Abstract
The disciplinary character of Religious Education in Schools requires thinking about its
subject of study as a constitutive element of the epistemological statute. From our
perspective, religious fact, religious phenomenon, religious experience, and religious
dimension can be subjects of study to Religious Education. Any option demands to
consider the contribution made by their supporting disciplines (v.gr. religion studies,
phenomenology of religion, spiritual and interreligious theology, and religious
psychology). Then, it can establish its purpose, contents and didactics. Although they
have a particular approach and put their accent either an objective or subjective view,
there is no doubt that any of these subjects of study contains an enormous wealth
because religious aspect is a human and cultural dimension.
subject of study as a constitutive element of the epistemological statute. From our
perspective, religious fact, religious phenomenon, religious experience, and religious
dimension can be subjects of study to Religious Education. Any option demands to
consider the contribution made by their supporting disciplines (v.gr. religion studies,
phenomenology of religion, spiritual and interreligious theology, and religious
psychology). Then, it can establish its purpose, contents and didactics. Although they
have a particular approach and put their accent either an objective or subjective view,
there is no doubt that any of these subjects of study contains an enormous wealth
because religious aspect is a human and cultural dimension.
| Translated title of the contribution | Thinking about the object of study of the Religious Education in Schools |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 1-24 |
| Number of pages | 24 |
| Journal | REER - Revista Electrónica de Educación Religiosa |
| Volume | 8 |
| Issue number | 2 |
| State | Published - 2018 |