Abstract:
It has been assumed, in these days of empiricism and secularism, that if religion is to feature in any curriculum at all, it has to be only the teaching ABOUT rather than of religion. It is assumed that, taken as making a claim to truth and knowledge, it is meaningless or untestable. So unless religion is to be re-interpreted as mere morality or some ultimate stance taken towards the universe, its truth-claims do not deserve a place in the curriculum as knowledge per se. If at all, it should be taught as psychology, sociology, or history of religion, and the like.
This paper seeks to provide some leads in order to awaken us from this "dogmatic slumber". Even when judged on empirical grounds, a quick dismissal of religious truth-claims would come up against the religious experience of mankind. A case is attempted for the conclusion that sufficient evidence exists to warrant the inclusion of the study of world religions as a viable hypothesis to truth about ultimate reality. This would mean it is imperative that renewed research into world religions, and their potentials in contributing a distinctive form of knowledge to be placed alongside the others in the curriculum, be undertaken by persons and agencies that make pretensions to overseeing curriculum planning and constructing. World religions cross national and regional boundaries, and therefore a field for cross-boundary educational research exists here.
This paper seeks to provide some leads in order to awaken us from this "dogmatic slumber". Even when judged on empirical grounds, a quick dismissal of religious truth-claims would come up against the religious experience of mankind. A case is attempted for the conclusion that sufficient evidence exists to warrant the inclusion of the study of world religions as a viable hypothesis to truth about ultimate reality. This would mean it is imperative that renewed research into world religions, and their potentials in contributing a distinctive form of knowledge to be placed alongside the others in the curriculum, be undertaken by persons and agencies that make pretensions to overseeing curriculum planning and constructing. World religions cross national and regional boundaries, and therefore a field for cross-boundary educational research exists here.