Science and Theology in Religious Education1

Science and Theology in Religious Education1 47 VEIT-JAKOBUS DIETERICH Science and Theology in Religious Education1 Summary The present study examines the extent, manner and bias of the treatment of the topic 'science and theology' in religious education textbooks of both denominations. The study covers education in the Weimar Republic and the Federal Republic of Ger- many (1918-1985). The result show a dialectical development in three phases (I: 1918-33; II 1945-68; III: 1968-85), which, on the one hand, has led to a more compre- hensive and refined understanding of the scientific-technological world view in con- temporary textbooks, and which, on the other hand, however, needs further develop- ment and improvement. Therefore future textbooks for religious education should take up new critical theoretical approaches which reflect scientific progress in terms of social conditions and which should also reflect a more open, dialogical presentation of different standpoints. 1. Introduction The creation narratives in biblical tradition, the scientific and technologi- cal progress in the history of the modern world which leads up to the present nuclear and ecological crisis, and last but not least the cognitive development in schoolchildrens' life-story, all these factors highlight the central importance of the topic of 'science'. Religious education, which aims at a http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Empirical Theology Brill

Science and Theology in Religious Education1

Journal of Empirical Theology, Volume 3 (1): 47 – Jan 1, 1990

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Publisher
Brill
Copyright
© 1990 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0922-2936
eISSN
1570-9256
D.O.I.
10.1163/157092590X00039
Publisher site
See Article on Publisher Site

Abstract

47 VEIT-JAKOBUS DIETERICH Science and Theology in Religious Education1 Summary The present study examines the extent, manner and bias of the treatment of the topic 'science and theology' in religious education textbooks of both denominations. The study covers education in the Weimar Republic and the Federal Republic of Ger- many (1918-1985). The result show a dialectical development in three phases (I: 1918-33; II 1945-68; III: 1968-85), which, on the one hand, has led to a more compre- hensive and refined understanding of the scientific-technological world view in con- temporary textbooks, and which, on the other hand, however, needs further develop- ment and improvement. Therefore future textbooks for religious education should take up new critical theoretical approaches which reflect scientific progress in terms of social conditions and which should also reflect a more open, dialogical presentation of different standpoints. 1. Introduction The creation narratives in biblical tradition, the scientific and technologi- cal progress in the history of the modern world which leads up to the present nuclear and ecological crisis, and last but not least the cognitive development in schoolchildrens' life-story, all these factors highlight the central importance of the topic of 'science'. Religious education, which aims at a

Journal

Journal of Empirical TheologyBrill

Published: Jan 1, 1990

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