Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE.: How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?

Lakshmi Sigurdsson; Kirsten Margrethe Andersen

Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?

Bidragets oversatte titel: Didaktiske metoder baseret på filosofisk refleksion, kritisk tænkning og struktureret dialog til undervisning i menneskerettigheder og i samspil med religionsundervisning.: Hvordan kan didaktiske metoder baseret på filosofisk refleksion, kritisk tænkning og struktureret dialog kvalificere lærerstuderende til at adressere paradokser og dilemmaer i krydsfeltet mellem undervisning i menneskerettigheder og religion?

Lakshmi Sigurdsson, Kirsten Margrethe Andersen

Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review

Abstract

Student teachers must learn to address the complex and demanding political and ethical dilemmas which can either enable or undermine democratic struggles for rights. Combining Dietrich Benner’s non-affirmative theory of formation and the political philosophy of Hannah Arendt we introduce a didactic methodology based on Arendt’s interpretation of thinking. We argue that a concept-oriented approach, focussing on core concepts (such as freedom, conscience, equality, responsibility) can stimulate learners to reflect on the multiple, equivocal, and historically contingent trajectories of human rights and qualify teachers to address dilemmas in the cross-roads between HRE and RE.

Bidragets oversatte titel	Didaktiske metoder baseret på filosofisk refleksion, kritisk tænkning og struktureret dialog til undervisning i menneskerettigheder og i samspil med religionsundervisning.: Hvordan kan didaktiske metoder baseret på filosofisk refleksion, kritisk tænkning og struktureret dialog kvalificere lærerstuderende til at adressere paradokser og dilemmaer i krydsfeltet mellem undervisning i menneskerettigheder og religion?
Originalsprog	Engelsk
Publikationsdato	14 jun. 2022
Status	Udgivet - 14 jun. 2022
Begivenhed	NCRE Nordic Conference on Religious Education: "RE IN THE CROSSROADS?!" - Latvia University, Riga, Letland Varighed: 14 jun. 2022 → 18 jun. 2022 Konferencens nummer: 2022 https://www.tf.lu.lv/ncre-2021/2nd-call/

Konference

Konference	NCRE Nordic Conference on Religious Education
Nummer	2022
Lokation	Latvia University
Land/Område	Letland
By	Riga
Periode	14/06/22 → 18/06/22
Internetadresse	https://www.tf.lu.lv/ncre-2021/2nd-call/

Emneord

Læring, pædagogik og undervisning
Menneskerettigheder
Religionsdidaktik
filosofi som refleksionsgrundlag
Hannah Arendt
begrebsorienteret undervisning

Citationsformater

Sigurdsson, L., & Andersen, K. M. (2022). Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?. Abstract fra NCRE Nordic Conference on Religious Education, Riga, Letland.

Sigurdsson, Lakshmi ; Andersen, Kirsten Margrethe. / Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?. Abstract fra NCRE Nordic Conference on Religious Education, Riga, Letland.

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title = "Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE.: How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?",

abstract = "Student teachers must learn to address the complex and demanding political and ethical dilemmas which can either enable or undermine democratic struggles for rights. Combining Dietrich Benner{\textquoteright}s non-affirmative theory of formation and the political philosophy of Hannah Arendt we introduce a didactic methodology based on Arendt{\textquoteright}s interpretation of thinking. We argue that a concept-oriented approach, focussing on core concepts (such as freedom, conscience, equality, responsibility) can stimulate learners to reflect on the multiple, equivocal, and historically contingent trajectories of human rights and qualify teachers to address dilemmas in the cross-roads between HRE and RE. ",

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author = "Lakshmi Sigurdsson and Andersen, {Kirsten Margrethe}",

year = "2022",

month = jun,

day = "14",

language = "English",

note = "NCRE Nordic Conference on Religious Education ; Conference date: 14-06-2022 Through 18-06-2022",

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Sigurdsson, L & Andersen, KM 2022, 'Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?', NCRE Nordic Conference on Religious Education, Riga, Letland, 14/06/22 - 18/06/22.

Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE? / Sigurdsson, Lakshmi; Andersen, Kirsten Margrethe.
2022. Abstract fra NCRE Nordic Conference on Religious Education, Riga, Letland.

Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review

TY - ABST

T1 - Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE.

T2 - NCRE Nordic Conference on Religious Education

AU - Sigurdsson, Lakshmi

AU - Andersen, Kirsten Margrethe

N1 - Conference code: 2022

PY - 2022/6/14

Y1 - 2022/6/14

N2 - Student teachers must learn to address the complex and demanding political and ethical dilemmas which can either enable or undermine democratic struggles for rights. Combining Dietrich Benner’s non-affirmative theory of formation and the political philosophy of Hannah Arendt we introduce a didactic methodology based on Arendt’s interpretation of thinking. We argue that a concept-oriented approach, focussing on core concepts (such as freedom, conscience, equality, responsibility) can stimulate learners to reflect on the multiple, equivocal, and historically contingent trajectories of human rights and qualify teachers to address dilemmas in the cross-roads between HRE and RE.

AB - Student teachers must learn to address the complex and demanding political and ethical dilemmas which can either enable or undermine democratic struggles for rights. Combining Dietrich Benner’s non-affirmative theory of formation and the political philosophy of Hannah Arendt we introduce a didactic methodology based on Arendt’s interpretation of thinking. We argue that a concept-oriented approach, focussing on core concepts (such as freedom, conscience, equality, responsibility) can stimulate learners to reflect on the multiple, equivocal, and historically contingent trajectories of human rights and qualify teachers to address dilemmas in the cross-roads between HRE and RE.

KW - learning, educational science and teaching

KW - Menneskerettigheder

KW - Religionsdidaktik

KW - filosofi som refleksionsgrundlag

KW - Hannah Arendt

KW - begrebsorienteret undervisning

M3 - Abstract

Y2 - 14 June 2022 through 18 June 2022

ER -

Sigurdsson L, Andersen KM. Didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue in HRE and in the interplay between HRE and RE. How can didactic methodologies based on philosophical reflection, critical thinking, and structured dialogue qualify teacher students to address paradoxes and dilemmas in HRE, as well as in the interplay between HRE and RE?. 2022. Abstract fra NCRE Nordic Conference on Religious Education, Riga, Letland.