Worldview Literacy as Educational Praxis: A Response to ‘Religious Literacy’: Some Considerations and Reservations’, Johannes C. Wolfart

Journal article


Shaw, M. (2022). Worldview Literacy as Educational Praxis: A Response to ‘Religious Literacy’: Some Considerations and Reservations’, Johannes C. Wolfart. Method & Theory in the Study of Religion. 34 (5), pp. 484-491. https://doi.org/10.1163-15700682-bja10083
AuthorsShaw, M.
Abstract

This response picks up on two key themes identified by Wolfhart: that of the contested aims of “religious literacy” and the lack of an evidence base for its efficacy. Focusing on the context of formal schooling, the idea of “worldview literacy” is presented as an alternative to “religious literacy”. Rather than an outcome of education, “worldview literacy" is presented as a process of encounter in plurality, an educational praxis that brings young people to a greater understanding of the dynamic diversity of worldviews and of themselves as social actors therein. This reconciles what are often seen as competing aims of Religious Education and provides a framework for a more distributed worldviews education. It is suggested that amidst a preoccupation with measurement, attention needs to be refocused on the value of the educational process itself.

KeywordsWorldview literacy, religious education, praxis, transformative education.
Year2022
JournalMethod & Theory in the Study of Religion
Journal citation34 (5), pp. 484-491
PublisherBrill
ISSN1570-0682
Digital Object Identifier (DOI)https://doi.org/10.1163-15700682-bja10083
Web address (URL)https://brill.com/view/journals/mtsr/mtsr-overview.xml
Publication dates
Print28 Jun 2022
Publication process dates
Accepted13 Jun 2022
Deposited30 Jun 2022
Accepted author manuscript
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Open
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