Titlebook: Religious Education in a Post-Secular Age; Case Studies from Eu Olof Franck,Peder Thalén Book 2021 The Editor(s) (if applicable) and The Au

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Introduction: Religious Education and the Notion of the Post-secular,tly modern intellectual space. The concept of the post-secular is a useful tool for describing how this intellectual space has undergone major changes and for drawing attention to some of the challenges facing religious education today. In this introductory chapter, we try to answer the question: Wh

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Religious Education, Post-secularity and Neoliberalism,irst outlines post-secular positions, both descriptive and normative, specifically exploring Jürgen Habermas’s arguments for religion in the public sphere; then he considers their implications for religious education. The effects of neoliberalism on education—and specifically religious education—in

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Transition in RE in Finland,ed to dialogue, citizenship skills, social integration have moved into the forefront when discussing religious education (Jackson 2014a). Similarly, several researchers have analysed the challenges that diversification, secularisation and post-secularity create for education in religions and non-rel

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World View Instead of Religion?, in the Netherlands that the term “world view” should replace “religion” (Miedema 2018) when focusing on the aims of education in schools. In a similar way, the Commission on Religious Education (hereafter referred to as CoRE 2018) in Britain has brought forward the idea that religious education in