Turning Toward Subjectivity in Religious and Values Education Research
Abstract
New developments in religious and values education are determined considerably by epistemological factors. The turn toward subjectivity both in educational practice and research marks the big paradigm shift in late (or post-) modern culture from scientific ideals of natural sciences to that of humanities. Rehabilitation of metaphysics, awareness of intentionality and wider understanding of rationality are parts of the process stimulating a more creative approach to religious studies and teaching. Opened first in phenomenology, this humanitarian approach was later described as developmental or learning-from-religion approach considering religion neither as a stance of belonging, nor as an external fact, but rather as a personal gift.
The paper offers a framework for conceptualization of the paradigm shift and for the analysis of humanitarian methodology as distinct from the methodology of natural sciences. Eight premises specific for the former and useful to draw a borderline between the two are presented. They are existential, phenomenological, hermeneutic, constructivist, holistic, teleological, idiographic, and dialogical premises. Two strategies for dealing with new epistemological situation in educational research are described. Examples are given on how they work in the field of religious and values education research.
Pööre subjektiivsuse poole religioonipedagoogilistes uuringutes
Uued arengusuunad religioonipedagoogikas rajanevad oluliselt epistemoloogilistel teguritel. Pööre subjektiivsuse poole nii õpetamispraktikas kui ka haridusuuringutes märgib hilismodernses (või postmodernses) kultuuris paradigmamuutust loodusteaduslikult teadusideaalilt humanitaarias käibivale. Metafüüsika rehabiliteerimine, teadlikkus intentsionaalsusest ning laiem ratsionaalsusekäsitlus on osad protsessist, mis ärgitab loovamat lähenemist nii religiooniuuringutes kui ka religiooni õpetamises. Esmalt avati see humanitaarne uurimisperspektiiv fenomenoloogias, ent hiljem on seda religiooni kontekstis kirjeldatud arengulise lähenemisviisina või ‘religioonist õppimisena’, mis ei käsitle religiooni kui kuulumist või välist fakti, vaid pigem kui isiklikku andi.
Artikkel esitab kontseptuaalse raamistiku nii kirjeldatud paradigmamuutusele kui ka käsitlusele, mille kohaselt humanitaarteaduslik metodoloogia erineb loodusteaduslikust põhimõtteliselt. Tuuakse välja kaheksa humanitaarteaduslikule metodoloogiale eriomast eeldust, mis aitavad tõmmata eraldusjoone humanitaaria ja loodusteaduste vahele. Nendeks on eksistentsiaalne, fenomenoloogiline, hermeneutiline, konstruktivistlik, holistiline, teleoloogiline, idiograafiline ja dialoogiline eeldus. Artiklis kirjeldatakse kaht strateegiat, kuidas haridusuuringutes uue epistemoloogilise situatsiooniga toime tulla, ning tuuakse näiteid nende rakendamise kohta religioonipedagoogilistes uuringutes.
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References
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