Fundamentalism as a challenge for religious education

Streib H (2001)
Religious Education 96(2): 227-244.

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Journal Article | Published | English
Abstract
Empirical research on fundamentalist biographies — presented are three case studies and a summary of research results — demonstrate the complex biographical-motivational factors for fundamentalist turns, but also a transformational potential. Explaining fundamentalist conversion and deconversion within a theoretical framework of fundamentalism as "modern anti-modernism" and as "dislocation of religious styles" opens up a new perspective on the goals of religious education: to transcend the teaching of pure factual knowledge, to open up an atmosphere of "care of souls", to aim at overcoming literal understanding, and to engage in a creative laboratory for thought experiments in order to accompany fundamentalist young people into processes of ransformation.
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Streib H. Fundamentalism as a challenge for religious education. Religious Education. 2001;96(2):227-244.
Streib, H. (2001). Fundamentalism as a challenge for religious education. Religious Education, 96(2), 227-244.
Streib, H. (2001). Fundamentalism as a challenge for religious education. Religious Education 96, 227-244.
Streib, H., 2001. Fundamentalism as a challenge for religious education. Religious Education, 96(2), p 227-244.
H. Streib, “Fundamentalism as a challenge for religious education”, Religious Education, vol. 96, 2001, pp. 227-244.
Streib, H.: Fundamentalism as a challenge for religious education. Religious Education. 96, 227-244 (2001).
Streib, Heinz. “Fundamentalism as a challenge for religious education”. Religious Education 96.2 (2001): 227-244.
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