Brian Gates – författare

Religion is suddenly perceived as high profile internationally (9/11, Israel-Palestine, London bombings). It arouses interest at the level of popular reading ("The Da Vinci Code"), critical diatribe (Dawkins), and educational controversy (Faith Schools). Against that background, there is a renewed interest in how schools can best equip boys and girls to be critically intelligent about beliefs and values. It is evident in continental Europe, in the US and in Asia. Throughout the world, Citizenship Education and Moral Education are receiving special attention, but in themselves they are incomplete, for they commonly overlook religion. This book argues the importance that public education should have as a priority not only that pupils become literate, numerate and sociate, but also 'religiate'. In this fascinating study, Professor Brian Gates sets out the grounds for the distinctive approach to Religious Education. He argues that this approach, central to which is a comprehensive network of local ecumenical councils, is a model worthy of global imitation. As part of the argument, Professor Gates examines four areas of complementary concern.The first is the logic of religion in education and the second concerns the process of religious development. Are there stages of understanding? What sense do children and young people have of God and transcendence, as of death and finitude? The third is the relationship between RE and Moral Education - their respective autonomies and mutual challenge. And the fourth is that of Collective Worship and its appropriateness or otherwise in public educational provision.

This fascinating collection of essays examines religious experience and tradition. The first part focuses on the nature and sources of authority in each of six major religions and considers how freedom is perceived by them. It goes on to examine the religious contexts of two examples of nations divided within themselves: Northern Ireland and Israel. The second part of the book looks at the process of education, the tensions between freedom and authority and their implications for religious education.

This fascinating collection of essays examines religious experience and tradition. The first part focuses on the nature and sources of authority in each of six major religions and considers how freedom is perceived by them. It goes on to examine the religious contexts of two examples of nations divided within themselves: Northern Ireland and Israel. The second part of the book looks at the process of education, the tensions between freedom and authority and their implications for religious education.

Die Autoren dieses Sammelbandes, mehr als dreißig Fachleute und Wissenschaftler, beleuchten den Kontext, in dem Religion in der öffentlichen Bildung, sowohl national als auch global, steht. Zunächst liegt der Fokus auf dem Religionsunterricht in England mit seinem markanten Spannungsfeld von Christentum, Glaubensvielfalt und Säkularität. Ein weiteres Augenmerk liegt auf dem Angebot von Religionsunterricht in acht anderen Ländern, was für diese bezeichnend ist und einen vergleichenden Kommentar zum 'englischen Ansatz' erlaubt. Religion wird universell als etwas verstanden, was sich auf den am tiefsten empfundenen Sinn, den wir für unser Leben erschaffen haben, bezieht, sowohl individuell als auch kollektiv. Die Besonderheit Englands mit seiner konstitutionellen Monarchie und seiner Staatskirche wird als ein Merkmal gesehen, welches Einvernehmen, Zugehörigkeit und Offenheit unterstützt statt Trennung und gegenseitige Ignoranz, aber der Religionsunterricht ist durch die staatliche Vernachlässigung gefährdet.