Ritual Education in a Pluralistic Society

Ritual Education in a Pluralistic Society RITUAL EDUCATION IN A PLURALISTIC SOCIETY P ATRICK A LTENA , C HRIS A.M. H ERMANS University of Nijmegen, The Netherlands 1. I NTRODUCTION Abstract Catholic schools have a twofold identity. Partly they are educational institutions which, like all schools, have to initiate children and young people systematically and critically into their cul- tural heritage. At the same time they are Christian institutions rooted in the Christian message and have to contribute to pupils’ religious education. In a multicultural society like the Dutch one this dual identity becomes a dilemma: should other religions (which, after all, are part of the cultural environment) be given a place in Catholic schools and, if so, how? Our question in this article is how Catholic primary school teachers deal with this dilemma. We concentrate, moreover, on a speciŽ c aspect of religiouss education, namely ritual education. Modern societies are characterized by religious and moral individualiza- tion and pluriformity. These processes go along with the process that has been referred to as ‘detraditionalization’. The consequences of these processes for the continuity of Christian and other religious traditions is a primary concern of theology in general and of religious education in particular. How do http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Education and Religion Brill

Ritual Education in a Pluralistic Society

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Publisher
Brill
Copyright
© 2003 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1389-9791
eISSN
1570-0623
D.O.I.
10.1163/157006203322848559
Publisher site
See Article on Publisher Site

Abstract

RITUAL EDUCATION IN A PLURALISTIC SOCIETY P ATRICK A LTENA , C HRIS A.M. H ERMANS University of Nijmegen, The Netherlands 1. I NTRODUCTION Abstract Catholic schools have a twofold identity. Partly they are educational institutions which, like all schools, have to initiate children and young people systematically and critically into their cul- tural heritage. At the same time they are Christian institutions rooted in the Christian message and have to contribute to pupils’ religious education. In a multicultural society like the Dutch one this dual identity becomes a dilemma: should other religions (which, after all, are part of the cultural environment) be given a place in Catholic schools and, if so, how? Our question in this article is how Catholic primary school teachers deal with this dilemma. We concentrate, moreover, on a speciŽ c aspect of religiouss education, namely ritual education. Modern societies are characterized by religious and moral individualiza- tion and pluriformity. These processes go along with the process that has been referred to as ‘detraditionalization’. The consequences of these processes for the continuity of Christian and other religious traditions is a primary concern of theology in general and of religious education in particular. How do

Journal

International Journal of Education and ReligionBrill

Published: Jan 1, 2003

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