Kritisere for å forstå? Om hermeneutikk og negativ læring i religionsundervisning
DOI:
https://doi.org/10.5617/pri.6263Abstract
Religionskritikk får stadig større plass i vårt fleirreligiøse samfunn og utfordrar religionsundervisning i skule og kyrkje. Artikkelen drøftar kva plass kritikk kan ha i religionsundervisning ved å sjå på sentrale teoretiske sider ved tilhøvet mellom kritikk og forståing som eit didaktisk grunnproblem. Drøftinga går føre seg på bakgrunn av teoritradisjonar i hermeneutikk, kritisk sosiologi og i danningsdidaktikk. Nokre klassiske, didaktiske problemstillingar og løysingar møter teoriar om kritikk generelt og religionskritikk spesielt. Hermeneutisk teori i Gadamers tradisjon får ein nøkkelfunksjon i teoretiseringar av undervisning og læring. Kritikk kjem i mange former, men har to hovudformer, som skiljande (vid tyding) og dømmande (trong tyding). Den særlege læringsverdien av kritiske spørsmål i trong tyding er knytt til rolla åt «negativ» erfaring, for læring er alltid omlæring. Religionskritikk må ein til sist sjå i lys av måla for undervisninga og ut frå danningsmål som både er absolutte og relative eller lukka og opne. Artikkelen konkluderer med at nokre former for kritikk ikkje er eigna i ein slik fleirkulturell didaktikk.
Nøkkelord: didaktikk, hermeneutikk, forståing, kritikk, religionskritikk, danning.
Abstract:
Criticism of religions occupy more and more space in our multireligious society and challenges religious education. The article discusses the place of criticism in religious education by looking at core aspects of the relationship between critical theory and theories of meaning and understanding in an educational context. The theoretical questions involved are derived from hermeneutics in the tradition of Continental philosophy, critical sociology, and the German Bildung-theory. Some classical educational problems and solutions in that regard face theories of criticism generally and criticism of religions specifically. The main thesis defended is that criticism is founded upon understanding, in accordance with the hermeneutic approach by Gadamer, as a general principle for both teaching and learning. Criticism takes several shapes, but has two main forms: a wide (descriptive) and a narrow (judging) sense. The particular role of criticism in the narrow sense for learning is its role as a «negative» experience, since learning is always re-learning. The role of criticism of religions will finally be discussed in light of the overall objective for the school subject, formative objectives that may be seen as both absolute and relative at the same time. The article concludes that some forms of criticism are doubtful in principle in a plural educational system.
Keywords: Educational theory, hermeneutics, understanding, critical theory, criticism of religions, Bildung.
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