Skip to main content
SpringerLink
Log in

New Wine in Fresh Wineskins. Rethinking the Theologicity of Catholic Religious Education

  • Chapter
  • First Online:
Global Perspectives on Catholic Religious Education in Schools

Abstract

In understanding religions and worldviews today, every effort to do so is necessarily biased, situated in time and space, and shaped by the very context of the beholder. Both the researcher of Religious Education (RE) and the people in the local RE classroom, teachers and students, rely on limited resources and insights. No one can grasp the complete picture of RE today. In this chapter the European challenges to RE are reconsidered with a theological lens. The human search for transcendence should be at the heart of RE and this can be radicalized and accelerated through a hermeneutical-irritative reading and learning of the Catholic tradition.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Afdal, G. (2010). Researching religious eduction as social practice. Münster/New York/München/Berlin: Waxmann.

    Google Scholar 

  • Astley, J. (2002). Ordinary theology. Looking, listening and learning in theology. London: Ashgate.

    Google Scholar 

  • Astley, J. (2012). A theological reflection on the nature of religious truth. In J. Astley et al. (Eds.), Teaching religion, teaching truth. Theoretical and empirical perspectives (pp. 241–262). Oxford: Peter Lang International Academic Publishers.

    Google Scholar 

  • Beaudoin, T. (2008). Witness to dispossession. The vocation of the postmodern theologian. Maryknoll (NY): Orbis Books.

    Google Scholar 

  • Bellous, J. E. (1995). Moral identity, human maturity and Christian experience. Panorama, 7(1), 72–85.

    Google Scholar 

  • Berger, P. (2014). The many altars of modernity. Toward a paradigm for religion in a pluralist age. Boston/Berlin: De Gruyter.

    Google Scholar 

  • Biesta, G. (2016). The beautiful risk of education. New York: Routledge.

    Google Scholar 

  • Bitter, G. (2007). Spiritualität als geistlicher Lebensstil. In M. Langer & W. Verburg (Eds.), Zum Leben führen. Handbuch religionspädagogischer Spiritualität (pp. 15–44). München: DKV [Spirituality as life style].

    Google Scholar 

  • Bråten, O. M. H. (2013). Towards a methodology for comparative studies in religious eduction: A study of England and Norway. Münster/New York/München/Berlin: Waxmann.

    Google Scholar 

  • Bucher, A. (2013). Wie viel und was für Theologie braucht das Kind? Jahrbuch für Kindertheologie, 12, 27–39 [How much and which theology does a child need?].

    Google Scholar 

  • Cameron, H. (2010). Talking about God in practice. Theological action research and practical theology. London: SCM Press.

    Google Scholar 

  • Copley, T. (2008). Non-indoctrinary religious eduction in secular cultures. Religious Education, 103, 22–31.

    Article  Google Scholar 

  • Crawford, M., & Rossiter, G. (2006). Reasons for living. Education and young people’s search for meaning, identity and spirituality. Victoria: Australian Council for Educational Research.

    Google Scholar 

  • Dewey, J. (1934). A common faith. New Haven: Yale University Press.

    Google Scholar 

  • Faix, T., Riegel, U., & Künkler, T. (2015). Theologien von Jugendlichen: Empirische Erkundungen zu theologisch relevanten Konstruktionen Jugendlicher. Münster: Lit-Verlag [Theologies of young people: empirical explorations of theologically relevant constructions of young people].

    Google Scholar 

  • Freire, P. (2004). Pedagogy of hope. Reliving pedagogy of the oppressed. New York: Continuum.

    Google Scholar 

  • Fowler, J. (1981). Stages of faith. The psychology of human development and the quest for meaning. San Francisco: Harper and Row.

    Google Scholar 

  • Gadamer, H.-G. (1975). Truth and method. London: Sheed and Ward.

    Google Scholar 

  • Groome, T. (1998). Educating for life. A spiritual vision for every teacher and parent. Allen: Thomas More.

    Google Scholar 

  • Hansen, D. T. (2009). Dewey and cosmopolitanism. Education and Culture, 25, 126–140.

    Google Scholar 

  • Hansen, D. T. (2011). The Teacher and the world. A study of cosmopolitanism as education. New York: Routledge.

    Google Scholar 

  • Jackson, R. (2014). Signposts. Policy and practice for teaching about religions and non-religious world views in intercultural education. Strasbourg: Council of Europe.

    Google Scholar 

  • Joas, H. (2004). Braucht der Mensch Religion? Über Erfahrungen der Selbsttranszendenz. Freiburg/Basel/Wien: Herder [Does the human being need religion? On experiences of self-transcendence].

    Google Scholar 

  • Kermani, N. (2017). Ungläubiges Staunen. Über das Christentum. München: C.H. Beck [Unbelievable wondering].

    Google Scholar 

  • Koerrenz, R. (1997). Hermeneutik des Lernens. Der anthropologische Wirklichkeitsbezug der biblischen Überlieferung. Jahrbuch für biblische Theologie, 12, 221–242 [Hermeneutics of learning. The anthropological reality of biblical tradition].

    Google Scholar 

  • Martini, C. (2008). Jerusalemer Nachtgespräche? Über das Risiko des Glaubens. Freiburg/Basel/Wien: Herder [Night talks in Jersualem. On the risk of faith].

    Google Scholar 

  • Mette, N. (2009). Gottesverdunstung. Eine religionspädagogische Zeitdiagnose. Jahrbuch der Religionspädagogik, 25, 9–23 [The evaporation of God. An epochal analysis from a religious educational point of view].

    Google Scholar 

  • Moyaert, M. (2014). In response to the religious other. Ricœur and the fragility of interreligious encounters. Lanham/Boulder/New York/London: Lexington Books.

    Google Scholar 

  • Peukert, H. (2002). Reflexionen über die Zukunft religiöser Bildung. Religionspädagogische Beiträge, #49, 49–66 [Reflexions on the future of religious eduction].

    Google Scholar 

  • Pope Francis. (2016). Morning meditation on January 18, 2016. https://w2.vatican.va/content/francesco/en/cotidie/2016/documents/papa-francesco-cotidie_20160118_new-wineskins.pdf (consulted on the 1st of February 2018).

  • REDCo. (2018). www.redco.de. See recommendations (consulted on the 1st of February 2018).

  • Roebben, B. (2016). Theology made in dignity. On the precarious role of theology in religious eduction (Louvain Theological and Pastoral Monographs 44). Leuven/Paris/Bristol (CT): Peeters.

    Google Scholar 

  • Roebben, B. (2017). Generating hope. The future of the teaching profession in a globalized world. Religious Education, 112, 199–206.

    Article  Google Scholar 

  • Rothgangel, M., Jackson, R., & Jäggle, M. (Eds.). (2014). Religious education at schools in Europe [Vol. 2: Western Europe]. Wien: Vienna University Press.

    Google Scholar 

  • Schlag, T., & Schweitzer, F. (2011). Brauchen Jugendliche Theologie? Jugendtheologie als Herausforderung und didaktische Perspektive. Neukirchen-Vluyn: Neukirchener Verlag [Do young people need theology? Youth theology as a challenge and a didactical perspective].

    Google Scholar 

  • Schweitzer, F. (2009). Gott im Religionsunterricht. Bestandsaufnahme – neue Herausforderungen – weiterführende Perspektiven zu einer Didaktik der Gottesfrage. Jahrbuch der Religionspädagogik, 25, 239–263 [God in religious eduction. State of affairs, new challenges and further reflections on a didactics of the quest for God].

    Google Scholar 

  • Ter Avest, I. (2009). Conflict matters. ‘The making of’ a difference. In I. Ter Avest (Ed.), Education in conflict (pp. 15–37). Münster/New York/München/Berlin: Waxmann.

    Google Scholar 

  • Toledo guiding principles on teaching about religions and beliefs in public schools. (2007). Warsaw: OSCE.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Catholic Theology, University of Bonn, Bonn, Germany

    Bert Roebben

Authors
  1. Bert Roebben
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bert Roebben .

Editor information

Editors and Affiliations

  1. Faculty of Education and Arts, Australian Catholic University, Fitzroy, Melbourne, VIC, Australia

    Michael T. Buchanan

  2. Faculty of Education/Faculty of Theology, University of Malta, Msida, Malta

    Adrian-Mario Gellel

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Roebben, B. (2019). New Wine in Fresh Wineskins. Rethinking the Theologicity of Catholic Religious Education. In: Buchanan, M., Gellel, AM. (eds) Global Perspectives on Catholic Religious Education in Schools. Springer, Singapore. https://doi.org/10.1007/978-981-13-6127-2_5

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-6127-2_5

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-6126-5

  • Online ISBN: 978-981-13-6127-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation