Abstract
This paper discusses the issues and challenges involved in the teaching of religious knowledge in Singapore schools, where it is taught in a historical, descriptive and non-evaluative fashion, adopting the phenomenological approach. The government in Singapore hopes that the teaching of religious knowledge will help to inculcate moral values and promote religious harmony in the students. This paper points out the problems associated with the phenomenological approach to the teaching of religious knowledge in Singapore schools. It argues that such an approach may not be effective in helping the government achieve its educational objectives. The discussion adds to the existing literature on the concerns and problems faced by governments in plural societies in their attempts to teach religious knowledge in schools.
Résumé
L’ENSEIGNEMENT DU SAVOIR RELIGIEUX DANS UNE SOCIÉTÉ PLURIELLE : LE CAS DE SINGAPOUR - cet article discute des questions et des dÉfis impliquÉs par l’enseignement du savoir religieux dans les Écoles de Singapour, où il est enseignÉ sur un mode historique, descriptif et non-Évaluatif, adoptant l’approche phÉnomÉnologique. Le gouvernement de Singapour espère que l’enseignement du savoir religieux aidera à inculquer des valeurs morales et à favoriser l’harmonie religieuse parmi les Étudiants. Cet article prÉcise les problèmes liÉs à l’approche phÉnomÉnologique de l’enseignement du savoir religieux dans les Écoles de Singapour. Il soutient qu’une telle approche peut être inefficace pour aider le gouvernement à atteindre ses objectifs Éducatifs. Cette discussion s’ajoute à la littÉrature existante quant aux soucis et aux problèmes auxquels les gouvernements font face dans les sociÉtÉs plurielles en tentant d’enseigner le savoir religieux dans les Écoles.
Zusammenfassung
RELIGIONSKUNDEUNTERRICHT IN PLURALEN GESELLSCHAFTEN: DER FALL SINGAPUR – Der Beitrag diskutiert Probleme und Schwierigkeiten des Religionskundeunterrichts in Schulen Singapurs, wo das Fach auf der Basis des phänomenologischen Ansatzes historisch, deskriptiv und nicht wertend unterrichtet wird. Die Regierung Singapurs hofft, den Schülern durch den Religionskundeunterricht moralische Werte einzuimpfen und so die religiöse Harmonie zu fördern. Der Beitrag weist auf die Probleme des phänomenologischen Ansatzes im Religionskundeunterricht in Schulen Singapurs hin. Er bezweifelt die Zweckmäßigkeit dieses Ansatzes zur Verwirklichung der Ziele der Regierung. Der Beitrag stellt sich in Zusammenhang mit weiterer Literatur zu Schwierigkeiten und Problemen von Regierungen pluraler Gesellschaften mit dem Religionskundeunterricht.
Resumen
LA ENSEÑANZA DE CONOCIMIENTOS RELIGIOSOS EN UNA SOCIEDA PLURAL: EL CASO SINGAPUR – Este trabajo se ocupa de los temas y retos inherentes a la enseÑanza de conocimientos religiosos en las escuelas de Singapur, donde son transmitidos en una forma histórica, descriptiva y no evaluadora, con adopción de un enfoque fenomenológico. El gobierno de Singapur espera que la enseÑanza de conocimientos religiosos ayude a inculcar valores morales en los estudiantes y a promover una armonía religiosa. Este trabajo puntualiza los problemas asociados con el enfoque fenomenológico en la transmisión de conocimientos religiosos en las escuelas de Singapur. La autora argumenta que esta clase de enfoque probablemente no sea apropiado para ayudar al gobierno a lograr sus objetivos educativos. El presente cuestionamiento se suma a la literatura existente sobre las inquietudes y los problemas que deben enfrentar los gobiernos en las sociedades plurales cuando tratan de transmitir conocimientos religiosos en las escuelas.
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Tan, C. The Teaching of Religious Knowledge in a Plural Society: The Case for Singapore. Int Rev Educ 54, 175–191 (2008). https://doi.org/10.1007/s11159-007-9074-8
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DOI: https://doi.org/10.1007/s11159-007-9074-8