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vol.27 issue1Pushing the conceptual boundaries in researching religion in education in diversity: A critical appraisal of Cornelia Roux's workFrom religious education to worldview education and beyond: The strength of a transformative pedagogical paradigm author indexsubject indexarticles search
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Journal for the Study of Religion

On-line version ISSN 2413-3027
Print version ISSN 1011-7601


GEARON, Liam. The paradigms of contemporary religious education. J. Study Relig. [online]. 2014, vol.27, n.1, pp.52-81. ISSN 2413-3027.

The word 'paradigm' appears in a number of Cornelia Roux's published works (Roux 1998; 1998a; 2003; 2008; 2009; 2011). This article re-examines her use of 'paradigm' in the light of Thomas Kuhn's (1996) The Structure of Scientific Revolutions. Drawing on recently published work on religion and education (Gearon 2013; 2014), I elaborate why researchers and educators alike require a more rigorous theoretical conceptualisation of the underlying paradigms of contemporary religious education. Outlining how a satisfactory understanding of the paradigms in religious education require an understanding of the epistemological grounds of each, the article presents, by way of demonstration, a critical outline of six such paradigms: the scriptural-theological; the phenomenological; the spiritual-experiential; the philosophical-conceptual; the socio-cultural; and the historical-political.

Keywords : religion; education; paradigm; philosophy; epistemology.

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