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ERIC Number: EJ1155203
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7240
EISSN: N/A
Religious Literacy, Moral Recognition, and Strong Relationality
Richardson, Michael J.
Journal of Moral Education, v46 n4 p363-377 2017
Several proposals for addressing religious literacy or including religious content in American public schools point to potential advantages for intellectual and moral development. These proposals include moral arguments, which suggest that religious literacy is an individual and social good. Although the proposals selected for this analysis span the previous two decades, it appears that little progress has been made toward addressing religious literacy in American public school contexts. In this theoretical article, I examine several of these proposals using a philosophical contrast between weak and strong relationality. It is argued that although these proposals include strong relational assumptions, weak relational assumptions remain that could inhibit the successful implementation of these proposals--or perhaps even undermine their ultimate goals.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A