The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work

Streib H (1998)
Religious Education 93(3): 314-331.

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Journal Article | Published | English
Abstract
Contrary to what the dominant meta-narrative and what the mass media have taught, narrative religious education should follow a hermeneutic of fiction. It should be, in other words, education in perception, in seeing, and in hearing, a school of fictionality and imaginative variation, and a school of responsiveness, remembering, and solidarity. Fictionality means to realize the ´difference´, to realize the ´it-could-be-otherwise´ in order to play imaginatively with new worlds. Responsiveness means not only to be aware of the otherness of the other, but, as we can say with Ricoeur, learning to see oneself as another.
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Streib H. The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work. Religious Education. 1998;93(3):314-331.
Streib, H. (1998). The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work. Religious Education, 93(3), 314-331.
Streib, H. (1998). The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work. Religious Education 93, 314-331.
Streib, H., 1998. The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work. Religious Education, 93(3), p 314-331.
H. Streib, “The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work”, Religious Education, vol. 93, 1998, pp. 314-331.
Streib, H.: The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work. Religious Education. 93, 314-331 (1998).
Streib, Heinz. “The Religious Educator as Story-Teller. Suggestions from Paul Ricoeur's Work”. Religious Education 93.3 (1998): 314-331.
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