Name: For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools (The new Public Scholarship) (en Inglés)
SKU: 62052444
Price: 51600.00 CLP
Availability: InStock
Author: Walter Feinberg; Richard A. Layton
ISBN: 9780472052073

portada For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools (The new Public Scholarship) (en Inglés)

For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools (The new Public Scholarship) (en Inglés)

Formato

Libro Físico

Editorial

University Of Michigan Press

Autor

Walter Feinberg; Richard A. Layton

Idioma

Inglés

N° páginas

176

Encuadernación

Tapa Blanda

ISBN13

9780472052073

For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools (The new Public Scholarship) (en Inglés)

Walter Feinberg; Richard A. Layton (Autor) · University Of Michigan Press · Tapa Blanda

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Reseña del libro "For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools (The new Public Scholarship) (en Inglés)"

Why teach about religion in public schools? What educational value can such courses potentially have for students?In For the Civic Good, Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible courses have the potential to add a reflective element to these skills. In so doing, students awaken to the fact of their own interpretive framework and how it influences their understanding of texts and practices. The argument of the book is developed by reports on the authors' field research, a two-year period in which they observed religion courses taught in various public high schools throughout the country, from the "Bible Belt" to the suburban parkway. They document the problems in teaching religion courses in an educationally appropriate way, but also illustrate the argument for a humanities-based approach to religion by providing real classroom models of religion courses that advance the skills critical to the development of a civic public.