It makes sense! Making teachers competent in open and in-depth (inter)worldview discussions with children
This research argues that quality (inter)life-viewing conversations between teachers and children in primary schools are important for shaping children to become critical interlocutors about worldview in the super-diverse society.
The study examines the definition, conditions and characteristics of quality philosophical conversations between a primary school teacher with a Roman Catholic religion assignment in Flanders and primary school children during religion lessons.
The research also aims to provide tools to facilitate these conversations in the form of criteria for quality philosophical conversations and exemplary teaching scenarios. In this way, the research aims to further empower primary school teachers to realise these conditions.
The research is co-financed with Vives Hogeschool.
The following questions are answered:
- What does ideological education in primary schools look like that takes maximum account of the current zeitgeist of ideological bricolage and diversity?
- What are the building blocks of an open and in-depth (inter)worldview conversation with primary school children in a religion class that does full justice to the philosophical diversity present in the classroom?
- How can we support teachers who want to develop professionally and become basic competent in (inter)worldview conversation?
Partners
Meet the researcher
Work with us?
Request customised research
We are happy to help you formulate your research question and approach.
