. • Grimmit, M. (2000). “Contemporary Pedagogies of Religious Education: What are they? ”, Pedagogies of Religious Education, Mc. Crimmons, UK • Kizilabdullah, Yildiz (2014). Cokkulturlu Toplumlarda Din Egitimi Modelleri -Indiana Ornegi, Otorite Yayinlari: Ankara. • Selcuk, M. (2009). ‘Re-thinking Religious Education in Turkish Schools in the Light of the Contribution by John M. Hull to the Turkish Experience’, in Siebren Miedema (ed), Religious Education as Encounter. Berlin, pp. 53– 64.