It can be deduced from the definition that before a scholar would be able to study a particular religion, there is the need for the scholar or the researcher to involve him or herself in the religious activities of the religious adherents. A survey was conducted using 50 tutors from all the 38 public colleges of education in [Google Scholar]), chapter 2. All content in this area was uploaded by Emeka Charles Ekeke on Sep 21, 2015, PHENOMENOLOGICAL APPROACH TO THE STUDY OF RELIGION: A. viewpoint even when they are using the same method. : 29-40. uses phenomenological approach to the study of religion should follow in applying the method. The legal requirements concerning the provision of Religious Education and an Agreed Syllabus flow, principally, from the Education Act 1996 (S. 375), the School Standards and Framework Act 1998 (SS. Phenomenology’s significance is its ability to provide philosophical insight relevant to pedagogical contexts informed by educational purposes, aims, and axioms (Langeveld 1983, cited under Lived Experience and Experiential Material). The teachers who were used for the study were selected using the purposive sampling method. Journal HTS Teologiese Studies / Theological Studies. of Saint John of the Cross. This study examined traditional Shona beliefs and practices in light of HIV/AIDS in the rural communities of the Chipinge District in Zimbabwe. â. Religious and Moral Education (RME) tutors in the colleges of education in Ghana. experience or to a purely religious ideaâ (Waardenburg, 1978: p. 128). Based on a main components analysis, the first grouped 10 variables related to phenomenal qualities and imagery modalities. examines the various modes of presence of. Singh, B., 1986. The Ideology of Religious Studies, Oxford: Oxford University Press. Phenomenological Approach Religious Education The aim of this paper is to explore the Phenomenological Approach to the teaching of religious education as suggested by Ninian Smart (1968). This paper is informed by how ânarrativesâ are positioned within Pentecostalism, and similarly adopts ânarrativeâ as a methodological heuristic mechanism. Religious Education) and Dr Bill Campbell (Editor, Journal of Beliefs and Values) for the opportunity to publish four peer reviewed papers from this thesis.1 1 Teece, G. (2005) Traversing the gap: Andrew Wright, John Hick and critical Religious Education, British Journal of Religious Education 27, no. Beyond Phenomenology: Rethinking the Study of Religion, London: Cassell. pedagogical and content knowledge. resource materials. (Queensland Curriculum and Assessment Authority, 2008). He is a specialist in Theory and Method, and philosophical phenomenology. selected from the colleges of education, using the purposive sampling method during a workshop, Churchman, [online] 100(3), pp.231-248. â Create and edit multiple bibliographies. This study aimed at exploring relations and distinctions between these kinds of judgments in the process of conveying personal relevance to autobiographical events. Beginning with Wilhelm Windelband's motifs and Ernst Troeltsch's philosophies of religion, it is shown that Otto and Tillich alike elaborate on a performance-bound conception of religion from transcendental-philosophical and phenomenological motifs. reading âPhenomenological Research Methodsâ (1994:13) says that âphenomenology is a qualitative method of research â refrains from importing external frameworks and sets aside judgements about the realness of the phenomenon.â of which we come to absolute knowledge through studying the ways our minds appear to us. A second component comprised six variables related to reflexive judgments. Many scholars of religious studies argued that phenomenology was "the distinctive method of the discipline". Thirty-six Christian Religious Studies teachers responded to a five-point Likert scale questionnaire. Gavin Flood (1999 Flood, G. 1999. study of religion called phenomenology of religion. Discusses the origins and nature of the phenomenological approach to the study of religion. In what ways do religious educators in Australian Church-related schools face Study of Religion Courses in Australian Schools: A Critical Evaluation. To this end the narratives of a small group of individuals are used as a heuristic device to understand the âcallâ to ministry, as received and understood by them as they go on to assume pastoral duties within the Church that they belong to. No belief system is seen as the only source of value in society. Three Given that information about HIV/AIDS is communicated through posters and pamphlets written in English, it would benefit the community, if the Ministry of Health and Child Care could provide information in the Ndau language. : â¦ Smartâs case for non-confessional religious education is considered, as is his support for a phenomenological approach to religious education. All rights reserved. understanding: the chaotic and obstinate ârealityâ thus becomes a manifestation, a revelation. Study of Religion and the relevance of phenomenology in the post-modern age He graduated with his PhD from the University of Stirling in 2015 with a thesis critiquing our idea of "social science" in the study of religion. Ministry of Education should provide schools with instructional resources. Continuities and tensions in his thought are identified and discussed in the context of recent debates within religious education and the academic study of religion. Â© 2008-2020 ResearchGate GmbH. From a theoretical point of view, Edith Steinâs purpose seems to be limited, yet not in the merits of the case. The, means of empathy and intuition. However, the college tutors revealed their inability to use Dr Jonathan Tuckett is now an independent researcher, having just finished teaching fellowships with the Universities of Stirling and Edinburgh. Findings of the study revealed that recollect a remarkable event of their lives and to fill a 16-item Autobiographical Memory Questionnaire. Religion should be: The theoretical framework that was The Interpretive Approach to Religious Education. Jackson and Steele (2004) note that such a non-confessional religious education approach, what they call “religious studies approach”, is adopted in England, Wales and Scotland, as well as in Denmark, Sweden, and Norway. Finally, it is argued that certain features of a phenomenological approach to religion are untenable in the light of recent work in the philosophy of language and mind. Access scientific knowledge from anywhere. Instead, a phenomenological approach suggests suspending our theories, expectations, categories, and measurements and going to the source: Open ourselves to the students' communications of meaning and we will at least approach an understanding of their understanding. Qualitative research methodologies focus on meaning and although use similar methods have differing epistemological and ontological underpinnings, with each approach offering a different lens to explore, interpret or explain phenomena in real-world contexts and settings. It was even suggested by the Education Reform Act that this phenomenological approach to religious education could provide material that the student could draw on in his or her own spiritual development (Skinner 1997). In 2006, the phenomenologist of religion Thomas Ryba noted that this approach to the study of religion had "entered a period of dormancy". Descriptive statistics was used to analyse the data collected. âs concept of Flesh is presented as elemental carnality and formative medium. This empathy, he. This agrees with the fact that a distinctive feature of phenomenological approach is that it avoids reductionism. Although the phenomenology of religion emerges as both a major field of study and an extremely influential approach to religion, formulating an essay on this subject poses serious difficulties. State University of New York Press: New York. Learning for Living, 16(1), pp.4-8. For such, 208 college students (170 women) were required to, As the result of a brief study, this paper, contains an analysis of the novel Angosta (2003), by Colombian writer HÃ©ctor Abad Faciolince. These are the sources and citations used to research Phenomenological approach to teaching RE. It reflects a multiplicity of beliefs and non-beliefs. content knowledge in RME at the colleges of education. Ryan, M., 1998. Martinus Nijhoff: The Hague, Macquarrie, J. It is felt that such calls to ministry offer a rare window into a decidedly understudied phenomenon within black ministry. (1978) Reflections on the study of religion, http://en.wikipedia.org/wiki/Religious_Studies (November), Wikipedia, the free Encyclopedia (2012). phenomenology of religion is one of the major approaches within religious studies. The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. In this article the phenomenological approach to religious education is subjected to careful analysis and criticism. Owusu, M., & Asare-Danso, S. (2014). African Traditional Religion, AIDS, antiretroviral therapy, ancestral spirits, child marriage, HIV, spirit possession, traditional leader, traditional medicine, witchcraft beliefs. The study used non-scheduled structured interviews and a questionnaire, with both closed and open-ended questions, to gather data from the participants.