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?

Lakshmi Sigurdsson, Kirsten Margrethe Andersen

Research output: Contribution to conference without a publisher/journal › Abstract › Research › 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.

Translated title of the contribution	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?
Original language	English
Publication date	14 Jun 2022
Publication status	Published - 14 Jun 2022
Event	NCRE Nordic Conference on Religious Education: "RE IN THE CROSSROADS?!" - Latvia University, Riga, Latvia Duration: 14 Jun 2022 → 18 Jun 2022 Conference number: 2022 https://www.tf.lu.lv/ncre-2021/2nd-call/

Conference

Conference	NCRE Nordic Conference on Religious Education
Number	2022
Location	Latvia University
Country/Territory	Latvia
City	Riga
Period	14/06/22 → 18/06/22
Internet address	https://www.tf.lu.lv/ncre-2021/2nd-call/

Keywords

learning, educational science and teaching

Cite this

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 from NCRE Nordic Conference on Religious Education, Riga, Latvia.

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 from NCRE Nordic Conference on Religious Education, Riga, Latvia.

@conference{99dab41abda540d2b6652011a14b2bf8,

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. ",

keywords = "learning, educational science and teaching, Menneskerettigheder, Religionsdidaktik, filosofi som refleksionsgrundlag, Hannah Arendt, begrebsorienteret undervisning",

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",

url = "https://www.tf.lu.lv/ncre-2021/2nd-call/",

}

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, Latvia, 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 from NCRE Nordic Conference on Religious Education, Riga, Latvia.

Research output: Contribution to conference without a publisher/journal › Abstract › Research › 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 from NCRE Nordic Conference on Religious Education, Riga, Latvia.