Mutuality and Intersubjective Dialogue in Religious Education
DOI:
https://doi.org/10.12775/SPI.2015.008Keywords
hermeneutics, ethics, social justice, critical pedagogy, intersubjectivity, neurolinguistic interactions, genetic phenomenology, tripartite intersubjectivityAbstract
Intentional mutuality and intersubjective dialogue woven into the pedagogy of youth and adults is a radical idea in any educational setting; however in the case of religious education it can provide a generative, hermeneutic, learning platform for the development of Christocentric living (as one example). Through so doing, this learning platform can easily extend into the postmodern secular sphere to temper and balance its epistemic forms with hermeneutics, ethics, empathy, and social justice. Where religious education can remain free of the control of neoliberal ideology, it can help students flourish in their humanity and agency. At the same time, religious education and critical pedagogies can be further developed on the shoulders of their giants with gleanings from the secular world—practices and methods from a range of human traditions. In that spirit, the author borrows substantial elements from his previous work (Shuster 2006) on the effectiveness of dialogue and intersubjectivity in postmodern workgroups and speculates on its utility to learning groups and classrooms.
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