THE GLOBAL TREND OF RELIGIOUS-BASED SCHOOLS AND THE LITERARY APPROACH
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The publicity of religious schools in the academic area of religious education is veryimportant issue. In this paper, the author focuses on global patterns concerning thepublicity of religious-based schools. In privately lead models of religious educationsuch as that of the United States, the main educational purpose of these religiousinstitutions is described as the idea of democratic education. In addition, the corevalue of state lead models such as European pattern of religious schooling is coveredwith religious diversity. However, the public character of these religious institutions inthe United States and European countries are limited by improperly responses to theexistential aspects of religious education which is the soul of religious-based schools. So, the author suggests the literary approach model of religious education as analternative. The teaching model of literary approach contributes to the useful solutionto enhance the subjective participation and interpretation between teacher and learner.
Abstract
The publicity of religious schools in the academic area of religious education is veryimportant issue. In this paper, the author focuses on global patterns concerning thepublicity of religious-based schools. In privately lead models of religious educationsuch as that of the United States, the main educational purpose of these religiousinstitutions is described as the idea of democratic education. In addition, the corevalue of state lead models such as European pattern of religious schooling is coveredwith religious diversity. However, the public character of these religious institutions inthe United States and European countries are limited by improperly responses to theexistential aspects of religious education which is the soul of religious-based schools. So, the author suggests the literary approach model of religious education as analternative. The teaching model of literary approach contributes to the useful solutionto enhance the subjective participation and interpretation between teacher and learner.
참고문헌 (16)
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